‘For the majority of children who have a social worker, this is due to known safeguarding risks at home or in the community: over half are in need due to abuse or neglect. For children with a social worker, education is an important protective factor, providing a safe space for children to receive support, be visible to professionals and realise their potential. When children are not in school, they miss the protection and opportunities it can provide, and become more vulnerable to harm.
Headteachers should balance this important reality with the need to ensure calm and safe environments for all pupils and staff, so should devise strategies that take both of these aspects into account.’
– Department for Education (DfE) suspension and permanent exclusion guidance, July 2022
Terminology – Has the pupil been suspended or excluded?
Suspended
A suspension lasts for a specific number of days. The number of days and when a pupil should return to school must be made clear by the Head Teacher and communicated in writing to the parent or carer.
Suspensions are normally used for serious incidents. They can be used for a maximum of 45 days in any one school year.
Excluded
Permanent exclusion (PEx) usually occurs after an incident (or series of incidences) so serious that the Head Teacher decides that the student can no longer attend the school and their name will be removed from the school admission register following a review of the exclusion by representatives of the governing body.
Important points to note
Have you, the social worker, been informed?
When Headteachers suspend or permanently exclude a pupil they must, without delay, notify parents. Legislative changes mean that if a pupil has a social worker, or if a pupil is looked-after, the headteacher must now, also without delay after their decision, notify the social worker and/or Virtual School’s Head (VSH), as applicable.
When headteachers suspend or permanently exclude a pupil, they must also notify the local authority, without delay. This must be done regardless of the length of a suspension.
Additional needs are not a reason to suspend or exclude
It would also be unlawful to suspend or exclude a pupil simply because they have SEN or a disability that the school feels it is unable to meet, or for a reason such as, academic attainment or ability, or the failure of a pupil to meet specific conditions before they are reinstated, such as to attend a reintegration meeting.
There is no such thing as an ‘informal’ suspension or exclusion
An informal or unofficial exclusion, such as sending a pupil home ‘to cool off’, is unlawful when it does not follow the formal school exclusion process and regardless of whether it occurs with the agreement of parents.
Parents or carers ‘under pressure’
Schools should be challenged immediately if they are believed to be exercising undue influence over a parent to remove their child from the school under the threat of a permanent exclusion and encouraging them to choose Elective Home Education (EHE) or to find another school place.
What is a re-integration meeting?
Communication from school to home should explain the details of the time and date for the reintegration meeting. During a reintegration meeting, the school should communicate to the pupil that they are valued, and their previous behaviour should not be seen as an obstacle to future success. Where possible, this meeting should include the pupil’s parents. A child cannot be refused reintegration in to mainstream classes if their parent or carer is unable to attend the meeting.
When the Virtual School is notified of a suspension for children in care, they will attend reintegration meetings to support planning and reduce the risk of further exclusions.
Can a pupil be placed on a ‘part-time table’ following a re-integration meeting?
A part-time timetable should not be used to manage a pupil’s behaviour and must only be in place for the shortest time necessary.
Any pastoral support programme or other agreement should have a time limit by which point the pupil is expected to attend full-time education, either at school or alternative provision.
There should also be formal arrangements in place for regularly reviewing a part-time timetable with the pupil and their parents.
In agreeing to a part-time timetable, a school has agreed to a pupil being absent from school for part of the week or day and must treat absence as authorised.
Before implementing any part-time timetable, schools must complete the Enfield part-time timetable form (PDF, 175.75 KB) and ensure this is agreed in advance. A part-time timetable should only be used in exceptional circumstances and for the shortest time possible, with a clear plan for reintegration to full-time education.
For children in care, any decision to implement a part-time timetable must be made in agreement with the Virtual School. The Virtual School will:
- be involved in all discussions and decision-making
- attend meetings relating to the implementation and review of part-time timetables
- support schools to ensure arrangements are appropriate and time-limited
| Educational query | No | Yes |
|---|---|---|
| Have there been any suspensions or permanent exclusions? |
Contact the school in charge to ensure that attendance is 90%+. Request a call with a member of staff to talk through the attendance report should the percentage be below 90%. |
Ask that the DSL or designated teacher (DT) informs you each time there is a suspension or permanent exclusion – a copy of the suspension letter can also be requested and uploaded to Liquid Logic. What are the reasons for the suspension or permanent exclusion? What preventative measures are in place to reduce suspensions for this child? What is going on at home for the child or young person? – Is the suspension related to a recent event outside of the school? Have the professionals been made aware of the circumstances surrounding the behaviour? Are there any outstanding referrals that could be made to support the child? Are Orchardside (or relevant out of borough local authority setting) involved in the reintegration process? – Have they been contacted to find out any additional information? Ensure the relevant advisory teacher for children in care (where applicable) is informed of any suspensions or exclusions. They will attend the re-integration meeting with you to provide support and guidance. |
| Has the pupil been suspended for 5+ days? | Schools should set and mark work for the first 5 school days. |
If the suspension is longer than 5 school days, the school must arrange suitable full-time education from the sixth school day, for example, at a pupil referral unit. (Parents or carers should also have clear instruction on where to bring their child). In the event of a permanent exclusion (PEx) the LA must arrange full-time education from the sixth school day. In cases where a permanent exclusion (PEx) is being considered for a child in care, schools are required to consult the Virtual School Headteacher in advance of any decision, to ensure all alternatives have been explored and the impact on the child is fully considered. |
| Does the child have identified SEND needs? | If you or the family believe there are undiagnosed additional needs, having provided the school with the relevant evidence and concerns, you may ask the school if they're able to arrange for an assessment by the Educational Psychologist (please note there may be a significant wait time for an appointment). |
Is there an EHCP in place? Does an emergency EHCP review need to be arranged by the SENDCo? Contact the pupil’s allocated LA SEND case worker to ensure that they are aware of any concerns you may have regarding the suspension/exclusion. |
| Has suspension / permanent exclusion paperwork been provided? | The family should request this paperwork from the school (schools are obliged to inform the parent and the allocated social worker). |
Are the family aware of the processes and right of appeal? In the case of children in care, all suspension or permanent exclusion documentation must be shared without delay with the social worker, the Virtual School, and the child’s carer. |
| Disproportionality: Has race, gender, religious identity or age influenced the approach taken by professionals? | Not applicable |
Discuss the case with your team manager and engage the headteacher if necessary. Escalate through the local authority if professionals feel there has been disproportionate treatment. If there are concerns that race, gender, religious identity, or age may have influenced decision-making for a child in care, this should be addressed immediately through a multi-agency approach. Discuss concerns with your team manager and the Virtual School in the first instance. Engage the DT and headteacher to seek clarity on the rationale for decisions and to ensure that they are fair, proportionate, and in line with statutory guidance. The Virtual School should play a key role in reviewing the case, providing challenge where appropriate, and ensuring that the child’s status and vulnerabilities are fully considered. Where concerns remain, escalate through the local authority and the Virtual School Headteacher, in line with escalation procedures. All actions and discussions should be clearly recorded, with a focus on ensuring equitable treatment and preventing further disadvantage for the child. |
Contacts
Children in Care (CiC)
Stuart Chatterton (Virtual School Advisory Teacher for Children in Care)
Email: stuart.chatterton@enfield.gov.uk
Virtual School email: virtualschool@enfield.gov.uk
(Please clearly state that your enquiry relates to a child in care)
Child Protection (CP) and Children in Need (CiN)
Kazia Fulmyk (Senior Advisory Teacher for CiN)
Email: kazia.fulmyk@enfield.gov.uk
CP and CiN at risk of permanent exclusion or repeated suspensions
Malaika Williams (Assistant Head for Vulnerable Children)
Email: malaika.williams@enfield.gov.uk