24 February 2016 weekly update

Dear Colleagues

Progress on Reducing Exclusions

I am pleased to say that the latest exclusion dataset covering the period between September 2015 and January 2016 shows a promising downward trend in the number of exclusions.

The re-organised PRU arrangements have made a clear contribution to the reduction in permanent exclusions over time. This has been achieved through a review of the local offer, an improved curriculum and a commitment on the part of schools to find positive alternatives to exclusion and clearer pathways to post 16 training and learning. This is a very significant achievement for Kent.

In the last school year (2014-15) there were 106 permanent exclusions, against a target of 50. This compared with over 500 pupils educated for a period of time in the PRUs.

In the Primary phase there were 1,693 fixed term and 48 permanent exclusions. This compares to figures for the end of the previous year of 1,604 and 26, resulting in a slight increase in fixed term exclusions and a significant increase in permanent exclusions. Further work is taking place to understand and address this increase in the Primary phase, which was not mirrored in Secondary schools, and recent data for this school year shows a helpful downward trend in Primary exclusions.

In the Secondary phase in 2014-15 there were 9,030 fixed term and 58 permanent exclusions. This compares to figures for the end of the previous academic year of 8,912 and 61, which showed a slight increase in fixed term exclusions and a welcome slight reduction in permanent exclusions.

The use of permanent exclusion is concentrated in some districts and in some individual schools. For example, 32 exclusions in 2014-15 were produced by four Secondary schools and two Primary schools. The total number of permanent exclusions in Primary was produced by 36 schools and the total number of Secondary exclusions was produced by 27 schools.

In 2014-15, the highest number of fixed term exclusions occurred in Ashford, Thanet and Swale. Overall 22,672 days were lost to education in 2014-15 due to fixed term exclusions.

The latest data since September 2015 (summary table below) shows a welcome reduction overall in permanent and fixed-term exclusions. In comparison with the same period last year, permanent exclusions have reduced by 26% (7) and fixed-term exclusions by 14% (699). The overall reduction in permanent exclusions has been achieved in Primary schools (14 exclusions) which is very welcome. The overall figure for Secondary schools remains the same as the previous year at 27 permanent exclusions.

Thanet and Gravesham have both achieved the most reduction in permanent exclusions, as well as Dover, Sevenoaks and Tunbridge Wells that have also achieved reductions. Permanent exclusions have increased in Dartford, Maidstone, and Shepway. The biggest increase in permanent exclusion has been in Maidstone, (12 exclusions) which is very disappointing. In Ashford and Canterbury there have been no permanent exclusions.

Fixed term exclusions have reduced in Primary and Secondary schools, which is also very welcome. Thanet has achieved the biggest reduction in fixed-term exclusions (172), together with Ashford, Canterbury, Dartford, Dover, Sevenoaks, Swale, Tunbridge Wells and Tonbridge and Malling. Fixed term exclusions have increased in Maidstone and stayed more or less the same in Shepway.

Over half the pupils permanently excluded are eligible for free school meals, which is disappointing, and 55% of pupils with fixed term exclusions are FSM pupils. At the same time 377 pupils, were excluded three or more times. We are asking schools to please use an Early Help Notification for any pupil that has accumulated 10 or more days fixed term exclusion, as this suggests on-going problems that need additional support.

We hope that by working closely with practitioners in the Early Help Service, including the new Education Health Needs Service and PRU provisions, that more support is available to schools to manage inclusion, absenteeism and exclusion more effectively.

The Factors that Make a Difference

The factors that make a difference to the rates of permanent and fixed term exclusions include the effectiveness of school practice and in-school support; the cooperation of schools in the local 'In Year Fair Access' arrangements; the alternative curriculum provision and support for schools by the Pupil Referral Units; the availability of support to Primary schools for challenging behaviour; the early identification of special educational needs and the use of the LIFT process; and the use of support through Early Help notifications.

We shall continue to work with schools to make these mechanisms and sources of additional support more effective in each local area, in order to continue to reduce the number of permanent and fixed term exclusions in 2016. Thank you for all the hard work that is taking place to improve support for vulnerable learners and to avoid exclusion where possible.

Patrick Leeson