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1665943

registered interest
date	18/10/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government how many children in each of the last three years had an Education, Health and Care Plan and were permanently excluded from school.
tabling member printed	Lord Storey
uin	HL10664
answer	answer is ministerial correction date of answer 26/10/2023 answer text <p>It has not proved possible to respond to this question in the time available before Prorogation. Ministers will correspond directly with the Member.</p> answering member printed Baroness Barran question first answered 26/10/2023 11:31:36 answering member 4703 label Biography information for Baroness Barran
tabling member	4238 label Biography information for Lord Storey

1567019

registered interest
date	16/01/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what percentage of school exclusions in the last five years were of children with Special Educational Needs.
tabling member printed	Baroness Ritchie of Downpatrick
uin	HL4797
answer	answer is ministerial correction date of answer 27/01/2023 answer text <p>The department publishes figures on the proportion of pupils permanently excluded or suspended from schools in England. The most recent full academic year figures, covering academic years up to 2020/21, can be found here: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england/2020-21" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/permanent-and-fixed-period-exclusions-in-england/2020-21</a>. The table attached shows the proportion of permanent exclusions and suspensions at state-funded schools which were of pupils who had special educational needs.</p> answering member printed Baroness Barran question first answered 27/01/2023 14:26:17 answering member 4703 label Biography information for Baroness Barran attachment 1 file name HL4797_exclusion_and_suspension_table_180123.xlsx title Exclusions and suspensions table
tabling member	4130 label Biography information for Baroness Ritchie of Downpatrick

1505599

registered interest
date	06/09/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if he will make an assessment of the potential relationship between trends in the levels of school exclusions and education, health and care plans.
tabling member constituency	Coventry North West
tabling member printed	Taiwo Owatemi
uin	48500
answer	answer is ministerial correction date of answer 21/09/2022 answer text <p>The department publishes annual data on suspensions and permanent exclusions which include capturing those pupils with education, health and care (EHC) plans. It has also published updated Suspension and Permanent Exclusion guidance in July 2022 so that headteachers have the information they need to use these sanctions properly and proportionately.</p><p>The updated guidance makes clear that headteachers should, as far as possible, minimise the use of permanent exclusion for any pupil with an EHC plan and that initial intervention to address underlying causes of disruptive behaviour should include an assessment of whether appropriate provision is in place to support any special educational needs and disability that a pupil may have.</p><p>In March 2022, the department published the Special Educational Needs and Disability (SEND) and Alternative Provision (AP) Green Paper and Schools White Paper, which set out plans to make sure every child can reach their full potential. They set out a vision of an inclusive education system with excellent local mainstream provision that would improve the experience and outcomes for children and young people with SEND, support those who need alternative provision, and those who need the additional support delivered through an EHC plan.</p><p>The Green Paper consultation closed on 22 July 2022 and the department is currently analysing the responses. Later this year, we will publish a national SEND and AP implementation strategy, setting out our response to the consultation and the next steps for implementation of system reform.</p><p> </p> answering member constituency Rochester and Strood answering member printed Kelly Tolhurst grouped question UIN 48501 question first answered 21/09/2022 10:10:13 answering member 4487 label Biography information for Kelly Tolhurst
tabling member	4779 label Biography information for Taiwo Owatemi

1419773

registered interest
date	03/02/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what percentage of pupils with Permanent Exclusions or Fixed Term Exclusions from School have Special Educational Needs in the most recent period for which figures are availble.
tabling member printed	Lord Storey
uin	HL5953
answer	answer is ministerial correction date of answer 16/02/2022 answer text <p>In the 2019/20 academic year, there were 5,057 permanent exclusions, of which 2,284 (45%) were for pupils with special educational needs (SEN). In the same year, there were 310,733 suspensions, of which 140,266 (45%) were issued to pupils with SEN.</p><p>The table of data can be found in the attached excel document.</p> answering member printed Baroness Barran question first answered 16/02/2022 17:25:45 answering member 4703 label Biography information for Baroness Barran attachment 1 file name HL5953_table.xls title HL5953_data
tabling member	4238 label Biography information for Lord Storey

1383619

registered interest
date	30/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government how many students with Special Educational Needs and Disabilities have been informally excluded in the last academic year.
tabling member printed	The Lord Bishop of Durham
uin	HL4547
answer	answer is ministerial correction date of answer 08/12/2021 answer text <p>The department does not hold figures on the number of pupils who have been informally excluded from school. Informal exclusions are unlawful and therefore there is no mechanism for recording them.</p><p>The government is considering the National Autistic Society School Report 2021, which provides helpful insights into this practice. Further information on this report can be found at: <a href="https://www.autism.org.uk/what-we-do/news/school-report-2021?dm_i=YA3,7MFOP,63DHOU,V1NPQ,1&amp;mc_cid=cd260af2f9&amp;mc_eid=b460e5a1f" target="_blank">https://www.autism.org.uk/what-we-do/news/school-report-2021?dm_i=YA3,7MFOP,63DHOU,V1NPQ,1&amp;mc_cid=cd260af2f9&amp;mc_eid=b460e5a1f</a>.</p><p>The department makes clear in the ‘Statutory Suspensions and Permanent Exclusions’ guidance that ‘informal’ or ‘unofficial’ suspensions, such as sending pupils home ‘to cool off’, are unlawful, regardless of whether they occur with the agreement of parents or carers. Any suspension of a pupil, even for short periods of time, must be in line with the relevant legislation and be recorded as a suspension.</p><p>The department will shortly be consulting on the ‘Behaviour in Schools’ guidance and the ‘Suspensions and Permanent Exclusions’ guidance. These will equip headteachers to create calm, orderly, safe and supportive school environments where exclusions are only ever used lawfully and as a last resort.</p> answering member printed Baroness Barran grouped question UIN HL4548 question first answered 08/12/2021 17:12:30 answering member 4703 label Biography information for Baroness Barran
tabling member	4312 label Biography information for The Lord Bishop of Durham

1383620

registered interest
date	30/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what assessment they have made of the report by the National Autistic Society School Report 2021, published on 9 November; in particular, the findings about informal exclusions; and what steps they intend to take in response to ensure that schools do not practice such exclusions.
tabling member printed	The Lord Bishop of Durham
uin	HL4548
answer	answer is ministerial correction date of answer 08/12/2021 answer text <p>The department does not hold figures on the number of pupils who have been informally excluded from school. Informal exclusions are unlawful and therefore there is no mechanism for recording them.</p><p>The government is considering the National Autistic Society School Report 2021, which provides helpful insights into this practice. Further information on this report can be found at: <a href="https://www.autism.org.uk/what-we-do/news/school-report-2021?dm_i=YA3,7MFOP,63DHOU,V1NPQ,1&amp;mc_cid=cd260af2f9&amp;mc_eid=b460e5a1f" target="_blank">https://www.autism.org.uk/what-we-do/news/school-report-2021?dm_i=YA3,7MFOP,63DHOU,V1NPQ,1&amp;mc_cid=cd260af2f9&amp;mc_eid=b460e5a1f</a>.</p><p>The department makes clear in the ‘Statutory Suspensions and Permanent Exclusions’ guidance that ‘informal’ or ‘unofficial’ suspensions, such as sending pupils home ‘to cool off’, are unlawful, regardless of whether they occur with the agreement of parents or carers. Any suspension of a pupil, even for short periods of time, must be in line with the relevant legislation and be recorded as a suspension.</p><p>The department will shortly be consulting on the ‘Behaviour in Schools’ guidance and the ‘Suspensions and Permanent Exclusions’ guidance. These will equip headteachers to create calm, orderly, safe and supportive school environments where exclusions are only ever used lawfully and as a last resort.</p> answering member printed Baroness Barran grouped question UIN HL4547 question first answered 08/12/2021 17:12:30 answering member 4703 label Biography information for Baroness Barran
tabling member	4312 label Biography information for The Lord Bishop of Durham

1367028

registered interest
date	08/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department plans to take to make schools accountable for the outcomes of permanently excluded SEND children.
tabling member constituency	Liverpool, Wavertree
tabling member printed	Paula Barker
uin	71510
answer	answer is ministerial correction date of answer 16/11/2021 answer text <p>The government is taking forward an ambitious programme of action on behaviour, exclusion and alternative provision (AP) which will respect head teachers’ powers to use exclusion when they need to, enable schools to support children at risk of exclusion, and ensure that excluded children continue to receive a good education.</p><p> </p><p>The department knows that the vast majority of pupils in AP have special educational needs and disabilities (SEND), particularly social, emotional, and mental health, and that AP is increasingly operating as part of the SEND system. In the SEND Review, we will set out our plans for reforming AP to incentivise early support and to ensure that those who are at risk of a suspension or being permanently excluded remain safe and supported in high-quality education.</p><p> </p> answering member constituency Colchester answering member printed Will Quince question first answered 16/11/2021 11:33:35 answering member 4423 label Biography information for Will Quince
tabling member	4828 label Biography information for Paula Barker

1367040

registered interest
date	08/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what responsibilities his Department is placing on (a) directors of children's services, (b) school governing bodies, (c) academy trusts and (d) local forums of schools to (i) review information on SEND children who leave schools by exclusion or otherwise and (ii) establish a shared understanding of how the data on the characteristics of those children informs local trends.
tabling member constituency	Liverpool, Riverside
tabling member printed	Kim Johnson
uin	71505
answer	answer is ministerial correction date of answer 16/11/2021 answer text <p>The department’s ‘understanding your data: a guide for school governors and academy trustees’ document makes clear that governing boards should carefully consider the level and characteristics of pupils who are leaving the school and deploy maximum challenge to the school and academy trust management teams on any permanent exclusions. This is to ensure it is only used as a last resort. The full guidance is available here: <a href="https://www.gov.uk/government/publications/understanding-your-data-a-guide-for-school-governors-and-academy-trustees/understanding-your-data-a-guide-for-school-governors-and-academy-trustees#pupil-numbersattendance-and-exclusions" target="_blank">https://www.gov.uk/government/publications/understanding-your-data-a-guide-for-school-governors-and-academy-trustees/understanding-your-data-a-guide-for-school-governors-and-academy-trustees#pupil-numbersattendance-and-exclusions</a>.</p><p>This also includes looking at suspensions, pupils taken off roll, those directed to be educated off-site in alternative provision (AP) and whether there are any patterns to the reasons or timing of such moves. For example, if high numbers of children with special educational needs and or disabilities (SEND) are moving, the school, academy or trust may wish to consider reviewing its SEN support.</p><p>The department is also clear locally that schools, local authorities, and local forums should track and review the information they have on children who leave schools, by exclusion or otherwise. This helps to establish a shared understanding of how the data on the characteristics of such children feeds local trends. Where patterns indicate possible concerns or gaps in provision, we expect headteachers and other local leaders to use this information to ensure they are effectively planning to meet the needs of all children.</p><p> </p> answering member constituency Colchester answering member printed Will Quince question first answered 16/11/2021 15:19:13 answering member 4423 label Biography information for Will Quince
tabling member	4824 label Biography information for Kim Johnson

1367042

registered interest
date	08/11/2021
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking with Ofsted to (a) define and (b) tackle the practice of off-rolling in relation to the exclusion of SEND children.
tabling member constituency	Liverpool, Riverside
tabling member printed	Kim Johnson
uin	71507
answer	answer is ministerial correction date of answer 16/11/2021 answer text <p>While there is no legal definition of off-rolling, the definition within Ofsted is very simple. Off-rolling is the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil.</p><p> </p><p>The government is clear that off-rolling is unlawful and unacceptable in any form and will continue to work with Ofsted to tackle it. Ofsted already considers records of children taken off roll and their characteristics, and strengthened the focus on this in the revised framework in September 2019. Where inspectors find off-rolling, this will always be addressed in the inspection report and, where appropriate, could lead to a school’s leadership being judged inadequate.</p><p> </p> answering member constituency Colchester answering member printed Will Quince question first answered 16/11/2021 11:41:34 answering member 4423 label Biography information for Will Quince
tabling member	4824 label Biography information for Kim Johnson

1256475

registered interest
date	30/11/2020
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Pupil Exclusions
house id	2
legislature	25277 pref label House of Lords
question text	To ask Her Majesty's Government what steps they are taking to ensure that children with special educational needs receive an education and healthcare plan before exclusion from school is proposed.
tabling member printed	Lord Taylor of Warwick
uin	HL10917
answer	answer is ministerial correction date of answer 14/12/2020 answer text <p>It is important that schools take appropriate steps to address the underlying causes of poor behaviour, which could include pupils’ special educational needs (SEN). Local authorities have a statutory responsibility to assess whether children and young people have special educational needs that require an Education, Health and Care (EHC) plan. The statutory guidance on exclusions sets out that early intervention measures should include an assessment of whether appropriate provision is in place to support any SEN that a pupil may have. This guidance is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/921405/20170831_Exclusion_Stat_guidance_Web_version.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/921405/20170831_Exclusion_Stat_guidance_Web_version.pdf</a>.</p><p>The law does not prevent a pupil with SEN or a disability from being excluded, however schools have a legal duty under the Equality Act 2010 not to discriminate against disabled pupils by excluding them from school because of their disability. Any exclusion must be lawful, reasonable and fair.</p><p>Schools should balance their responsibilities of considering what extra support might be needed to identify and address the needs for children with SEN with their responsibility to ensure that all children are able to experience good quality teaching and learning without disruption in the classroom and without being exposed to risks to their health or safety. The guidance also sets out that schools should, as far as possible, avoid permanently excluding pupils who have an EHC plan.</p><p>The department is pursuing an ambitious programme of work on school behaviour and to rapidly improve the availability of good alternative provision, so that permanently excluded children and children at risk of exclusion receive a high-quality education and support suited to their individual needs.</p><p>We are investing £10 million in behaviour hubs which will enable schools and multi-academy trusts with exemplary behaviour cultures and practices to work in partnership with those that want to improve their behaviour culture.</p><p>Additionally, to help support and equip staff, the Early Career Framework reforms entitle all early career teachers to 2 years of professional development in 5 core areas including behaviour management.</p><p>We will revise guidance on exclusions to make it clearer and more consistent, so that head teachers have the information they need to use exclusion properly and proportionately. We will also continue to engage with key stakeholders, including academics, when revising guidance.</p><p> </p> answering member printed Baroness Berridge question first answered 14/12/2020 14:43:05 answering member 4218 label Biography information for Baroness Berridge
tabling member	1796 label Biography information for Lord Taylor of Warwick