School Exclusions

Edward Timpson Excerpts

Wednesday 26th February 2020 Westminster Hall

[Edward Timpson (Eddisbury) (Con)]

It is a pleasure to have you in the Chair, Mr Bone, and I appreciate your calling me in this debate.

In March 2018, while having an unexpected and, as it turned out, well-timed break from Parliament, I was asked by the then Secretary of State for Education to undertake an independent review of school exclusion, to explore how headteachers use exclusion in practice and why some groups of pupils are more likely to be excluded than others. The review was published on 7 May 2019, a little over nine months ago. I will not repeat everything it contains—it is available in the House Library for all to see—but I will take the opportunity left in today’s debate to consider what progress has been made since its publication.

It is worth reminding ourselves that, despite the increase in recent years, permanent exclusion remains a relatively rare event. Just 0.1% of the 8 million children in schools in England were permanently excluded in 2016-17; that still means that an average of 40 children every day are permanently excluded, with an average of a further 2,000 pupils each day excluded for a fixed period. As we have heard, permanently excluding a child should always be a last resort, when nothing else will do. I agree with my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) that it is right that headteachers maintain an unfettered discretion to remove children, as long as exclusion from school does not mean exclusion from education.

My review reinforced the need for headteachers to have exclusion available as an important tool that forms part of an effective approach to behaviour management. However, it also found that the variation in how exclusion is used goes beyond the influence of local context and that more can be done to ensure that exclusion is always used consistently, fairly and legally. That is important because outcomes for excluded children are often poor—in some circumstances, as we have heard, they can be catastrophic.

Exclusion should, and often does, help break a negative cycle of behaviour, better protect all children involved and lead to an enhanced prospect of educational and personal success and fulfilment. It should not be a trigger or contributor to a worsening trajectory of academic attainment, to the risk of becoming a victim or perpetrator of crime or to prospects of employment rather than prison.

We know from the analysis in my review that there are characteristics closely associated with exclusion: for example, children with special educational needs and those receiving support from social care. Indeed, the analysis showed that 78% of permanent exclusions were issued to pupils who either had SEN, were classified as “in need” or were eligible for free school meals. A large part of the solution must be to better identify, at an earlier stage, those children at risk of entering a revolving door of exclusions, so we can reduce avoidable and unnecessary use of such a sanction. I know that is what headteachers want, too.

That is why I recommended, and the Government endorsed, a practice improvement fund of sufficient value, longevity and reach to support local authorities and mainstream, special and alternative provision schools to work together to establish systems that identify children in need of support and deliver good, effective interventions for them. Such a system would better utilise the expertise and professionalism within alternative provision.

The Conservative party manifesto contained a welcome commitment to an alternative provision reform programme. With that in mind, I ask the Minister to think not just about the capital investment required to improve pupil referral units, which hon. Members have referred to, but about the workforce development required to ensure that the best and brightest are working in alternative provision. That expertise and specialism needs to be integrated into mainstream schools. The charity The Difference, referred to earlier, is undertaking such work; Kiran Gill and her team are already starting to have a strong impact.

I do not have time to go into detail on a number of issues, but I want to flag them with the Minister. They include fixed-term exclusions, the commitment to reduce the upper 45-day limit—the equivalent of a whole term—for which a child can be out of school and the pernicious practice off-rolling, which is illegal and on which Ofsted has borne down. It will be interesting to hear what further work will be done to make sure that it forms no part of our school system. There are also issues around managed moves—voluntary agreements between schools—that mean that a lot of children move around our school system, sometimes undetected; statutory guidance was recommended by my report.

I will briefly touch on the responsibility and accountability of schools. The oral statement made by the previous Secretary of State made it clear that the Government were going to fulfil that recommendation. Lord Nash, the then Lords Minister, was clear that he supported it, although more recently I noticed that Lord Agnew was talking about involving multi-academy trusts in providing alternative provision. It would be good to understand the current thinking on how we make schools better accountable for pupils who are excluded.

Part-academisation causes a problem for some of the recommendations made in my report when it comes to trying to define the role of local authorities. In hindsight, it would have been better, either by evolution or revolution, for us to have completed the academisation of the school system or decided that local authorities had a clear role within it. I tried to define that by saying that local authorities should be responsible for vulnerable children, such as children in care or children with special educational needs. That system could hold true in the future and help ensure that there is co-ordinated action around children at risk of exclusion.

I ask the Minister: when will work on the accountability of excluded children be stepped up and shared outside the Department for Education? When is the consultation on reducing the upper limit of fixed-term exclusions going to happen? How are the Government going to continue to tackle and bear down on off-rolling? How will the Minister help truly integrate alternative provision into the mainstream, so it acts as much as a preventer of exclusions as a recipient?

I know that the Minister is very committed to the programme. To that end, and now that I have been given a more lengthy opportunity to make myself useful on the Back Benches, I tentatively suggest to him that one way to achieve that, for our mutual benefit, would be to re-engage my services with the clear and specific purpose of helping to implement the review’s recommendations by way of a small delivery body. As I said, I know he is keen to make significant progress on this aspect of school life. It goes to the very heart of the Prime Minister’s welcome mission to spread opportunity across our country, with education a vital ingredient for achieving that.

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[The Minister for School Standards (Nick Gibb)]

It is a pleasure to serve under your chairmanship, Mr Bone. I congratulate the hon. Member for Croydon Central (Sarah Jones) on securing the debate. In her excellent opening speech, she rightly said that we all agree on one thing—that every child in this country should have the benefit of a world-class education that prepares them for adult life and helps them to fulfil their potential, including children who have been excluded at some point during their school career.

The Government are committed to ensuring that all teachers are equipped to tackle the low-level disruption and the serious behavioural issues that compromise the safety and wellbeing of pupils and school staff. Ensuring that schools are safe and disciplined environments benefits all students. In 2018, the Department for Education’s school snapshot survey of teacher opinion found that 76% felt that behaviour was good or very good in their school. According to recent data from Ofsted, behaviour is good or outstanding in 85% of primary and 68% of secondary schools. Although behaviour in schools is broadly good, those figures show that there is still more to do to tackle the casual disruption that deprives children of up to 38 school days a year, according to Ofsted’s estimates, as well as the challenging behaviour that can result in permanent exclusion. Behaviour cultures are set from the top, and the Government are determined to support headteachers to build and maintain a culture of good behaviour in their schools. For example, we are investing £10 million in behaviour hubs, so that schools with a track record of effectively managing pupils’ behaviour can share that best practice with other schools. That programme will launch in September 2020 under the supervision of a team of expert advisors on behaviour management led by Tom Bennett.

Alongside that, we are reforming teacher training as part of the early career framework, and we have bolstered the behaviour management element in the core content for initial teacher training, so that all new teachers will be taught how to manage behaviour effectively on entry to the profession.

[Edward Timpson]

On teaching training, one of my recommendations was about trauma and attachment training, and really getting under the skin of why some children are struggling to meet the behaviour standards that we expect of all pupils within our schools. Will the Minister recommit to that recommendation, and explain how he intends to move it forward?

[Nick Gibb]

I will come to headteachers having to take into account the circumstances of pupils before they make a decision about exclusions, and to ensure that support is available for children who have special educational needs. I point out to Opposition Members that for the coming financial year we have increased spending on high needs education by 12%—an extra £780 million—which demonstrates our commitment to ensuring that special needs education is properly funded.

Visiting outstanding schools has shown me that a strong behaviour culture can help children who might otherwise struggle to engage in their education to succeed. Michaela Community School, a free school in Wembley to which my hon. Friend the Member for Stoke-on-Trent North (Jonathan Gullis) referred, is unapologetically strict in its standards of behaviour. The whole institution emits a sense of positivity and purpose quite unlike any other school that I have visited. In an area of significant deprivation, children are brimming with pride at the progress they are making.

At Reach Academy Feltham, behaviour is tracked on a transparent points-based system called “Payslip”, which gives rewards and privileges for good behaviour and deducts points for disruption. The school has a notably low number of fixed-term exclusions, and has not excluded a pupil permanently in the last two years.

--- Later in debate ---

[Nick Gibb]

I will not, if the hon. Gentleman will forgive me. Although 85% of state-funded alternative provision across the country is rated good or outstanding —an increase, by the way, from 73% in 2013—it remains the case that in some areas, permanently excluded pupils are not able to secure good-quality AP quickly, increasing the risk of them becoming caught up in knife crime. The report on knife crime produced by the all-party parliamentary group chaired by the hon. Member for Croydon Central emphasised the importance of full-time education for all children, including those vulnerable to exclusion. The hon. Lady referred to the fall in the number of pupil referral units between 2014 and 2017. The facts are that in 2014, there were 371 PRUs and alternative provision academies; in 2017, there were 351; and as of June 2019, there were 354. Eight alternative provision academies are in the pipeline to open before 2023.

Our focus must be on improving the availability of good-quality AP, so that when a child is excluded from school, that does not mean exclusion from good-quality education. Those children must have timely access to the support and education they need to help reduce risk, promote resilience, and enable them to re-engage with education and make good progress. We know that is possible, because there is excellent and innovative practice out there.

One great example is the parent and carer curriculum taught at the Pears Family School in Islington, which is an AP free school that opened its doors in 2014 and was found to be outstanding three years later. What is unusual about that school is that parents attend with their children several times a week, and in those sessions parents help pupils to make progress with their reading and are taught how best to support their children in their education. As a result, a high proportion of pupils are successfully re-integrated into mainstream school after a short placement. That model is currently being trialled by the Pears Family School and the Anna Freud Centre in three other AP settings across England. That is just one of the nine projects supported by our £4 million AP innovation fund, which we established to test the effectiveness of innovative approaches to improving alternative provision, an approach that I know my hon. Friend the Member for Eddisbury supports.

I am grateful to the hon. Member for Croydon Central and to other hon. Members for having raised their concerns about this issue. I assure the hon. Lady and other Members that we take this issue very seriously and are addressing it, including by improving school behaviour and providing the right support to those at risk of exclusion.

[Edward Timpson]

I realise that we are about to finish, but I reiterate my offer to my right hon. Friend the Minister. He may need some time to consider the generosity of it, but in the meantime, would he agree to meet me to discuss the implementation of my review, and to write to me in advance of that meeting to answer the questions that I put?

[Nick Gibb]

I would be happy to meet my hon. Friend. He has raised the issue of accountability measures: expectations for pupils in AP have not been high enough in the past, and as part of our drive to improve quality across the AP sector, we will consider how we can better assess performance and strengthen accountability for pupils in AP. We will have more to say on that in due course.