School Exclusions

Ian Mearns Excerpts

Wednesday 26th February 2020 Westminster Hall

[Jonathan Gullis]

The hon. Lady touches on points regarding special educational needs and disabilities, and I intend to talk about my support for better quality alternative provision. I certainly do not look at this along racial or gender lines or across class lines, because at the end of the day behaviour cuts across all those different things. I represent a predominantly white working-class community, where there are students who misbehave just as much as someone from a black or Asian community in a more ethnically and culturally diverse community. I do not wish to virtue signal. This is an across-the-board problem involving people from all backgrounds.

A child’s environment affects behaviour, so why would a school having firm boundaries be a negative? To exclude a pupil is a long, stressful and convoluted process, and the fear of losing an appeal means that many schools provide a wide range of support, from educational psychologists, peer mentoring, behaviour report, positive behaviour report, incentivised reward trips, one-to-one in-classroom support via a teaching assistant, conflict resolution and regular parent or carer meetings. Those are just some of the many tactics I used in my career to keep a young person on track, but I agree that we must have better alternative provision and ensure that a wider and more tailored system of support is accessible to pupils who have been excluded or are at risk of being excluded. I do not want excluded kids to not have a proper education; I want them to be guided, assisted and supported, but my stronger urge is to protect the education of those willing to be educated and those doing the educating.

[Ian Mearns (Gateshead) (Lab)]

Given the statistical evidence about the number of youngsters with special educational needs who are excluded, is it not the systems within the schools—so not the teachers’ fault—and the resources available to schools, both inside the school and outside, that actually sell those youngsters short? Quite often, their special educational needs are not properly identified until after their exclusion.

[Jonathan Gullis]

The hon. Gentleman brings me on perfectly to what I was about to say. If he will allow me, I will go on, and if I do not answer his point he should feel free to intervene again.

The Government must of course invest in alternative provision, but schools also need to work collaboratively across their local areas to ensure that the best possible course of action is pursued. Solihull Academy is an excellent example of a group of secondary schools across Solihull working together to find tangible, workable solutions, creating Solihull Academy and making space in the grey area between mainstream education and SEND education. To answer the hon. Gentleman’s point, we absolutely have a big issue with children diagnosed with SEND needs who do not need to be in a special educational needs school but struggle to access mainstream school. Solihull Academy is the perfect example of a school that in that grey area, where those students can get proper one-to-one support and smaller class sizes, allowing them to thrive educationally while not feeling the pressure they currently feel in mainstream secondary schools. I hope that answers his point.

--- Later in debate ---

[Ian Mearns]

Quoting an example of good practice is all very well, but I am afraid that anecdotes of local good practice do not actually answer the systemic failures across the whole country. In my region, the north-east of England, the number of youngsters excluded from school has gone from about 190 in 2012-13 to well over a thousand in the last year for which statistics are available, 2017-18. The system is failing, and the lack of resources for special educational needs in particular is at the root of the problem.

[Jonathan Gullis]

The Government committed to investing £780 million into supporting SEND children. I firmly believe that schools go above and beyond. Having spent the vast majority of my career in schools where well over 50% of pupils qualify for the pupil premium and well over 30% have SEND needs, I can only commend the actions that have been taken. Obviously I cannot speak for the hon. Gentleman’s constituency or area, but I would be more than happy to sit with him and listen to his examples.

By utilising smaller classes, encouraging more one-to-one contact and broadening the curriculum, extra support will be accessible and available to kids who need it. Reasons for behavioural and social issues in our young people are widely varied and complex. It is reductive to claim that vulnerability, exploitation, youth violence and abuse will be solved by avoiding exclusions. I have been verbally abused and physically assaulted in front of pupils in the classroom, in the playground and in front of parents. The job of a teacher is to educate and to be an example, not to be treated like a punch-bag. Policies and laws are in place to protect our police, emergency workers, nurses and so on. If we do not have zero-tolerance policies or exclusions, where is the protection for our teachers?