Timpson Review of School Exclusion

Rachael Maskell Excerpts

Thursday 16th September 2021 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Mr Stringer. I am grateful to speak in this important debate, and I thank the hon. Member for Eddisbury (Edward Timpson) for his review, which I have studied at length. I concur with some of the recommendations and certainly with his speech today, but I think some of the recommendations need to go further.

What I have tried to do in preparation for today’s debate is to take a bigger view of what happens in the journey of a child and to look at how we can give a far better experience to that child. I am the chair of the all-party parliamentary group for adoption and permanence, which this week published its report “Strengthening families”, and I thank the hon. Member for his part in that. I have also looked at children who experience extreme trauma and at the impact that has on then, and talked to parents, young people, agencies and schools in my constituency. Rather than looking just at the behaviour of a child, my conclusion is that a child does not reach the point where their school determines that exclusion is necessary, without first being on a trajectory that takes them to that place. Therefore, we have to look at the life course of a young person, identify early indicators and invest in the stability that that child needs to take them down a different path and to know they are secure, safe and have worth.

The work being doing in this place around 1,001 critical days is critical in ensuring we get the right foundations not only for the child, but for the whole family. Parenting is the most important role anyone plays in our society. Yet, the investment in parenting is scant. Of course, that starts before a child is born. We need to invest in the vital skills of a parent to build that security around the child. Also, as a state, we need to think about the instruments we need to put in place to help parents too. It is a difficult journey, but the more investment we put in, the greater the likelihood that we will see the fruits of that investment later on.

A child may have multiple challenges. They may be neurodiverse, have underlying heath conditions, have experienced trauma or not formed good attachments. At any point along the journey, the system, instead of pushing them away, must draw them close. That is perhaps why I do not fall in line with the hon. Member’s report—I believe that more needs to be done to draw children in rather than push them away. That is the experience of many of these children: they are pushed away from so many places, which escalates and spirals their lack of attachment and identity, and makes them so insecure.

Exclusion reinforces harm to many children and pushes them further into risk, as the hon. Member for Warrington South (Andy Carter) so ably said in opening the debate. It destroys the threads of security that a child may have and is ultimately costly both to the child and financially over a lifetime.

Children who experience adoption are 20 times more likely to be permanently excluded, and five times more likely to be excluded for a fixed period. In fact, they are 16 times more likely to be suspended at key stage 1. Those children already have the challenge of processing their identity, security, trust and attachments. More often than not, they have layers of significant trauma, and are often excluded far earlier than other children. The trauma of exclusion builds on that trauma, and therefore does not achieve the outcome of security, which is why we have to make that early investment.

The all-party parliamentary group has looked at the value of the adoption support fund. We must ensure it is there at the right quantum to provide the services and support that are needed. If security and stability are wrapped around a child’s education, with continuous relationships, that can help build stability for them. The transition points, which hon. Members have referred to, can be very challenging and confusing for a child. It is therefore vital that we have relationships to bridge those transition points. A system in which everything changes in those relationships every year for a child can be very disruptive, so we need to look at continuums in a child’s life that can take them through their schooling.

If a child is taken to their safe place in a school—a place that is calming, caring and engaging and that invests in them—we will see different outcomes. It is therefore right that we build schools that have those spaces where children can go. As we have heard, and as we know from our constituencies, many children are experiencing real mental trauma at this time. Mental health challenges are starting in younger and younger children, and we are all experiencing from our constituencies children who are in a place of distress at such a young age. It is therefore important to create safe spaces that any child can go to when they are feeling insecure in class.

The challenge I want to set the Minister today is to create therapeutic schools. We should see schools not just as educational environments but as places that support the whole needs of a child. The rise in exclusion demands that. We need not isolation, but engagement; not exclusion, but inclusion. If an excluded child is pushed into rejection, they are pushed into further risk and harm. We have heard about county lines and people who prey on vulnerable children. They give children the rewards that they are seeking—not the right rewards, of course—and draw children into a different space that is unsafe for them. Ensuring that we have safe spaces is therefore absolutely crucial.

Children today are exposed to mental health challenges, trauma and harm—let us face it, none of us experienced this when we were younger—thanks to the scale and pace of social media and so many other things that they have to navigate their way through. We have to find a better space for our young people. As I have said many times in this place, many intergenerational challenges are replicated through children. We therefore need to break some of those cycles with a trauma-informed process. We must look at the child’s holistic needs—their home, their school environment—and understand them far better. If a child is not secure, they will not learn and attain, and inequality will grow. Therefore, that is absolutely crucial.

I have also said many times in this place that we need to look at what children are learning and the environment they are in. My sister, who works in early years with children with many challenges in their lives, last night pointed me to a YouTube clip by Prince EA, called “I Sued the School System”. I recommend it to all hon. Members; it is really worth six minutes of their time. I see hon. Members nodding—I do not know whether they have seen it. It talks about the way we need to develop a different kind of curriculum for children. Of course, it will be about inclusion. It will draw on children’s skills, and draw them into the system more and more. That is how we stop the rejection—the feeling of being pushed away—that so many children feel.

My city of York has a high standard of education and a high standard of caring for young people who are very challenged. It gives children an opportunity for a fresh start, so that if children find their school environment challenging, it will move them to a different school in the city. Many schools engage with that, so that children are kept within the school education system. Of course, alternative provision is also available for children. Within that, however, I note what is happening statistically. We saw a real drop in the number of permanently excluded children in the city—it is now about three or four children a year, which I would say is three or four children too many—but the number of suspensions and permanent exclusions has started going up. That was with the introduction of isolation units in schools, which are incredibly harmful for children.

Looking at the figures for 2018-19, 472 children in York were suspended for disruptive behaviour, 192 for threatening behaviour, and 123 for verbal behaviour. We must therefore find alternative solutions to keep those children in school, because many of them would have been pushed further into risk outside school. I also think that we have to take a safeguarding approach. I have raised this issue with the Minister in questions, and we are due to meet to discuss school-age children outside the school environment and the risks that they are exposed to. We therefore need to look at harm reduction in the school environment, where safeguarding is strong, but also outside. Of course, when children are suspended or excluded, they are outside that safe environment. We have to do a lot more on that.

In conclusion, I want to say to this to the Minister: let us draw children into safe places, and not push them away. Let us invest, not deprive a child of perhaps the only hope they have—the only safe place they go. I know that the Government have yet to get on this path, but the whole education system needs reform. With a refreshed Department, perhaps there is an opportunity to once again look at the curriculum, the environment and the purpose of education. Let us not escalate, but de-escalate, risk for these young people.

[Tom Hunt (Ipswich) (Con)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I thank my hon. Friend the Member for Warrington South (Andy Carter) for securing this important and timely debate, and I thank my hon. Friend the Member for Eddisbury (Edward Timpson) for the work that he did on the review. I agree with the vast majority of the recommendations, and I think the Government should implement them fully at the next possible opportunity.

I could not agree more with the points made by the hon. Member for York Central (Rachael Maskell) about therapy and the importance of a therapeutic approach. I am very fortunate to be an associate governor at a special school for pupils with social, emotional and mental health needs in my constituency. The school has only been going for just over a year, but it has done an absolutely fantastic job so far in supporting some of the most vulnerable young people in my constituency, who are slowly but surely turning their lives around—not long ago, many people had given up hope. They have got that hope back again because of the fantastic work going on at the school.

With regards to alternative provision and PRUs, I am in complete agreement with the points that have been made today. From the perspective of society, there should be nothing more noble and important than working in these institutions, which are often the last opportunity and the last hope that these young people have. They should not be places where people give up hope, both from a staff perspective and from the perspective of the people there. They should be good buildings—they should be our best buildings—and they should have our best teachers and our best educators. Frankly, the stakes could not be higher for society in terms of us getting it right at that point—often the last opportunity for us to make a positive intervention.

I also align myself strongly with the points made about the transition points between primary and secondary schools. It is often those with special educational needs who struggle with the transitions. Those transitions can be in relation to everything in life—transitions from education into the workplace, from primary school into secondary school, from A-levels into university. They will be made much harder by covid-19 and the destruction that that is introducing to education settings. I am talking about off-rolling, which I plan to come to later in my speech.

As the Minister knows, I am fortunate enough to sit on the Education Committee, and I have done so since I was elected to this place 20-odd months ago. I am a bit of a dead record when it comes to special educational needs. I always find a way of getting it in, at any sitting, whatever the subject, whether that is exam results, Ofsted or mental health. I always try to find a way of introducing the perspective of, and how it impacts, children with learning disabilities.

From the data provided, we know that those with special educational needs are very much at risk of being excluded. Some data I saw said. I think, that more than two out of five of those permanently excluded had special educational needs. The stakes could not be any higher when it comes to getting the provision right for those with special educational needs, so we need to get it right.

We have a number of remarkable people who are unconventional thinkers—creative thinkers—who do not think in the same way or process information in the same way. If we get the support right for those individuals, funding and organising it properly, so that it is not just about them treading water and being average achievers, they could be far from average achievers and be some of the most creative people in society. A lot of this is about not losing their talents to society. Yes, it is about them, their families and what is morally right, but it is also about not losing their talents, which is an incredibly important point to make.

There is a very fine line between a lot of those individuals getting the support that they need and flying, and not getting their needs met and turning against the system. Sadly, so often, they then end up in our criminal justice system, which we are seeing right now, as the Education Committee is conducting an inquiry into prison education. The fact is that more than 30% of those in prison have some kind of learning disability, although I think it is far higher than that. A lot of people, when they get into the criminal justice system, have their learning needs meeting, where they talk about the kind of support that they might get in prison. The Government have introduced some screening, but that is not the kind of intensive diagnosis that I would like. I would like each person who goes into prison to meet an educational psychologist to get diagnosed properly, so we have a clear picture of whether they have disabilities and, if they do, what kind of disabilities they have. Even at that late stage, we can hope to turn their lives around and to give them the educational support that they need.

[Rachael Maskell]

The hon. Gentleman is making an excellent speech. Is it not right to have those diagnostic opportunities in schools? So many children in school, in particular the neurodiverse, wait years and years before they have a diagnosis.

[Tom Hunt]

I thank the hon. Lady for making that point, which I was about to come on to. It is important that we get that intervention right, that we ensure that each person, when they go into prison, meets an educational psychologist for diagnosis, for two principal reasons.

First, yes, it is about the individuals and, even at that late stage, about hopefully being able to make positive interventions in the education provided. Secondly, I think we are a bit blind at the moment: we think that 30% of those in prison might have learning disabilities, but it might be as high as 50%. We just do not know, and we need to understand the scale of the problem. If it is 50%, not 30%, surely that just increases the argument for why the stakes are so high and why we need to fund special educational needs properly right from the start, as the hon. Member for York Central said—getting diagnosis as early as possible, putting the resources in and making these things possible. I could not agree more. I have dyslexia and dyspraxia. When I was 12, I had the reading and writing age of an eight-year-old, and it was only when I was diagnosed at 12 that I got the package of support that I needed to turn it around from an academic point of view. I could not agree with the hon. Lady more on that point.

The stakes could not be higher. I speak as somebody who has been in that situation where I am in a large class, my eyes glazed over, not understanding why I cannot process information in the same way other people do, sometimes feeling as though I am thicker than other people, sometimes feeling that there is something wrong with me. The teachers in the classroom do not always have as full an understanding about different types of learning disability as possible, so of course we go back to teacher training, and why it is so important that every person going through teacher training has that as a fundamental part of their training, so they can understand the different needs: that not all young people think and process in the same way, and that not thinking in a conventional way does not mean that you are thicker than anybody else. Sometimes it can actually mean that you are more creative, and I have said to a bunch of autistic kids in my constituency, “Weaponise your disability. You think differently; you can be creative.”

However, the impact of covid—the disruption we have seen to the education system over the last 20 months —may make this harder, and may increase the likelihood that some young people with learning disabilities get excluded. It comes back to that point about transitions. It has not been easy for any young person over the last 20 months, because of the disruption—not knowing how they are going to be assessed, not knowing whether they are going to be at school or not—but we know that people with learning disabilities particularly need certainty and structure, and they have not had that for the last 20 months. My concern is that that could impact behaviour; my concern is that the disruption over the last 20 months might have particularly impacted those with special educational needs, and we might see more risk that a lot of these individuals could be excluded.

I want to make a final point before I sit down. I do think that exclusion needs to be an option. It needs to be there; we need to balance trying to do the right thing for all children with the disruption that can be caused by disruptive pupils to other pupils in the classroom. It can absolutely have a detrimental impact on the education of an entire school, but of course, we need funding into alternative provision; we need to have no stigma; and we need to have a good number of special schools, which as I have seen—and, as an associate governor, continue to see—can literally transform the lives of many young people.

However, when we come to this point about off-rolling and the sense that this may be happening, perhaps subtly, a lot of it comes back to Ofsted and the way that we assess schools and the framework. Sadly, from the conversations I have had with a number of teachers, they often feel that there is a conflict between doing what they believe to be morally right, in terms of the education that they are part of providing and supporting the most vulnerable children, and actually—not unreasonably—wanting to be professionally successful. If there is the sense that there is a conflict there, we need to work to take it away, and there is a new Ofsted framework in place, but what are school assessments ultimately about? Surely, they are about the positive difference made. That should be the key thing: to what extent has a school made a positive difference to the lives of the children that it works with, acknowledging that not all schools have the same proportion of those with learning disabilities and those without, and not all schools operate in the same area and some pupils can have more challenging backgrounds? We should not be in a situation where a school can sometimes feel that it is punished for being good when it comes to providing for special educational needs. We have got to have an Ofsted framework that encourages and incentivises schools to put the extra effort into supporting those with learning disabilities.

I guess it has been a slightly sprawling speech, but my point is that my concern about exclusions is that there are too many occasions where sadly, those with learning disabilities are at risk of exclusion because their behaviour can be unconventional, and often when they are excluded and go somewhere else, that final chance for them—whether it is alternative provision or something else—is not as good as it should be. There is this bigger point about how high the stakes are. Exclusion should be an option: it should be something that we consider, but we have got to have an Ofsted framework that encourages first-class SEND provision. I know I have only spoken about special educational needs today, but as I warned you, Mr Stringer, I can be a bit of a broken record when it comes to that topic, and I make no apologies for it. Thank you very much.

--- Later in debate ---

[The Parliamentary Under-Secretary of State for Education (Vicky Ford)]

As ever, it is a pleasure to serve under your chairmanship, Mr Stringer. I congratulate my hon. Friends the Members for Warrington South (Andy Carter) and for Eddisbury (Edward Timpson) on securing this important debate. I apologise that I needed to step out for a couple of minutes earlier.

I also thank the hon. Member for Hove (Peter Kyle) and so many other Members for their kind and personal words about my right hon. Friend the Member for Bognor Regis and Littlehampton (Nick Gibb). I saw how, as Minister of State for School Standards for so many years, he worked tirelessly to make sure that children all across our country had access to first-class education. He always put the most disadvantaged children first, and in the past 18 months I have learned a huge amount from him. I wish him the very best, and I join you all in sending him our thanks for everything that he has done for children.

The Timpson review was a very positive and comprehensive report that has influenced the Government’s approach to exclusions and behaviour. All children deserve the best start in life and, as the Timpson review states, every child has a right to

“a high-quality education that supports them to fulfil their potential.”

The review also recognises, however, the right of every headteacher

“to enable their staff to teach in a calm and safe school”

environment. The Timpson review shone a really important spotlight on how certain cohorts of children were more likely to become excluded than others and how that can affect their outcomes. We are really grateful to my hon. Friend the Member for Eddisbury both for his work on this really important report and for acting as an advocate on this issue more widely.

We are taking forward the vast majority of the report’s recommendations. I would like to reassure all those listening today or following this debate that the Government are pursuing an ambitious programme of work to improve our understanding of behaviour and wellbeing, as well as putting in place additional support for children who have been excluded or are at risk of exclusion.

That work is a combination of concrete actions that we have taken through the pandemic, the behaviour programme of the Department and the SEND review, which I have broadened to include reforms to alternative provision. My hon. Friend the Member for Ipswich (Tom Hunt) spoke so passionately about special educational needs and disabilities. I reassure him and all those present that a key aim of the SEND review is to make it easier for children with special educational needs to access support in good time.

As we are all aware, children and young people have experienced substantial disruption in the past 18 months. Excluded children, and those at risk of exclusion, are some of the most vulnerable in the country, which is why it was so important that we not only kept schools open for vulnerable children, but kept our alternative provision open for all who attend such institutions.

We also provided AP with additional support. As part of our £3 billion education recovery package, we provided additional support of £1.7 billion for all schools, including AP. We also ran the really important AP transition fund, which provided targeted support to around 6,500 year 11s, to help them move on and remain engaged in post-16 education and training, including apprenticeships and FE courses. Last term, I visited an AP setting in Hyndburn, and I heard from the school that all bar one of the year 11s who had left in the summer term of 2020 were still in education, employment or training nearly a year later. The extra support for transition at the end of the summer of 2020 made a huge difference, which is why we are continuing it for that same cohort—the year 11s—into FE next year.

At the beginning of the pandemic, we set up an AP stakeholder group, which brings together some of the best leaders of alternative provision in the country. They have helped to guide us on the best way to support vulnerable children through the pandemic and beyond. They are helping us to shape the AP reforms through the SEND review. In line with the recommendations made by my hon. Friend the Member for Eddisbury for a practice improvement fund, and as part of the AP reforms, we are looking to codify and boost the quality of AP, so that all children and young people can access the best in-class provision and all mainstream schools can draw on specialist support upstream, to get in the early intervention. That is part of the work that we are doing with our AP stakeholder group and will be bringing in through the SEND review.

We know that our engagement in education is a key protective factor against many harms. Vulnerable young people can be at risk of being drawn into crime or gangs, and they will benefit from specialist support if they can stay engaged with their education and out of harm. Therefore, we are not waiting for the SEND review before putting in more specialist support to help such children. We have recently launched two really exciting new projects, focusing on areas with serious violence hotspots.

From early next year, the DFE will be establishing 10 SAFE taskforces—SAFE stands for support, attend, fulfil and exceed. They will be led by mainstream schools in order to protect and re-engage children who are truanting, who are at risk of permanent exclusion or who are at risk of being involved in serious violence. That will include £30 million of new funding over three years and will enable additional support and interventions, to reduce the probability of such children and young people being excluded.

That will complement the pilot that we are doing in 21 alternative provision specialist taskforces, which is launching in November. It will draw specialists from across health, education, social care, youth services, youth justice and mental health, as well as family workers and speech and language workers. Where necessary, the pilot will enable the specialists to be co-located in the AP setting. That will help deliver targeted wraparound support to pupils in order to reduce truancy, improve rates of employment, education and training, reduce the NEET risk, and reduce the risk of involvement in serious violence. It will also improve mental health and wellbeing.

My hon. Friend the Member for Warrington South made a number of good points and spoke about the importance of capital. We are investing £300 million in this financial year to support local authorities to deliver new places and improve existing provision for children with special educational needs and disabilities, or for those children who require alternative provision—almost four times as much as the Government provided to local authorities in the previous financial year. Spending for future years will be determined as part of the spending review.

The hon. Member for York Central (Rachael Maskell) spoke about the importance of really early support for families and parents when children are very young, and I so agree. That is why the Government have worked with my right hon. Friend the Member for South Northamptonshire (Dame Andrea Leadsom) on her review of those 1,001 days—the very early years—and how to give children the best start in life. It is also why I and the Government are so committed to championing the family hub approach.

I come back to the issue of exclusion. We know that exclusion is an essential tool for headteachers to use when a serious incident has occurred, for example, or when there is persistent disruption. However, we are very clear that it should be used only as a very last resort. Longer-term trends show that the rate of permanent exclusions across all schools followed a downward trajectory from 2006-07, when the rate was 0.12%, until 2012-13. It then rose a little, but has remained stable since 2016-17. Permanent exclusions remain a rare event; there are roughly six exclusions for every 10,000 pupils. As expected, the number of exclusions decreased during the pandemic, but according to the data that we receive from schools, in the last summer term there were only 40 permanent exclusions.

My hon. Friend the Member for Ipswich mentioned off-rolling. Let me be very clear: off-rolling is unlawful and is never acceptable. Ofsted will hold schools to account for how they use exclusions, under its behaviour and attitudes judgments, and its new revised education inspection framework considers the rates, patterns and reasons for exclusions: differences between different pupils; whether any types of pupils are repeatedly excluded; and any evidence of off-rolling. The revised framework in 2019 strengthened the focus on this issue. Of course, Ofsted needed to stop its inspections for some time during the pandemic, but where inspectors find off-rolling it will always be addressed in the inspection report and, where appropriate, it could lead to a school’s leadership being judged inadequate.

One of the Timpson recommendations was to update the guidance on suspensions and permanent exclusions. We have committed to revising our statutory guidance on exclusions so that headteachers are able to have further clarity when using exclusions, and we will be consulting on this guidance and the non-statutory guidance on behaviour and discipline later this year.

The Timpson report also recommended that the Government reviewed the number of days that a pupil could be suspended from school. Currently, the number is 45 days in an academic year, although it is rare for children to reach that limit. In 2019-20, just 27 pupils received that type of temporary exclusion from schools in England for 45 days in a single academic year. However, the Government are considering these arrangements and we will update our plans in due course.

The Timpson review also recognised that certain groups of children with particular characteristics were more likely to be excluded, which includes pupils who were eligible for free school meals, pupils with a child in need plan, and pupils with black Caribbean or Gypsy, Roma and Traveller backgrounds.

My hon. Friend the Member for Hastings and Rye (Sally-Ann Hart) spoke about looked-after children and exclusions. However, there is good news. I am delighted to say that since we introduced the virtual school heads into local authorities, looked-after children now have some of the lowest rates of exclusion compared with their peers. The virtual school head role has been so successful that we are now expanding it so that virtual school heads can support all children who have a social worker.

My hon. Friend the Member for Warrington South mentioned the need to upstream support for children’s mental health and wellbeing, which is so important. We are putting considerable investment into mental health in the education system. The additional £79 million announced by the NHS in May will support the roll-out of mental health support teams to an estimated 3 million children and young people, which is around 35% of pupils in England, by 2023.

We are also progressing with the training of a mental health lead in every state-funded school and college in England. Our £9.5 million investment this year is expected to train up to 7,808 mental health leads this year. That training will include how to support children with attachment problems and trauma. Our new relationships, sex and health education curriculum also plays a part here; I am thinking especially of the mental health and wellbeing modules. We rolled those out, advanced the roll-out of those, early on in the pandemic—in the summer term of that school year—alongside extra training for staff.

[Rachael Maskell]

We know that there is a real shortage of clinicians with expertise in paediatric mental health. I wonder, with the work that the Minister is doing, whether she is talking to the Department of Health and Social Care about the need to really increase the number. What we find is that although teachers, as mental health leads, can provide certain support, they do not have the clinical skills and experience to supply the expertise needed.

[Vicky Ford]

I thank the hon. Member for that very good point. It is true and it is one of the things that I have spoken about at length over the past year and a half with the former mental health Minister, my hon. Friend the Member for Mid Bedfordshire (Ms Dorries), who is now Culture Secretary.

Improving the paediatric mental health support for children in the health service is also a very important part of the Government investment here. The mental health support teams, which wrap around our schools and can bring together different levels of support, depending on what the child needs, have also been extremely helpful in different areas. That is why it is so good to see those being rolled out. We do not expect teachers to be mental health experts, but we do think that training a mental health lead in every school can help them to identify the children who need more support, and to promote wellbeing, which is so important. Goodness—I saw so many children having a great time with their wellbeing over the summer during our holiday activities and food project.

We have also talked about children and young people with autism. The Government have updated the autism strategy over the summer. For the first time, that includes specific references to supporting children and young people.

We want to better understand the link between wellbeing and behaviour, so we are developing a pilot for a pupil survey to understand their perception of wellbeing and behaviour in mainstream secondary schools. Behaviour does matter. We know that behaviour can have an impact on teacher wellbeing and retention and on young people’s life chances. The Government recognise that we need to understand the drivers of behaviour and what the barriers to learning, engagement and attendance are, so we are pursuing a programme of work to do more to improve behaviour and discipline in schools, in recognition that good behaviour and strong discipline are key parts of school improvement. The behaviour hubs programme will mean that schools with exemplary behaviour cultures can work one on one with schools that need to turn around their approach to behaviour management. We expect that to help at least 500 schools over the next three years.

This goes alongside a golden thread of high-quality support, training and development that will run through the entirety of a teacher’s career. It begins in initial teacher training and goes through the implementation of the early career reforms for early career teachers and on to the introduction of new and reformed national professional qualifications for more experienced teachers and leaders. Also, in April, we announced plans to launch a national behaviour survey. That survey will provide a more accurate, timely and authoritative picture of behaviour across all schools. It will cover topics ranging from low-level disruption, to bullying. That will also help us to understand what more needs to be done.

I am really grateful to my hon. Friends the Members for Warrington South and for Eddisbury for raising their concerns on this issue. I would like to assure them that, throughout the pandemic and going forward, the Government have had and will have a laser focus on supporting vulnerable children, targeting support at those at risk of exclusion and improving support for those who have been excluded. I know that the hon. Members will all be looking forward to receiving the SEND review and the AP reforms in the months ahead.