Timpson Review of School Exclusion

Vicky Ford Excerpts

Thursday 16th September 2021 Westminster Hall

[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.