Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential implications for her policies of trends in the level of (a) suspensions and (b) exclusions among pupils with SEND.

Every pupil deserves to learn in a safe, calm classroom, and the department will always support our hardworking and dedicated teachers to make this happen. Schools can use sanctions as a measure to improve behaviour and, in the most serious cases, exclusion may be necessary to protect other pupils from disruption and restore a safe environment.

This government is determined to address the causes of poor behaviour. The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has special educational needs and disabilities (SEND). Schools should also consider using a multi-agency assessment for pupils who display persistent disruptive behaviour, which could include those with unidentified SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.

This government is absolutely committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. The department will also strengthen accountability on mainstream settings to be inclusive including through Ofsted, support the mainstream workforce to increase their SEND expertise, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.