Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of trends in the number of (a) suspensions and (b) exclusions of pupils with SEND.

Schools can use sanctions as a measure to improve behaviour and, in the most serious cases, exclusion may be necessary to protect other pupils and staff from disruption and restore a safe, calm learning environment. The government supports headteachers in taking these difficult decisions.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision (AP) receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. We want to reduce numbers of preventable exclusions, including by using the expertise of AP schools.

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 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.