Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to understand the drivers behind young women and girls’ official and unofficial school exclusions, in order to tackle the over-representation of ethnic minorities among those excluded.

Continuing to improve behaviour in schools is a priority for the government. Head teachers use suspensions and permanent exclusions when required as part of creating calm, safe and supportive classrooms. Schools should only use permanent exclusion as a last resort, and the Department supports teachers in taking proportionate and measured steps to ensure good behaviour in schools.

Informal or unofficial exclusions are unlawful, and the department has previously written to schools to remind them of the rules on suspension and permanent exclusion.

Analysis from the Timpson Review of School Exclusion (2019) illustrated a complex picture but, on the whole, there is no substantial difference in permanent exclusion rates when comparing all ethnic minority children as a whole with white British children. More information on the Timpson Review of School Exclusion can be found attached.

The updated 'School suspension and permanent exclusion’ guidance sets out that schools, local authorities, and local partners should work together to understand what lies behind local trends.

The department’s ‘Understanding your data: a guide for school governors and academy trustees’ guidance also makes clear governing boards should carefully consider the level and characteristics of pupils who are leaving the school, and challenge the school and academy trust management teams on any permanent exclusions to ensure it is only used as a last resort.

Schools also have a clear duty not to discriminate against pupils under the Equality Act 2010. Ofsted’s assessment of behaviour in schools includes specific consideration of rates, patterns and reasons for exclusions, as well as any differences between groups of pupils.