School exclusions have been in the news again recently, with the BBC saying that they’ve doubled in the past decade. Fixed term exclusions, or suspensions, are twice as high as they were 10 years ago and permanent exclusions have shot up by 70%. Scratching beneath the surface of the numbers, 90% of those permanently excluded have special educational needs or disabilities (SEND). The numbers in the BBC’s report focus on primary schools, but this is a trend that we have discussed previously across the entirety of the education system.
What was clear then, too, was the disadvantaging of the disadvantaged. Children from deprived areas are far more likely to face some form of exclusion than their peers. This is evidenced by the likelihood of children eligible for free school meals facing exclusion. 67% of pupils with an exclusion or suspension at primary school had also been on free school meals, according to research by the children’s charity ChanceUK.
ChanceUK further finds that 90% of children excluded at primary school fail their English and Maths GCSEs. There is a lasting impact to exclusion, be it permanent or fixed, that an increasing number of children and their families are facing up to.
How can school exclusions be reduced?
The recurring link between disadvantage and SEND to school exclusions tells its own story. The longer children go with unmet needs, the longer their behaviour is going to be punished in school settings. Rather than understanding and interpreting a child’s behaviour, it can be easier for schools to exclude them. This, on the face of it, is justifiable, too. If a child is persistently disrupting lessons and impacting the education of their classmates, then the school has to act.
Identifying unmet needs earlier is essential. As we found out with Milton Keynes last year, 88% of children in contact with youth offending teams in the locality were found to have unidentified speech, language and communication needs (SLCN). “Communication and the understanding that comes from this is key to thinking, processing, anticipating and understanding consequences,” they told us. “If we carried on as if children automatically have these skills, when it was clear they don’t, this was a recipe for failure carrying consequences for these children and for the rest of society.”
Joining the dots between education and circumstance is essential. It’s imperative that understanding is built between schools and those pupils deemed disruptive. The likelihood of them falling into criminality rises exponentially once they are excluded, as evidenced by 88% of children in contact with youth justice services in Milton Keynes having SLCN.
Where context and understanding are built into the system around children, it makes it easier to identify those children most at risk of having SLCN and SEND. From there, preventative steps can be taken.
Can technology support a reduction in school exclusions?
The role of technology systems will be fundamental in reducing the number of school exclusions. More prosaic aspects such as the school admissions process can help to ensure that children are attending the right school. This extends to the right school in terms of locality to their home, increasing the likelihood of attendance. From there, any needs can be considered in a central system when assigning children to school places.
Where SEND is suspected, it’s important that referrals are made and assessments conducted as soon as possible. This will then lead into other aspects of the child’s journey such as education health and care plans (EHCPs). It is vital that all information is easily recorded and easily accessed by relevant parties involved in the child’s journey.
Making data easily accessible is an important point. Linking education to circumstances drives understanding. Creating a hub through which parents, schools and professionals can log and access information on a child makes navigating their journey more straightforward. It also builds rich data insights, further enhancing knowledge and understanding of processes that work in combatting aspects such as school exclusions.
Find out how Impulse can help
CACI’s education management system, Impulse, provides education services and local authorities with the information they need to understand each child’s journey. With specialist SEND, EHCP, admissions and social inclusion modules, it supports the parts of the process you need supporting.
At CACI, we also support more than 70% of youth justice services in the UK. This builds a clear link between education and youth justice, something that is prevalent in the case of school inclusions. Our work helps to support children and their families in that context. It also helps schools to prevent them from ever getting there.
For more information, contact us now.