Fixed Term Exclusions from School
This case example provides details of how permanent exclusions might be avoided, and the procedure for appealing a head teacher’s decision to exclude your child.
Q: My child has been sent home four times this term for poor behaviour, is the school allowed to do this?
A: The law allows head teachers to exclude a pupil if their behaviour is serious and has a disruptive effect on the school’s community. The exclusion can be for a fixed term or permanent. Pupils cannot receive fixed term exclusions for more than 45 school days in any academic year. If the fixed term exclusion(s) last for longer than this, the exclusion would be unlawful. Lunchtime exclusions are the equivalent of half of a school day exclusion. All schools are required to have policies,
procedures and staff training in place that will promote good behaviour and prevent bad behaviour. The behaviour policies should be publicised widely within the school so that pupils, parents and school staff are aware of the standards of behaviour expected of pupils and the range of sanctions that the school might impose in response to poor behaviour. You should obtain a copy of the school’s behaviour policy to ensure your child has been correctly punished for the behavioural
offences.
Q: I am afraid that if this continues my child will be permanently excluded from school. How can I work with the school to try and improve my child’s behaviour at school?
A: The fact that you want to work with the school to address your child’s problems is very positive. I frequently see exclusion cases where the relationship between the parent and the school has broken down. When this happens it can prove difficult for the school to plan strategies for improving behaviour. Many schools find it useful to set up a pastoral support programme for pupils whose behaviour is deteriorating rapidly. This document sets out short term objectives and interventions
designed to try and modify the pupil’s behaviour. These might include a change of teaching set or class, which is really useful if the pupil is influenced by other unruly pupils in a class, or if the pupil feels a particular teacher is picking on them. It might also include a short-term placement at a pupil referral unit, or a managed move to another school. The pupil and their parents should be involved in setting up pastoral support programme. The programme should be reviewed regularly
to see if the interventions are working.
Q: I think my child’s behaviour is deteriorating because he is not enjoying his subjects and is unlikely to achieve much success in his GCSE’s. I think he would be better off studying a vocational course or going to college, is it possible for him to do this?
A: Pupils at Key Stage 4, i.e. Year 11, can transfer to a Further Education College. Also under the government’s 14-19 education strategy which came into force from September 2004, new arrangements are in place to ensure students undertake work-related learning. For some pupils, particularly those at risk of permanent exclusion, this might include working towards certification of key skills and taking various NVQ units in the workplace.
Case Study
Example of a diverse work-related learning programme
Ed is not taking any GCSE courses at school, but is working towards certification of key skills in communication and number application. He attends an Entry level motor vehicle course where he is learning the basics of servicing a car. He is also taking various NVQ units in horticulture, studying one day a week at college. He has had two work placements, one at a local garage and one at a garden centre. At school he has evaluated and discussed the skills he has developed during the
placements, including a basic understanding of calculations of income and expenditure of a business. Ed has made an appointment to see a Connexions adviser to see how he can find a job when he reaches school leaving age at the end of June 2005. Ed’s self-esteem and confidence has grown as he no longer feels he is a failure. Ed now knows what he wants to do when he leaves school.
Q: During the fixed term exclusion, should the school send home work for my son to do at home?
A: Yes, the law is very specific about this. The work should be set and marked. It might be necessary for you to collect the work from the school as there is no requirement on the school to deliver the work to your home. If the fixed term exclusion is for more than 15 days, the head teacher must also plan how the pupil’s education will continue during the period of exclusions, and how the time might be addressed to address the pupil’s problems. The head teacher should
also consult with the local education authority to decide how best to reintegrate the pupil into school.
Q: If I am unhappy about the fixed term exclusions, can I complain?
A: Yes. You should write and make your views known to the school’s governing body. The governors must consider your representations if the exclusion is longer than 5 school days, or the total number of days exclusion in one school term collectively totals more than 15 school days in one term. The governing body must decide whether or not to reinstate the pupil, or consider whether the head teacher’s decision to exclude the pupil was justified. The arrangements for making written
representations to the governing body should be detailed in a letter from the head teacher confirming the length of the exclusion, and the reasons for making the decision.