Agenda item

Kelly Crompton to report.

Recommendation:-  To receive the report and note the contents.

Consideration was given to a presentation provided by Nathan Heath (circulated with the agenda papers) which provided a regional and national context on rapidly rising numbers of Exclusions.

The presentation highlighted:-

·              Nationally permanent exclusion and suspensions have increased compared to autumn term 2021:-

Secondary increase by 16%

Primary increase by 70%

Special increase by 41%

·              Suspensions trend 2016 – 2023

·              Permanent Exclusion trend 2016 – 2023.

·              Suspensions monthly trend.

·              Permanent Exclusion monthly trend.

·              Permanent Exclusion Data Autumn Term Comparative.

·              Permanent Exclusion Data Spring Term Comparative.

·              Early Years and Primary:-

o     Primary Outreach

o     LEAF turn around provision developed– SEMH

o     Additional 10 place resource base (EHCP) SLA provision SEMH x2

o     Additional 10 place resource base (EHCP) SLA provision ASD x2

o     Development of family support pilot in KS1

o     Increase in specialist SEMH places for pupils with EHCP

o     Investment in inclusion support grant.

·              Secondary:-

o     Secondary Outreach and enhanced transition outreach.

o     Additional resource base provisions KS3/4 (EHCP) SEMH/ASD with SLA x2 for each need type.

o     Aspire dual registration places (in line with recommendations from DfE) as proactive time specific support.

o     Funded early entry college places KS4 from Aspire where appropriate.

o     AP setting professionals to support directly on school sites with small groups low level, persistent behaviour pupils regularly accessing internal exclusion bases.

o     Consideration of AP post 16 offer for Rotherham.

o     Local, written agreement from headteachers for first instance Permanent Excluded pupils to be presented at ‘immediate SFAP’ to give opportunity of place at a local mainstream upon first Permanent Exclusion, prior to Day 6.

o     Enhancement of managed moves to avoid Permanent Exclusion.

o     Work with Ofsted and DfE to understand differing levels of the use of school exclusion across all schools in the borough.

·              Area Wide:-

o     All school level exclusion data to be shared with Schools Forum.

o     Data pack shared with High Needs sub group for view.

o     DfE SEND Improvement plan enhances the role of AP and drives the need for system ownership.

o     Relationship between SEND, Vulnerability, and school exclusion.

o     Continued development of outreach across all areas of SEND.

o     Extend role of the virtual school.

Forum Members welcomed the information and in receiving the content highlighted the challenges being faced.

Discussion ensued about locally agreed managed moves and alternative options.  Whilst there was no statutory requirement for a collaborative agreement the offers amongst schools was disproportionate.  Clear written agreements needed to be in place in relation to managed moves, places becoming permanent, funding arrangements and opportunities to use Fair Access with recurrent challenges.

Concern was also expressed about the Local Authority’s capacity to support primary excluded children, which was increasing with behaviour becoming more challenging and more so post-pandemic.

Whilst it was acknowledged the Green Paper would alleviate some difficulties, challenges would remain for some permanently excluded children returning to mainstream education.  Significant challenges had been identified with growth of children permanently excluded in Key Stage 3.

The pandemic had masked some of the issues being faced, but consideration needed to be given to the Key Stage 3 offer for permanently excluded children’s onward destinations. 

Discussion ensued on the bulge years through Key Stage 3 and the vigilance required through Early Years into Key Stage 1 aligning to practice and consistency of decisions.  Provision needed to be shaped with clearer analysis of challenges meetings the needs of students through primary years into secondary.

As part of the Improvement Plan and direction of travel there needed to be a collective understanding and a moral accountability position to sustain provision with inclusion of wider services for attendance pathways.

The Local Authority did meet with the Department for Education on a regular basis and discussion did take place about inclusion/exclusion services.

More detailed analysis should, therefore, also take place of the data that was available to look how information was triangulated and children’s journeys mapped.  This would be included for consideration by the High Needs Sub-Group to look at systemic changes and any relevant case studies.

Agreed:-  (1)  That the presentation be received and the contents noted.

(2)  That an update be provided to a future meeting on the Fair Access Protocol.

(3)  That exclusion data be included for consideration by the High Needs Sub-Group.