This guide includes sample exclusion paperwork and letters:
Exclusions
The prevention and management of suspensions and permanent exclusions in schools
The Gloucestershire County Council exclusions packs are designed to help schools apply statutory guidance and to provide additional information about Gloucestershire's policies and procedures relating to preventing and managing exclusions.
The packs are updated each year and should be read in conjunction with current DfE guidance - https://www.gov.uk/government/publications/school-exclusion
Government’s exclusion guide for parents: https://www.gov.uk/government/publications/school-exclusions-guide-for-parents
This guide includes sample exclusion paperwork and letters:
This guide includes sample exclusion meeting agenda and sample letters to parents
This guide includes sample exclusion meeting agenda and sample letters to parents
The purpose of this protocol is to prevent permanent exclusions of Children in Care in Gloucestershire mainstream and special schools; it provides an alternative to permanent exclusions. This protocol seeks to ensure a multi-agency approach to meeting the social, emotional and behavioural needs of these pupils. This protocol is now part of the GCC Exclusions Guide for head teachers.
CIC documents can be found here: https://www.gloucestershire.gov.uk/vschool/policies-procedures-and-resources/virtual-school-policies-useful-guidance-and-documents/
The purpose of this protocol is to prevent permanent exclusions of Children in Care in Gloucestershire mainstream and special schools; it provides an alternative to permanent exclusions. This protocol seeks to ensure a multi-agency approach to meeting the social, emotional and behavioural needs of these pupils. This protocol is now part of the GCC Exclusions Guide for head teachers.
CIC documents can be found here: https://www.gloucestershire.gov.uk/vschool/policies-procedures-and-resources/virtual-school-policies-useful-guidance-and-documents/
Unlawful Exclusions
It is unlawful to...
Initiate Graduated Pathway and if appropriate seek support from external agencies - Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- School Nurse Service
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
- Children & Adolescent Mental Health (CAMHS)
- Early Help Co-Ordinator (EHCO)
Hold a team around the child (TAC) meeting to review the provision in place for a pupil and look at strategies to support the pupil so that needs can be met in an effective and timely manner.
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
If a child has a medical condition an Individual Healthcare Plan should be considered and appropriate medical professionals consulted to ensure they can play a full and active part in school life, stay healthy and fulfil their potential.
If the child has an EHCP then contact the EHCP Caseworker about holding an emergency annual review.
Initiate Graduated Pathway and if appropriate seek support from external agencies - Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- School Nurse Service
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
- Children & Adolescent Mental Health (CAMHS)
- Early Help Co-Ordinator (EHCO)
Hold a team around the child (TAC) meeting to review the provision in place for a pupil and look at strategies to support the pupil so that needs can be met in an effective and timely manner.
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
If a child has a medical condition an Individual Healthcare Plan should be considered and appropriate medical professionals consulted to ensure they can play a full and active part in school life, stay healthy and fulfil their potential.
If the child has an EHCP then contact the EHCP Caseworker about holding an emergency annual review.
Initiate Graduated Pathway and if appropriate seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
Initiate Graduated Pathway and if appropriate seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
Seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Early Help Coordinator (EHCO)
- Police
- Duty Social Worker
- Multi Agency Safeguarding Hub (MASH)
Refer to DfE guidance for schools if concerns relate to the behaviours of parents:
Best practice guidance for school complaints procedures 2020
Advice on school security: Access to, and barring of individuals from, school premises
Seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Early Help Coordinator (EHCO)
- Police
- Duty Social Worker
- Multi Agency Safeguarding Hub (MASH)
Refer to DfE guidance for schools if concerns relate to the behaviours of parents:
Best practice guidance for school complaints procedures 2020
Advice on school security: Access to, and barring of individuals from, school premises
Seek support from the Education Inclusion Service to look at best practice regarding reintegration and inclusive processes.
It is recommended to offer a reintegration meeting to parents and child to develop a joint support plan moving forward. However, the child’s return cannot be conditional to parental attendance at this meeting.
Seek support from the Education Inclusion Service to look at best practice regarding reintegration and inclusive processes.
It is recommended to offer a reintegration meeting to parents and child to develop a joint support plan moving forward. However, the child’s return cannot be conditional to parental attendance at this meeting.
Carry out appropriate risk assessment and put actions in place to mitigate any unnecessary risk to pupils and staff.
Initiate Graduated Pathway and seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Education Inclusion Service (EIS)
- Restorative Practice Team (RP)
- Gloucestershire Police – Schools Beat / Aston Project
- Youth Support Team (YST)
Carry out appropriate risk assessment and put actions in place to mitigate any unnecessary risk to pupils and staff.
Initiate Graduated Pathway and seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Education Inclusion Service (EIS)
- Restorative Practice Team (RP)
- Gloucestershire Police – Schools Beat / Aston Project
- Youth Support Team (YST)
In situations where a school believes a child needs to be sent home, a suspension must always be issued. This is the case even if a school has phoned a parent to come into school and the parent is in agreement with taking the child home.
To reduce the risk of this occurring, Initiate Graduated Pathway and if appropriate seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
In rare situations, with professional advice (e.g. Pediatrician, CAMHS) it may be necessary to put in place a plan which includes a child being allowed home when required. For example a child with a severe medical condition may need to be collected on short notice. However – this must be part of a prearranged plan and supported by medical evidence.
In situations where a school believes a child needs to be sent home, a suspension must always be issued. This is the case even if a school has phoned a parent to come into school and the parent is in agreement with taking the child home.
To reduce the risk of this occurring, Initiate Graduated Pathway and if appropriate seek support from external agencies- Use ready reckoner to find the appropriate external agency.
Appropriate services could include-
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
Undertake an assessment of need from information in school and information provided by parents/child, initiate My Assessment if appropriate.
In rare situations, with professional advice (e.g. Pediatrician, CAMHS) it may be necessary to put in place a plan which includes a child being allowed home when required. For example a child with a severe medical condition may need to be collected on short notice. However – this must be part of a prearranged plan and supported by medical evidence.
There is no legal definition of off-rolling but Ofsted defines off-rolling as - ‘the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil. This includes pressuring a parent to remove their child from the school roll.’
Schools should not pressure families to take their children out of school to avoid an exclusion – many parents simply do not want a permanent exclusion on their child’s record. This is a clear example of off-rolling and is never acceptable, as the statutory guidance on exclusions makes clear. Exclusions rightly go through a robust process to make sure that they are justified. Avoiding this is not fair to pupils or parents.
‘A pupil at any type of school can also transfer to another school as part of a ‘managed move’ where this occurs with the consent of the parties involved, including the parents and the admission authority of the school. However, the threat of exclusion must never be used to influence parents to remove their child from the school.’ Exclusion from Maintained Schools, Academies and Pupil Referral Units (2022) ‘If these moves are used in pupils’ best interests, with the agreement of everyone involved within the statutory guidance, this is not off-rolling.’ Dan Owen HMI, Specialist Adviser. However, if parents feel pressured into accepting a managed move this could be constituted as off-rolling
In Gloucestershire we encourage families to make an informed decision regarding home education. Schools should not encourage or coerce a parent to de-register their child from school for the purposes of elective home education (EHE) and equally, school should not create any barriers or seek to dissuade a parent once they have decided to home educate their child. If parents enquire about or indicate they are considering elective home education, schools should offer support and information. Exit discussions can be offered whereby the parents, school and LA meet to discuss what home education involves and creates an opportunity for parents to ask any questions prior to making a decision. In addition, parent advisers at Gloucestershire County Council (01452 426015) can advise parents about the EHE process including providing information about what home educating entails and the legal responsibility they are taking on. Further information and guidance for parents can be found here.
If a parent believes that they are being pressured into a managed move or is unhappy with a managed move, they can take up the issue through the school’s formal complaints procedure with the governing board and, where appropriate, the local authority. Within the school inspections framework28, under leadership and management, Ofsted will consider any evidence found of a parent being pressured into a managed move that has resulted in off-rolling and is likely to judge a school as inadequate on the basis of such evidence.
Where a school directs a child off- site, for education to improve their behaviour, such as APS, the child must remain on the schools roll as their main base with the APS being subsidiary dual registered. The school retains overall responsibility for the child including safeguarding. the In these situations the Part Time Timetable will need to be reported following guidance on Schoolsnet found here.
The prescribed grounds by which the name of a pupil of compulsory school age can be deleted from the admission register can be found here.
There is no legal definition of off-rolling but Ofsted defines off-rolling as - ‘the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil. This includes pressuring a parent to remove their child from the school roll.’
Schools should not pressure families to take their children out of school to avoid an exclusion – many parents simply do not want a permanent exclusion on their child’s record. This is a clear example of off-rolling and is never acceptable, as the statutory guidance on exclusions makes clear. Exclusions rightly go through a robust process to make sure that they are justified. Avoiding this is not fair to pupils or parents.
‘A pupil at any type of school can also transfer to another school as part of a ‘managed move’ where this occurs with the consent of the parties involved, including the parents and the admission authority of the school. However, the threat of exclusion must never be used to influence parents to remove their child from the school.’ Exclusion from Maintained Schools, Academies and Pupil Referral Units (2022) ‘If these moves are used in pupils’ best interests, with the agreement of everyone involved within the statutory guidance, this is not off-rolling.’ Dan Owen HMI, Specialist Adviser. However, if parents feel pressured into accepting a managed move this could be constituted as off-rolling
In Gloucestershire we encourage families to make an informed decision regarding home education. Schools should not encourage or coerce a parent to de-register their child from school for the purposes of elective home education (EHE) and equally, school should not create any barriers or seek to dissuade a parent once they have decided to home educate their child. If parents enquire about or indicate they are considering elective home education, schools should offer support and information. Exit discussions can be offered whereby the parents, school and LA meet to discuss what home education involves and creates an opportunity for parents to ask any questions prior to making a decision. In addition, parent advisers at Gloucestershire County Council (01452 426015) can advise parents about the EHE process including providing information about what home educating entails and the legal responsibility they are taking on. Further information and guidance for parents can be found here.
If a parent believes that they are being pressured into a managed move or is unhappy with a managed move, they can take up the issue through the school’s formal complaints procedure with the governing board and, where appropriate, the local authority. Within the school inspections framework28, under leadership and management, Ofsted will consider any evidence found of a parent being pressured into a managed move that has resulted in off-rolling and is likely to judge a school as inadequate on the basis of such evidence.
Where a school directs a child off- site, for education to improve their behaviour, such as APS, the child must remain on the schools roll as their main base with the APS being subsidiary dual registered. The school retains overall responsibility for the child including safeguarding. the In these situations the Part Time Timetable will need to be reported following guidance on Schoolsnet found here.
The prescribed grounds by which the name of a pupil of compulsory school age can be deleted from the admission register can be found here.
Notification of exclusions
The Head teacher must, without delay, notify the Local Authority of:
- Any permanent exclusion (including where a suspension is followed by a decision to permanently exclude the pupil);
- Any suspension - regardless of the length of the suspension
Notifications must include the reason(s) for the exclusion and the duration of any suspension.
Where a child has a social worker, they must also be notified without delay.
For a permanent exclusion, if the pupil lives outside the Local Authority area in which the school is located, the Head teacher must also notify the pupil’s ‘home authority’ of the exclusion and the reason(s) for it without delay.
From September 2020 Gloucestershire County Council will be using a new online system called JADU to notify of permanent exclusions.
Details have been emailed to each school individually as to how access this online form. If this information is required again, please contact:
From September 2020 Gloucestershire County Council will be using a new online system called JADU to notify of permanent exclusions.
Details have been emailed to each school individually as to how access this online form. If this information is required again, please contact:
Any suspension must be reported without delay at the time of issuing.
There are two ways to report suspensions to Gloucestershire County Council.
The school can choose to either -
- Complete the Suspension Reporting Spreadsheet (XLSX, 27.8 KB)
or
- Email a copy of the suspension notification letter sent to parents*
To report a suspension the completed spreadsheet or copy of letter will need to be emailed securely to schoolexclusions@gloucestershire.gov.uk
*Please note the letter to parents must contain the following information to be accepted as a method of reporting - start and end date of suspension, number of days suspended and the appropriate DFE reason code from the list below.
| PP: Physical assault against a pupil |
| PA: Physical assault against an adult |
| VP: Verbal abuse/threatening behaviour against a pupil |
| VA: Verbal abuse/threatening behaviour against an adult |
| OW: Use or threat of use of an offensive weapon or prohibited item |
| BU: Bullying |
| RA: Racist abuse |
| LG : Abuse against sexual orientation and gender identity |
| DS : Abuse relating to disability |
| SM : Sexual misconduct |
| DA : Drug and alcohol related |
| DM : Damage |
| TH : Theft |
| DB : Persistent disruptive behaviour |
| MT : Inappropriate use of social media or online technology |
| PH: Wilful and repeated transgression of protective measures in place to protect public health |
Any suspension must be reported without delay at the time of issuing.
There are two ways to report suspensions to Gloucestershire County Council.
The school can choose to either -
- Complete the Suspension Reporting Spreadsheet (XLSX, 27.8 KB)
or
- Email a copy of the suspension notification letter sent to parents*
To report a suspension the completed spreadsheet or copy of letter will need to be emailed securely to schoolexclusions@gloucestershire.gov.uk
*Please note the letter to parents must contain the following information to be accepted as a method of reporting - start and end date of suspension, number of days suspended and the appropriate DFE reason code from the list below.
| PP: Physical assault against a pupil |
| PA: Physical assault against an adult |
| VP: Verbal abuse/threatening behaviour against a pupil |
| VA: Verbal abuse/threatening behaviour against an adult |
| OW: Use or threat of use of an offensive weapon or prohibited item |
| BU: Bullying |
| RA: Racist abuse |
| LG : Abuse against sexual orientation and gender identity |
| DS : Abuse relating to disability |
| SM : Sexual misconduct |
| DA : Drug and alcohol related |
| DM : Damage |
| TH : Theft |
| DB : Persistent disruptive behaviour |
| MT : Inappropriate use of social media or online technology |
| PH: Wilful and repeated transgression of protective measures in place to protect public health |
Frequently Asked Questions
Who can exclude a pupil from school?
Only the Head Teacher or Acting Head Teacher can exclude a pupil from school. They must keep records of all exclusions. The Head Teacher can also make the decision to cancel (withdraw) an exclusion where appropriate.
What is an internal exclusion?
This is an internal process within school and is used when pupils are removed from class, but is not a classed as an exclusion, so exclusions legislation and guidance does not apply. There is no maximum period for internal exclusions but, if a school is regularly using these, we advise that they should review the pupil's needs and support provided.
Can a pupil be excluded at lunchtime?
Yes. Pupils whose behaviour at lunchtime is disruptive may be excluded for the lunchtime period. Lunchtime exclusions are counted as half of a school day for recording purposes. Lunchtime exclusions should not continue indefinitely—they should have a start and end date. If a pupil is entitled to free school meals the school should make alternative arrangements e.g. provide a packed lunch to be collected.
Can a pupil just be sent home to "cool off"?
No. It is unlawful just to send a pupil home to “cool off” even if parents or carers agree. All exclusions must follow the correct procedure and be recorded as exclusions and formally recorded.
A pupil is in sixth form. Can they be excluded?
Yes. Pupils over compulsory school age, in a mainstream school, can be excluded. This must be for behavioural reasons and the school must follow the DfE guidance. This guidance does not apply to colleges, who set their own exclusion policies.
Does the school have to supply work for a pupil while they are excluded?
Yes. Schools should take reasonable steps to set and mark work for the first 5 days of any exclusion. If no work has been sent home, we advise parents to contact the school and ask for some. Many schools have work available to pupils, on the school's website.
If a pupil has been suspended or excluded, can they be outside during the school day?
No. During the first 5 days of any exclusion, parents are responsible for your child's whereabouts; and must make sure they are not in a public place during school hours. They may receive a penalty notice if their child is present in a public place during school hours without reasonable justification.
What happens if a pupil's suspension is longer than 5 days?
If a pupil has been suspended for more than 5 days consecutively, the school has a duty to provide suitable full time alternative education no later than day 6 of the exclusion.
Is there a limit on the number of suspensions that a pupil may accumulate?
Yes. A pupil may be suspended for one or more fixed periods up to a maximum of 45 days in a single school year. There is no restriction on the number of days of suspension that may be imposed at any given point other than the overall yearly limit. The actual number of days of suspension that might be imposed at any single point will be at the Headteacher's discretion.
Who provides pupils with an education when they are permanently excluded?
If a pupil has been permanently excluded, then Gloucestershire County Council has a duty to provide suitable full time alternative education no later than day 6 of the exclusion and usually a member of staff from The Altus School will contact parents directly to discuss arrangements.
A pupil has been permanently excluded, and parents apply for a place in another school?
The school or academy will need to respond to an application under normal admission code guidelines (unless the pupil has had 2 permanent exclusions).
Can parents appeal against a pupil's permanent exclusion?
Yes. The Governing board must meet, within 15 school days of the permanent exclusion, to review the headteachers decision before any permanent exclusion is finalised. Parents have this opportunity to provide the governors with their views and the governors must take these into consideration before they make their decision.
See exclusion leaflet for more details Permanent Exclusion Leaflet
If the Governing Board decide to uphold the Headteachers decision, parents can make a request for an Independent Review Panel (IRP) as a further opportunity to present their views about the permanent exclusion.
Can parents appeal against a pupil's suspension?
Yes, in some circumstances parents can ask that the governing board review the headteachers decision to suspend. See exclusion leaflet for more details Permanent Exclusion Leaflet
Can a permanent exclusion be withdrawn?
Yes. The headteacher can cancel a permanent exclusion during the period before the Governors’ Disciplinary Committee meeting (GDM). This may happen because further evidence has come to light. If a permanent exclusion is cancelled the pupil must be allowed to return to school without delay. Once the GDM has started the Headteacher can no longer cancel the permanent exclusion.
Can a suspension be converted into a permanent exclusion?
No. However, whilst a suspension cannot be changed into a permanent exclusion, a suspension may, in exceptional circumstances, be followed by permanent exclusion as a separate exclusion event, e.g. where further evidence has come to light which, had it been known at the outset, might have led to a permanent exclusion in the first place.
Can a child be prevented from returning to school after a suspension if the child's parent(s) are unable to attend a reintegration meeting?
No. This would in effect be punishing the pupil for the behaviour of the parent, which is not a valid reason for exclusion. Schools can consider writing to parents with a record of the discussion that took place at a reintegration meeting expressing the necessary level of concern if the parent(s) failed to attend.
What happens if parents do not comply with an exclusion, e.g. they refuse to pick their child up from school or bring the child to school even though they may have been excluded?
Heads must put the safety and welfare of the child at the centre of their response to a situation such as this and work cooperatively with parents to encourage them to comply with their responsibility to ensure that their child is not present in a public place at any time during school hours. Any parent who fails to do so without reasonable justification commits an offence and may be given a Fixed Penalty Notice or be prosecuted.