Recent data reveals an alarming rise in suspensions among primary school pupils across England. According to analysis by the BBC, the rate of suspensions has more than doubled in the last decade, with over 37,000 suspensions recorded in the autumn term of 2022 alone — almost as many as in the entirety of the 2012/13 school year.
While suspensions are often associated with secondary schools, the increase among younger children is raising concerns across the education sector. The rate of permanent exclusions for primary-aged pupils has surged by nearly 70% during the same period. These trends highlight the growing pressures schools face, particularly in supporting children with special educational needs and disabilities (SEND).
The Human Impact: A Child’s Story
Jo, the mother of 10-year-old Jacob, understands these challenges all too well. Jacob, diagnosed with ADHD and awaiting an autism assessment, was suspended several times before being permanently excluded for persistent disruptive behaviour. While his school provided one-to-one support and access to specialist resources, Jo felt that the environment lacked the space her son needed to manage his sensory needs effectively.
Now attending Perryfields Primary Pupil Referral Unit in Worcester, Jacob is thriving in an environment designed to meet the needs of children like him. Perryfields supports children on short-term placements while maintaining strong links with their mainstream schools. Its headteacher, Pete Hines, emphasises that such units should act as “an intervention, not a destination,” helping children rebuild confidence and achieve success they may not have thought possible.
A System Under Strain
The data highlights a concerning pattern: nearly 90% of permanently excluded primary pupils in the past five years had SEND. Campaigners argue that these children often face long-term challenges, including lower self-esteem and poor academic outcomes. Research cited by the children’s charity Chance UK indicates that 90% of children excluded at the primary level fail to achieve a pass in GCSE English and maths.
Vanessa Longley, the charity's CEO, is calling for more government investment in early intervention strategies. She notes that children struggling with undiagnosed or unsupported needs were disproportionately affected by the COVID-19 pandemic, exacerbating existing inequalities.
Balancing Support and Standards
The rise in exclusions is reflective of broader challenges. Former Children’s Commissioner Anne Longfield highlights that one-third of children starting primary school are considered “not school-ready,” placing additional pressures on staff who are already overstretched. Longfield suggests that schools’ focus on academic achievement has fostered a “culture of exclusions,” where behavioural challenges are increasingly met with suspensions or expulsions.
The Department for Education has acknowledged the situation, with Education Minister Stephen Morgan outlining plans to invest £1 billion in SEND support and expand access to mental health professionals in schools. Additionally, upcoming changes to Ofsted inspections could see schools evaluated on their inclusivity and support for vulnerable children, marking a potential shift in how success is defined.
A Call to Action
For schools, educators, and policymakers, these findings underline the urgent need for change. Early intervention, smaller class sizes, tailored teaching strategies, and a more inclusive culture are key to addressing the rising exclusion rates.
As educators and school leaders, the challenge is clear: to create environments where all children, regardless of their needs, feel supported and valued. Initiatives like Perryfields serve as powerful examples of what’s possible when resources and expertise align to prioritise the wellbeing and success of every child.
To support schools facing these challenges, Flourish is committed to providing tools and resources that empower teachers. Our expert-led training programmes, like Reducing Exclusions, help educators to create inclusive, supportive learning environments.
Source: https://bbc.co.uk/news/articles/cz0m2x30p4eo
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