Primary School Suspensions in England More Than Double Over a Decade

According to BBC analysis, the frequency of primary school pupils being suspended from state-funded educational institutions in England has increased by over twofold within a ten-year period. Fresh data published on Thursday revealed more than 37,000 suspensions in primary schools during last year’s autumn term, a figure nearly equivalent to the total for the entire 2012/13 academic year. Concurrently, permanent exclusion rates for primary-aged students have also risen by nearly 70% over the identical timeframe, prompting advocates to caution about potential enduring consequences for the children involved. The government has conceded that the situation has reached a “crisis point” and states its resolve to “drive up standards” within educational establishments. Jo’s son, Jacob, aged 10, faced multiple suspensions from his primary school before his recent permanent exclusion due to ongoing disruptive conduct. Jacob possesses an education, health and care plan (EHCP) following an ADHD diagnosis and is currently awaiting an autism assessment. Consistent disruptive behaviour represents the primary justification cited for suspending or excluding a student. However, within primary schools, almost 90% of pupils permanently excluded in the last five years also presented with special educational needs and disabilities (Send). Jo describes her son as a “very caring boy” with a passion for rugby and gaming, but explains that his sensory challenges made it difficult for him to manage in larger class environments. His mother recounted experiencing continuous apprehension regarding the next phone call signaling another school incident. Jacob’s school had implemented individualized support and provided access to a speech and language therapist, yet Jo noted the absence of an appropriate area within the school where her son could decompress. Jo characterized the day Jacob received permanent exclusion as “the most horrific day of my life.” She is presently challenging the school’s determination. The school informed the BBC that it could not comment on Jacob’s specific situation, but affirmed that permanent exclusion is reserved for exceptional circumstances and that it endeavors to provide support tailored to the requirements of pupils with Send. The volume of suspensions and exclusions across England’s state schools has seen an increase in recent years, with the exception of a temporary decline during the pandemic when the majority of children learned from home, reaching levels not seen since 2006. Most suspensions and exclusions, approximately nine out of ten, take place in secondary schools, though figures are also climbing among children of primary school age. BBC News conducted an analysis of Department for Education data concerning the yearly suspension rate spanning a decade, specifically from 2012/13 to 2022/23. In the 2022/23 academic year, primary schools recorded 84,300 suspensions, equating to a rate of 180 per 10,000 pupils. This figure has doubled over a 10-year span. While the rate of permanent exclusions is considerably lower, standing at 2.6 per 10,000 pupils, it has similarly risen by nearly 70% within the identical timeframe. Students who are suspended are required to remain out of school for a set duration, not exceeding 45 days within an academic year, whereas those who are excluded are permanently withdrawn from their educational institution. Following his exclusion, Jacob commenced attendance at Perryfields Primary pupil referral unit located in Worcester. Jo reports that her son is now flourishing, and she holds a positive outlook regarding his move to secondary school in the coming year. Perryfields offers 24 places for children of primary school age. Furthermore, it provides training on behaviour management and Send support to over 100 schools throughout South Worcestershire. Pete Hines, the head teacher, has observed an increasing influx of younger children entering his facility over his two decades of professional experience. He states, “The complexity of the needs of the children I’ve seen in that time is growing and growing.” The majority of children at Perryfields are on temporary placements, maintaining strong connections with their mainstream primary school by wearing their school uniform and frequently returning to their former school in the afternoons. Mr. Hines asserts that an effective referral unit “should be an intervention, not a destination” and highlights that among the most rewarding aspects is witnessing “happy children… having successes they didn’t believe that they could have.” Vanessa Longley, chief executive of the children’s charity Chance UK, indicates that an exclusion can impact a child’s life beyond their schooling. Her organization’s research implies that 90% of individuals excluded at primary school do not achieve passes in GCSE English and maths. She comments, “These are the children who were worst impacted by Covid, but also weren’t able to get early diagnosis and intervention for issues they were facing.” She advocates for the government to allocate dedicated funding for early intervention programs in primary schools. Lydia reports that her six-year-old son, Eddie, has faced suspension from primary school 14 times since January. She attributes these incidents, which involved striking out at staff, to his recently diagnosed autism. She notes that his self-esteem was “hugely impacted” by the suspensions, explaining, “At that age you don’t understand, you just think you’re bad.” Eddie has transitioned to an alternative, smaller school, concurrently with Lydia’s application for an EHCP on his behalf. Anne Longfield, the former children’s commissioner for England, recognizes the strain on schools—with recent studies indicating that a third of children beginning primary school are not “school-ready”—but asserts that excluding primary-aged children ought to be a final option. Ms. Longfield posits that a “culture of exclusions” over the past ten years has been fueled by an “emphasis on academic achievement and grades.” She suggests that to reduce suspension and exclusion rates, the emphasis should shift to alternative interventions, such as individualized teaching when necessary. Educational institutions in England may soon be evaluated based on their inclusivity and their effectiveness in supporting vulnerable children, as part of proposed inspection modifications that Ofsted plans to consult on early next year. Stephen Morgan, the Education Minister, informed the BBC that the government is already allocating £1 billion to Send initiatives and ensuring specialist mental health professionals are available in every school. He stated: “We know there is more to do, and are looking closely at how we can go further to support teachers and drive up standards for all our children.” Data analysis conducted by Rebecca Wedge-Roberts. Copyright 2024 BBC. All rights reserved. The BBC bears no responsibility for the content of external websites. Information regarding our external linking policy is available.