What to do if your child is excluded from school?
Exclusion is used by the school when a pupil has breached the school’s behaviour policy. In all exclusions, the pupil is not allowed onto the school site for the period of the exclusion unless specific permission has been given by the school. There are two types of exclusion:
Suspension (Previously call Fixed Term Exclusion)
- A specified number of days or lunchtimes when a pupil is not allowed into school.
Permanent exclusion
- When the headteacher has decided that a pupil should not continue at the school and that allowing the pupil to remain would harm the education or welfare of the pupil or others in the school.
If your child is excluded the school must write to you and inform you of the reason for the exclusion, start date of the exclusion and the length of time if they are suspended.
All schools must have a behaviour policy which should set out how pupils are expected to behave in the classroom, at lunch breaks and outside of school, for example, at bus stops. You should be able to download the policy from the school's website or request a copy from the school reception.
Any pupil who fails to follow the school behaviour policy may face sanctions in line with that policy which could include a suspension or, as a last resort, permanent exclusion.
During an exclusion, your child is not allowed onto the school site for the period of that exclusion unless specific permission has been given by the school. During the initial period of up to five school days of any exclusion, whether a suspension or permanent, you must ensure that your child is not present in a public place during normal school hours without reasonable justification. If you fail to comply with this requirement you will be guilty of an offence and you might be given a fixed penalty notice of £60. Failure to pay within 21 days will mean the fine increases to £120. Failure to pay within 28 days could result in you appearing before a court.
During an exclusion, your child is not allowed onto the school site for the period of that exclusion unless specific permission has been given by the school. During the initial period of up to five school days of any exclusion, whether a suspension or permanent, you must ensure that your child is not present in a public place during normal school hours without reasonable justification. If you fail to comply with this requirement you will be guilty of an offence and you might be given a fixed penalty notice of £60. Failure to pay within 21 days will mean the fine increases to £120. Failure to pay within 28 days could result in you appearing before a court.
When a child is permanently excluded, the local authority will arrange suitable full-time education for your child; this will begin no later than the sixth school day of the exclusion. This provision will aim to be arranged for children open to social care no later than the first school day of the exclusion.
The school’s governing board must meet to consider whether they believe the exclusion should be upheld. This meeting should be within 15 school days of you receiving notice of the permanent exclusion. This meeting is called a Governor Disciplinary Meeting (GDM) and you will be invited to attend and given an opportunity to talk about the exclusion and to share any information you consider to be relevant.
When a child is permanently excluded, the local authority will arrange suitable full-time education for your child; this will begin no later than the sixth school day of the exclusion. This provision will aim to be arranged for children open to social care no later than the first school day of the exclusion.
The school’s governing board must meet to consider whether they believe the exclusion should be upheld. This meeting should be within 15 school days of you receiving notice of the permanent exclusion. This meeting is called a Governor Disciplinary Meeting (GDM) and you will be invited to attend and given an opportunity to talk about the exclusion and to share any information you consider to be relevant.
The governing board must convene a meeting to consider reinstatement within 15 days of receiving the notice of exclusion in these circumstances.
- All permanent exclusions
- A suspension that takes the total days of exclusion above 15 in a term (three term school year)
The governing board must convene a meeting to consider reinstatement within 15 days of receiving the notice of exclusion in these circumstances.
- All permanent exclusions
- A suspension that takes the total days of exclusion above 15 in a term (three term school year)
If Governors decide to uphold the Headteacher's decision to permanently exclude a pupil at the Governors Disciplinary Meeting (GDM), parents/carers, have the right of appeal to an Independent Review Panel (IRP). Parents/carers can appeal the decision at an IRP even if they did not attend the Governors Disciplinary Meeting.
All parents have the right to request the presence of a Special Educational Needs (SEN) expert at an Independent Review Panel regardless of whether or not a school recognises that a pupil has special educational needs (SEN). The SEN expert’s role is to provide impartial advice to the panel about how SEN could be relevant to the exclusion; for example, whether the school acted reasonably in relation to its legal duties when excluding the pupil.
The Independent Review Panel can either-
- Uphold the exclusion
- Recommend the Governing Body reconsiders their decision or
- Quash the decision and direct the Governing Body to consider the exclusion again
The governing board should confirm the details of where the parents’ application for an independent review panel should be sent in their decision letter. The letter should include the date by which an application for a review must be made, where and to whom an application for a review (and any written evidence) should be submitted (this is normally the clerk of the independent review panel).
If parents believe that there has been unlawful discrimination in relation to the exclusion then they may make a claim under the Equality Act 2010 to the First-tier Tribunal (Special Educational Needs and Disability) in the case of disability discrimination, or the County Court, in the case of other forms of discrimination. A claim of discrimination under the Equality Act 2010 should be lodged within six months of the date on which the discrimination is alleged to have taken place (e.g. the day on which the pupil was excluded).
If Governors decide to uphold the Headteacher's decision to permanently exclude a pupil at the Governors Disciplinary Meeting (GDM), parents/carers, have the right of appeal to an Independent Review Panel (IRP). Parents/carers can appeal the decision at an IRP even if they did not attend the Governors Disciplinary Meeting.
All parents have the right to request the presence of a Special Educational Needs (SEN) expert at an Independent Review Panel regardless of whether or not a school recognises that a pupil has special educational needs (SEN). The SEN expert’s role is to provide impartial advice to the panel about how SEN could be relevant to the exclusion; for example, whether the school acted reasonably in relation to its legal duties when excluding the pupil.
The Independent Review Panel can either-
- Uphold the exclusion
- Recommend the Governing Body reconsiders their decision or
- Quash the decision and direct the Governing Body to consider the exclusion again
The governing board should confirm the details of where the parents’ application for an independent review panel should be sent in their decision letter. The letter should include the date by which an application for a review must be made, where and to whom an application for a review (and any written evidence) should be submitted (this is normally the clerk of the independent review panel).
If parents believe that there has been unlawful discrimination in relation to the exclusion then they may make a claim under the Equality Act 2010 to the First-tier Tribunal (Special Educational Needs and Disability) in the case of disability discrimination, or the County Court, in the case of other forms of discrimination. A claim of discrimination under the Equality Act 2010 should be lodged within six months of the date on which the discrimination is alleged to have taken place (e.g. the day on which the pupil was excluded).
Government guidance states that during the first five school days of a suspension or permanent exclusion, the school should take reasonable steps to set and mark work for the pupil. Online pathways such as Google Classroom or Oak Academy can be used but schools should ensure that the work set is accessible and achievable by the pupil outside school.
For a suspension of more than five school days, the governing board (or local authority about a pupil suspended from a PRU) must arrange suitable full-time education for any pupil of compulsory school age. This provision is commonly called alternative provision and must begin no later than the sixth school day of the suspension.
Provision does not have to be arranged by either the school or the local authority for a pupil in the final year of compulsory education who does not have any further public examinations to sit.
Suspension (Previously called fixed term exclusion)
The governing board of your child’s school is responsible for arranging this suitable, full time education which must begin no later than the sixth school day of the exclusion.
Permanent exclusion
If your child has been permanently excluded from school they will be automatically referred to an Alternative Provision School.
The Alternative Provision School (APS) will provide full time education on behalf of the Local Authority from the sixth day of the permanent exclusion. Someone from the APS will contact you to discuss your child's needs before the sixth day.
Government guidance states that during the first five school days of a suspension or permanent exclusion, the school should take reasonable steps to set and mark work for the pupil. Online pathways such as Google Classroom or Oak Academy can be used but schools should ensure that the work set is accessible and achievable by the pupil outside school.
For a suspension of more than five school days, the governing board (or local authority about a pupil suspended from a PRU) must arrange suitable full-time education for any pupil of compulsory school age. This provision is commonly called alternative provision and must begin no later than the sixth school day of the suspension.
Provision does not have to be arranged by either the school or the local authority for a pupil in the final year of compulsory education who does not have any further public examinations to sit.
Suspension (Previously called fixed term exclusion)
The governing board of your child’s school is responsible for arranging this suitable, full time education which must begin no later than the sixth school day of the exclusion.
Permanent exclusion
If your child has been permanently excluded from school they will be automatically referred to an Alternative Provision School.
The Alternative Provision School (APS) will provide full time education on behalf of the Local Authority from the sixth day of the permanent exclusion. Someone from the APS will contact you to discuss your child's needs before the sixth day.
Who can exclude a child from school?
Only the Head Teacher or Acting Head Teacher can exclude a child 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 the school and is used when pupils are removed from class, not from the school site, for disciplinary reasons. It may be a formal process within the school but is not a legal exclusion, so exclusions legislation and guidance does not apply. There is no statutory maximum period for internal exclusion but, if a school is regularly using internal exclusions, we advise that they should look at the pupil's learning and behaviour needs.
Can my child 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 my child just be sent home to “cool off”?
No, it is unlawful just to send a child home to “cool off” even if parents or carers agree. All exclusions must follow the correct procedure and be recorded as exclusions; any exclusion of a pupil, even for short periods of time, must be formally recorded.
My child is in sixth form. Can they be excluded?
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 my child 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, contact the school and ask for some. Many schools have work available to pupils on the school's website.
If my child has been suspended or excluded, can they be outside during the school day?
During the first 5 days of any exclusion, you are responsible for your child's whereabouts; you must make sure they are not in a public place during school hours. You may receive a penalty notice if your child is present in a public place during school hours without reasonable justification.
What happens if my child’s suspension is longer than 5 days?
If your child has been suspended for more than 5 days, the school has a duty to provide suitable full time alternative education no later than day 6 of the exclusion.
Who provides my child with an education when they are permanently excluded?
If your child 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 a member of staff from The Altus School will contact you directly to discuss arrangements.
What happens if my child has been permanently excluded and I apply for another school?
The school or academy you apply to will need to respond to your application under normal admission code guidelines (unless your child has had 2 permanent exclusions).
Can I appeal against my child’s permanent exclusion?
The Governing board of your child’s school has to meet to review the headteachers decision before any permanent exclusion is finalised. As parents you have this opportunity to provide the governors with your views and the governors must take these in to consideration before they make their decision. The school governors’ disciplinary committee (GDC) must meet within 15 school days of the permanent exclusion. As well as you being invited to the meeting, you can take a friend/representative, and your child will also be welcome to attend. The headteacher from the school and possible other school staff will also attend the meeting, in some cases the Local Authority (LA) representative will also be present. We advise that you attend so that you can have your say.
If the Governing Board decide to uphold the Headteachers decision, you can make a request for an Independent Review Panel (IRP) as a further opportunity to present your views about the permanent exclusion.
Can I appeal against my child’s suspension?
You can request in some circumstances that the governing board review the headteachers decision to suspend. See exclusion leaflet for more details.
Can a permanent exclusion be withdrawn?
The headteacher can cancel a permanent exclusion during the period before the Governors’ Disciplinary Committee meeting. This may occur for reasons such as further evidence coming to light. If a permanent exclusion is cancelled the pupil must be allowed to return to school without delay. Once the Governors’ Disciplinary Committee meeting has started the Headteacher can no longer cancel the permanent exclusion.
Who can exclude a child from school?
Only the Head Teacher or Acting Head Teacher can exclude a child 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 the school and is used when pupils are removed from class, not from the school site, for disciplinary reasons. It may be a formal process within the school but is not a legal exclusion, so exclusions legislation and guidance does not apply. There is no statutory maximum period for internal exclusion but, if a school is regularly using internal exclusions, we advise that they should look at the pupil's learning and behaviour needs.
Can my child 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 my child just be sent home to “cool off”?
No, it is unlawful just to send a child home to “cool off” even if parents or carers agree. All exclusions must follow the correct procedure and be recorded as exclusions; any exclusion of a pupil, even for short periods of time, must be formally recorded.
My child is in sixth form. Can they be excluded?
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 my child 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, contact the school and ask for some. Many schools have work available to pupils on the school's website.
If my child has been suspended or excluded, can they be outside during the school day?
During the first 5 days of any exclusion, you are responsible for your child's whereabouts; you must make sure they are not in a public place during school hours. You may receive a penalty notice if your child is present in a public place during school hours without reasonable justification.
What happens if my child’s suspension is longer than 5 days?
If your child has been suspended for more than 5 days, the school has a duty to provide suitable full time alternative education no later than day 6 of the exclusion.
Who provides my child with an education when they are permanently excluded?
If your child 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 a member of staff from The Altus School will contact you directly to discuss arrangements.
What happens if my child has been permanently excluded and I apply for another school?
The school or academy you apply to will need to respond to your application under normal admission code guidelines (unless your child has had 2 permanent exclusions).
Can I appeal against my child’s permanent exclusion?
The Governing board of your child’s school has to meet to review the headteachers decision before any permanent exclusion is finalised. As parents you have this opportunity to provide the governors with your views and the governors must take these in to consideration before they make their decision. The school governors’ disciplinary committee (GDC) must meet within 15 school days of the permanent exclusion. As well as you being invited to the meeting, you can take a friend/representative, and your child will also be welcome to attend. The headteacher from the school and possible other school staff will also attend the meeting, in some cases the Local Authority (LA) representative will also be present. We advise that you attend so that you can have your say.
If the Governing Board decide to uphold the Headteachers decision, you can make a request for an Independent Review Panel (IRP) as a further opportunity to present your views about the permanent exclusion.
Can I appeal against my child’s suspension?
You can request in some circumstances that the governing board review the headteachers decision to suspend. See exclusion leaflet for more details.
Can a permanent exclusion be withdrawn?
The headteacher can cancel a permanent exclusion during the period before the Governors’ Disciplinary Committee meeting. This may occur for reasons such as further evidence coming to light. If a permanent exclusion is cancelled the pupil must be allowed to return to school without delay. Once the Governors’ Disciplinary Committee meeting has started the Headteacher can no longer cancel the permanent exclusion.
Unlawful Exclusions
It is unlawful to...
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
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 Coordinator (EHCO)
Where there are multiple agencies involved with supporting your child’s needs the school should hold Team Around the Child (TAC) meetings to review the provision in place for your child and look at adapting strategies to support your child, if necessary, so that their needs can be met in an effective and timely manner.
If your child has a medical condition an Individual Healthcare Plan should have been considered and appropriate medical professionals consulted to ensure your child can play a full and active part in school life, stay healthy and fulfil their potential.
If your child has an EHCP then the school should have spoken with the EHCP Caseworker about holding an emergency annual review to consider what additional support or alternative placement may be required.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
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 Coordinator (EHCO)
Where there are multiple agencies involved with supporting your child’s needs the school should hold Team Around the Child (TAC) meetings to review the provision in place for your child and look at adapting strategies to support your child, if necessary, so that their needs can be met in an effective and timely manner.
If your child has a medical condition an Individual Healthcare Plan should have been considered and appropriate medical professionals consulted to ensure your child can play a full and active part in school life, stay healthy and fulfil their potential.
If your child has an EHCP then the school should have spoken with the EHCP Caseworker about holding an emergency annual review to consider what additional support or alternative placement may be required.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
Where there are multiple agencies involved with supporting your child’s needs the school should hold Team Around the Child (TAC) meetings to review the provision in place for your child and look at adapting strategies to support your child, if necessary, so that their needs can be met in an effective and timely manner.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
- Occupational Therapist (OT)
- Speech and Language Therapist (SALT)
Where there are multiple agencies involved with supporting your child’s needs the school should hold Team Around the Child (TAC) meetings to review the provision in place for your child and look at adapting strategies to support your child, if necessary, so that their needs can be met in an effective and timely manner.
The school should have sought support from external agencies.
Appropriate services could include -
- Early Help Coordinator (EHCO)
- Police
- Duty Social Worker
- Multi Agency Safeguarding Hub (MASH)
School should have referred 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
The school should have sought support from external agencies.
Appropriate services could include -
- Early Help Coordinator (EHCO)
- Police
- Duty Social Worker
- Multi Agency Safeguarding Hub (MASH)
School should have referred 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
The school could have sought support from the Education Inclusion Service to look at best practise regarding reintegration and inclusive processes.
It is reasonable to offer a reintegration meeting to you and your child to develop a joint support plan moving forward. However, your child’s return cannot be conditional to attendance at this meeting.
The school could have sought support from the Education Inclusion Service to look at best practise regarding reintegration and inclusive processes.
It is reasonable to offer a reintegration meeting to you and your child to develop a joint support plan moving forward. However, your child’s return cannot be conditional to attendance at this meeting.
The school should have carried out appropriate risk assessment and put actions in place to mitigate any unnecessary future risk to pupils and staff.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Education Inclusion Service (EIS)
- Restorative Practise Team (RP)
- Gloucestershire Police – Schools Beat / Aston Project
- Youth Support Team (YST)
The school should have carried out appropriate risk assessment and put actions in place to mitigate any unnecessary future risk to pupils and staff.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Education Inclusion Service (EIS)
- Restorative Practise 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 you to come into school and you are in agreement with taking the child home.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
In rare situations, with professional advice (e.g. Paediatrician, 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 you to come into school and you are in agreement with taking the child home.
The school should have looked to identify your child’s needs and put in place appropriate support through the Graduated Pathway (My Plan, My Plan+, EHCP). Support should follow the Assess, Plan, Do, Review process. The school may look to draw on additional support from external agencies where appropriate.
Appropriate services could include -
- Advisory Teaching Service (ATS)
- Educational Psychology Service (EPS)
- Education Inclusion Service (EIS)
In rare situations, with professional advice (e.g. Paediatrician, 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.
If any of these unlawful exclusions are carried out and lead to the deletion of a pupil’s name from the register, this is known as ‘off-rolling’.
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 you to take your 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 managed move is used to initiate a process which leads to the transfer of a pupil to another mainstream school permanently. Managed moves should be voluntary and agreed with all parties involved, including the parents and the admission authority of the new school’.
Within the school inspections framework, 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. If you believe that you are being pressured into a managed move or are unhappy with a managed move, you can take up the issue through the school’s formal complaints procedure with the governing board and, where appropriate, the local authority.
Schools can direct your child off- site for education to improve their behaviour, this could be provision such as an Alternative Provision School (APS). Your child must remain on the schools roll as their main base with the APS being subsidiary dual registered. The school retains overall responsibility for your child including safeguarding in these situations. The length of time a pupil spends in another mainstream school or AP and the reintegration plan must be kept under review by the governing body, who must hold review meetings at such intervals as they, having regard to the needs of the pupil, consider appropriate, for as long as the requirement remains in effect. Not later than six days before the date of any review meeting, a governing body must give a written invitation to parents to attend the review meeting, or to submit in writing before the date of the meeting their views as to whether off-site direction should continue to have effect. The governing body must ensure, insofar as is practicable, that any review meeting is convened on a date, and at a time, that is suitable for the parent.
Another example of off-rolling would be exercising undue influence over a parent to remove their child from the school under the threat of a permanent exclusion and encouraging them to choose Elective Home Education or to find another school place.
In Gloucestershire we encourage families to make an informed decision regarding home education. Schools should not encourage or coerce you to de-register your child from school for the purposes of elective home education (EHE) and equally, school should not create any barriers or seek to dissuade you once you have decided to home educate your child. Exit discussions can be offered whereby school, LA and yourself meet to discuss what home education involves and this provides an opportunity for you to ask any questions prior to making a decision. In addition, parent advisers at Gloucestershire County Council (01452 426015) can advise you about the EHE process including providing information about what home educating entails and the legal responsibility you are taking on. https://www.gloucestershire.gov.uk/education-and-learning/home-education/
If any of these unlawful exclusions are carried out and lead to the deletion of a pupil’s name from the register, this is known as ‘off-rolling’.
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 you to take your 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 managed move is used to initiate a process which leads to the transfer of a pupil to another mainstream school permanently. Managed moves should be voluntary and agreed with all parties involved, including the parents and the admission authority of the new school’.
Within the school inspections framework, 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. If you believe that you are being pressured into a managed move or are unhappy with a managed move, you can take up the issue through the school’s formal complaints procedure with the governing board and, where appropriate, the local authority.
Schools can direct your child off- site for education to improve their behaviour, this could be provision such as an Alternative Provision School (APS). Your child must remain on the schools roll as their main base with the APS being subsidiary dual registered. The school retains overall responsibility for your child including safeguarding in these situations. The length of time a pupil spends in another mainstream school or AP and the reintegration plan must be kept under review by the governing body, who must hold review meetings at such intervals as they, having regard to the needs of the pupil, consider appropriate, for as long as the requirement remains in effect. Not later than six days before the date of any review meeting, a governing body must give a written invitation to parents to attend the review meeting, or to submit in writing before the date of the meeting their views as to whether off-site direction should continue to have effect. The governing body must ensure, insofar as is practicable, that any review meeting is convened on a date, and at a time, that is suitable for the parent.
Another example of off-rolling would be exercising undue influence over a parent to remove their child from the school under the threat of a permanent exclusion and encouraging them to choose Elective Home Education or to find another school place.
In Gloucestershire we encourage families to make an informed decision regarding home education. Schools should not encourage or coerce you to de-register your child from school for the purposes of elective home education (EHE) and equally, school should not create any barriers or seek to dissuade you once you have decided to home educate your child. Exit discussions can be offered whereby school, LA and yourself meet to discuss what home education involves and this provides an opportunity for you to ask any questions prior to making a decision. In addition, parent advisers at Gloucestershire County Council (01452 426015) can advise you about the EHE process including providing information about what home educating entails and the legal responsibility you are taking on. https://www.gloucestershire.gov.uk/education-and-learning/home-education/
Schools should support pupils to reintegrate successfully into school life and full-time education following a suspension. The reintegration strategy should offer pupils a fresh start, help them understand the impact of their behaviour on themselves and others, teach them how to meet the high expectations of behaviour in line with the school culture, foster a renewed sense of belonging within the school community and build engagement with learning.
The reintegration strategy should be clearly communicated at a reintegration meeting before or at the beginning of the pupil’s return to school. During a reintegration meeting, the school should communicate to the pupil that they are valued, and their previous behaviour should not be seen as an obstacle to future success. Where possible this meeting should include you as parent or carer.
However, it is important to note that a pupil should not be prevented from returning to a mainstream classroom if you (parent/carer) are unable or unwilling to attend a reintegration meeting. To ensure ongoing progress, the strategy should be regularly reviewed and adapted where necessary throughout the reintegration process in collaboration with you, your child and other relevant parties.
Where necessary, schools should work with relevant staff and multi-agency organisations, such as teachers, pastoral staff, mentors, social workers, educational psychologists or the safer schools team, to identify if your child has any SEND and/or health needs.
Schools should support pupils to reintegrate successfully into school life and full-time education following a suspension. The reintegration strategy should offer pupils a fresh start, help them understand the impact of their behaviour on themselves and others, teach them how to meet the high expectations of behaviour in line with the school culture, foster a renewed sense of belonging within the school community and build engagement with learning.
The reintegration strategy should be clearly communicated at a reintegration meeting before or at the beginning of the pupil’s return to school. During a reintegration meeting, the school should communicate to the pupil that they are valued, and their previous behaviour should not be seen as an obstacle to future success. Where possible this meeting should include you as parent or carer.
However, it is important to note that a pupil should not be prevented from returning to a mainstream classroom if you (parent/carer) are unable or unwilling to attend a reintegration meeting. To ensure ongoing progress, the strategy should be regularly reviewed and adapted where necessary throughout the reintegration process in collaboration with you, your child and other relevant parties.
Where necessary, schools should work with relevant staff and multi-agency organisations, such as teachers, pastoral staff, mentors, social workers, educational psychologists or the safer schools team, to identify if your child has any SEND and/or health needs.
Where can I find support?
For more information you can contact the Local Authority’s Education Inclusion Service at:
Phone: 01452 427360
Email: schoolexclusions@gloucestershire.gov.uk
Government’s statutory guidance on exclusions: 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
Sources of free, impartial support and information include
- SENDIASS Gloucestershire (www.sendiassglos.org.uk)
- Coram Children’s Legal Centre (www.childrenslegalcentre.com)
- National Autistic Society (NAS) School Exclusion Service (England) (0808 800 4002 or schoolexclusions@nas.org.uk)
- Independent Parental Special Education Advice (http://www.ipsea.org.uk).
- Child Law advice (https://childlawadvice.org.uk/information-pages/school-exclusion/)
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