The Committee will receive a report providing an update on performance improvement and consideration of what further action can be taken.

The Committee received an update on the current position regarding school exclusions and  suspensions from school.  The Brighter Futures for Children (BFfC) Not in Education, Employment, or Training (NEET) performance and data report was available at Appendix 1, and the Suspensions analysis – Key Lines of Enquiry was available at Appendix 2 to the report.

The report explained that following the impact of the Covid-19 pandemic, there was national concern and national priority to re-engage children and young people in education and to ensure that all young people, including those most vulnerable, were securing positive destinations into adulthood through employment, education and training. The Committee were informed of two areas of priority performance improvements and consideration of further actions to support children and young people in Reading to thrive and succeed.

The Committee noted the key headlines from the analysis outlined in Appendix 1 which included:

• Persistent Disruptive Behaviour and Physical Abuse/Threat to Adult was the primary reason for SEND suspension. This could also be described or understood as distressed behaviour from children with SEND, and often with experience of trauma too (Reading had seen a greater rise of children looked after (CLA) with SEND than the national or South East picture, from 50.3% to 63.4%), who were struggling to cope in school and becoming significantly dysregulated.
• The majority of children (63%) were not receiving support before suspension.
• 18% of children in Reading had experienced 50% of the suspensions, enabling targeting of system support to schools on these children.
• The analysis showed how many children were known to Children’s Social Care and to Youth Justice, which enabled the start to initiate pan-BFfC thinking and response and coordinate preventative activity.
• 20% of these children were eligible for Free School Meals and living in a wider context of poverty. Overall suspensions of students that were identified as being in receipt of Free School Meals had reduced by 14% at this point this academic year, when compared with 23/24.
• There was a potential disproportionate suspension of children with particular ethnic and cultural heritages, in line with the national picture, which required specific local action.

The report explained that suspension rates were a key area of concern in the local education system. Whilst permanent exclusions performance had improved over the previous four years and remained relatively stable, suspension rates had increased. Suspensions in some schools were concerning and impacted outcomes. As suspensions were actions taken by the Headteacher of the school, improvement required a partnership response with all school leaders. The Education Partnership Board has reducing suspensions as a key priority this academic year.

The report outlined that suspension rates had increased rapidly over the past three years  throughout England.  However, suspensions had increased by a slower rate in Reading. The permanent exclusion rate in England had grown just as rapidly over the past three years and the permanent exclusion rate in Reading had grown even faster albeit starting from a lower base.  The availability, affordability, and quality of alternative provision had been identified by school leaders as a contributing factor, alongside the need to recruit and retain staff and secure community confidence in behaviour and safety.

The Committee noted that systems to support risk assessment and risk prevention for children at risk of Suspension or not in receipt of full-time education (including bought back behaviour support offer) were being enhanced, with the Education Partnership Board being asked to endorse and promote a one-Reading approach to suspension reduction across all Reading schools, regardless of whether they were an academy or a Local Authority maintained school.

It was reported BFfC had been working closely with the Department for Education regarding the transfer of John Madejski Academy into Greenshaw Learning Trust, a new multi-academy trust.  The Chief Executive of the trust would be invited to attend the next ACE meeting to discussion their work with BFfC, approach and ethos.

Following questions and discussion it was reported that schools were engaging in safeguarding and undertaking a multidisciplinary approach to focus on children that were not in school. 

Following a discussion it was noted that a report on non-attendance had been requested at the last meeting and it was requested that this be provided at the next meeting. Also it was suggested that a Task and Finish Group be set up to help inform and support an action plan to tackle suspensions and exclusions in the area.

Resolved –

(1)         That the improved position regarding school exclusions and suspensions from schools be noted;

(2)          That further actions being taken regarding suspensions from schools be noted;

(3)          That the Chief Executives of priority Trusts be invited to attend the next meeting to share their plans to promote school inclusion and to reduce suspensions from schools be agreed;

(4)      That a Task and Finish Group be set up to help inform/support an action plan to address suspensions and exclusions.