Primary School Suspensions and Exclusions on the Rise in England
BBC analysis reveals a significant increase in suspensions and permanent exclusions among primary school pupils in England over the past decade. The rate of suspensions has more than doubled, with permanent exclusions rising by almost 70% during the same period.
The data shows 84,300 suspensions in primary schools in 2022/23, equivalent to 180 per 10,000 pupils. Permanent exclusions, while less frequent, have reached 2.6 per 10,000 pupils. Notably, nearly 90% of permanently excluded primary school children have special educational needs and disabilities (SEND).
The article highlights individual experiences, such as Jacob, a 10-year-old with ADHD and awaiting an autism assessment. He was suspended multiple times before being permanently excluded for persistent disruptive behavior. His mother, Jo, explained that Jacob struggled with sensory issues and larger class sizes, despite the school providing one-to-one support.
Perryfields Primary Pupil Referral Unit in Worcester offers insight into supporting children facing exclusion. Head teacher Pete Hines notes an increasing complexity in children’s needs over his 20-year career. The unit aims to provide short-term intervention, helping children maintain connections with their mainstream schools.
Experts warn of long-term consequences of early exclusion. Vanessa Longley from ChanceUK reports that 90% of children excluded at primary school fail to pass GCSE English and maths. She calls for government investment in early intervention.
Another parent, Lydia, shared her six-year-old son Eddie’s experience of being suspended 14 times due to autism-related behaviors. She highlighted the negative impact on his self-esteem, emphasizing the challenges faced by young children struggling in school environments.
Former children’s commissioner Anne Longfield attributes the rise in exclusions to an increased emphasis on academic achievement. She suggests alternative approaches, such as one-to-one teaching and more supportive interventions.
The government acknowledges the situation, with Education Minister Stephen Morgan stating they are investing £1 billion in SEND support and mental health resources. Potential changes to Ofsted inspections may soon evaluate schools’ inclusivity and support for vulnerable children.
Campaigners and education professionals stress the need for:
– Early diagnosis and intervention
– Specialized support for children with SEND
– More flexible and understanding school environments
– Alternative approaches to managing challenging behaviors
The rising exclusion rates highlight a complex issue involving educational support, mental health, and the challenges of meeting diverse student needs in primary schools.
While some children like Jacob have found success through alternative educational settings, the broader trend suggests a critical need for more comprehensive and compassionate approaches to supporting young learners.
