Agenda item

Dr Morwenna Wagstaff introduced the report and answered the members’ questions with Hugo Hutchison, Kelly Waythe and Rachael Roach-Rooke:

 

Why have the number of exclusions and days lost increased so much, and how does this compare to Wales, the UK, and globally? How many are repeat exclusions and what happens to those pupils?

 

The increase is attributed to more challenging behaviours post-pandemic, with national trends showing similar rises. Repeat exclusions are tracked, and most exclusions are short-term. Each exclusion is a unique decision, and most pupils do not have repeat exclusions. Support includes restorative meetings and multi-agency plans to prevent recurrence.

 

How are permanent exclusions rescinded, what is the process, and what happens to those children?

 

Permanent exclusions are rescinded through collaboration between the school, local authority, and family, often by creating a support package, managed moves to other schools, or intervention via the pupil referral service. The process is based on agreement and tailored support for the child.

 

Is there opportunity for more proactive support to help young people build resilience and prevent exclusions, beyond staff-focused approaches?

 

The meeting acknowledged the importance of proactive and preventative strategies, with ongoing professional learning for staff and embedding trauma-informed practices. There is emphasis on building capacity in schools and multi-agency support, with positive impacts starting to show, especially in primary settings.

 

What happens to a pupil during and after exclusion; specifically, what support is provided to prevent repeat exclusions, and could more be done to assist schools in this area?

 

The process involves communication with families, restorative meetings, and multi-agency involvement to support reintegration and reduce repeat exclusions. It should be emphasized that most pupils do not reoffend and that internal exclusions are also used as a preventative measure.

 

What is the significance of the exclusion numbers (noting 5% of pupils are excluded, with an average of about four exclusions per excluded pupil), and is the current trajectory sustainable? Is more/different action needed?

 

Exclusion is a last resort, but sometimes necessary for safety; numbers have risen due to societal changes, but recent data suggests a possible levelling off. Autumn term data shows a decrease in exclusions, and primary exclusions are often concentrated among a small group of pupils with complex needs.

 

Can you clarify the process and rationale for rescinding permanent exclusions, and what happens to pupils in these cases?

 

Rescinding permanent exclusions involves collaboration between the local authority, school, and family to develop alternative support packages, such as managed moves or pupil referral service interventions, aiming for reintegration and transparency in reporting. The Headteachers can cite examples of successful managed moves and would highlight the importance of trust and dialogue between schools and the local authority.

 

Is there specific support or packages to help excluded pupils return with a different approach, and is there more that could be done to support schools in this?

 

Support is tailored to individual pupils, often involving collaboration with the local authority to access additional funding and resources. There are examples where bespoke packages have led to significant reductions in exclusions for specific pupils. The inclusion network and multi-agency collaboration are key to providing effective support.

 

What specific interventions work best to reduce repeat exclusions and days lost (e.g., pupil referral unit, early intervention, managed moves, trauma-informed training, inclusion network)?

 

Effective interventions include multi-agency collaboration, managed moves, trauma-informed training, and the inclusion network, which enables resource sharing and professional support. No single intervention is universally effective; success depends on individual circumstances. Managed moves, trauma-informed training, and the inclusion network are highlighted as valuable, with multi-agency collaboration and bespoke support packages often leading to positive outcomes.

 

What formal escalation occurs when exclusion practices differ between schools, and how is disproportionate exclusion in some schools addressed?

 

The local authority monitors exclusion data and challenges schools with high or increasing exclusions. Formal escalation includes meetings with headteachers, senior leaders, and governors, and exploring professional learning and support strategies. Issues are discussed collectively in the inclusion network. Variation between schools is expected due to differing circumstances and Headteachers would caution against judging schools solely by exclusion numbers. 

 

How early do prevention strategies in primary schools begin, and how are problems identified before they escalate?

 

Prevention in primary schools involves early monitoring of exclusion patterns, providing support packages, and multi-agency reintegration meetings. Professional learning and capacity building for staff are emphasized to address challenging behaviours before they escalate, and the team was established in response to increasing demand for early support.

 

How do we tackle increasing parental disengagement and the prevalence of smartphones among young children?

 

Schools are working to build relationships with parents through direct communication, shared expectations, and community support. Monmouthshire schools have adopted a policy advising parents not to give smartphones to children until Year 10, with positive feedback from families. Schools aim to set clear expectations for parental responsibility and provide signposting to support services. – ACTION: to provide members with a report on smartphone use among pupils

 

What about trauma-informed training?

 

Schools and the local authority use a trauma-informed approach to exclusions, recognising that the exclusion process itself can be distressing for pupils and families. Staff trained in trauma-informed practice focus on responding sensitively to incidents, centring the child’s voice, and putting clear follow-up plans in place with parents and, in primary schools, the local authority. Schools aim to reduce anxiety by improving communication, ensuring children stay connected to learning, and offering wellbeing check-ins during exclusions. Overall, the approach seeks to minimise additional trauma and support pupils to return positively, reducing the likelihood of repeat exclusions.

 

Why does the report lack a breakdown of exclusion reasons, and could future reports include more detail on types of offences and parental involvement?

 

The omission was acknowledged and it was agreed that future reports should include more detail on exclusion reasons and parental involvement.

 

What happens to a child during a typical exclusion period, including supervision, support, and safeguarding?

 

Excluded children are the responsibility of their parents during the exclusion period; work is sent home, and the local authority maintains communication for reintegration and support. Schools ensure parents are informed by phone before formal letters, and exclusions are not issued if there are safeguarding concerns about the child being at home. Internal exclusions or alternative arrangements are used if needed. 

 

What is the impact of school budget cuts on exclusions, specifically have reductions in support staff led to more exclusions, especially in primary schools?

 

It is acknowledged that budget pressures and reduced support staff likely affect the ability to manage challenging behaviours, making it harder to provide preventative and relational support, though no direct correlation is quantified. Monmouthshire schools are adapting creatively, using professional learning and flexible staff deployment, and there is new funding redirected to secondary schools for targeted support of at-risk learners.

 

Is the new curriculum in Wales sufficiently flexible to meet the needs of pupils at risk of disengagement and exclusion, or does it impose a new rigidity similar to the old national curriculum?

 

The new curriculum offers opportunities to tailor learning to individual interests and abilities, but successful implementation will require investment and time. The curriculum provides greater flexibility for schools to design diverse pathways, including academic and vocational options, which can re-engage students and support inclusion, provided schools make the right decisions. – ACTION: to invite Headteachers at a later date to discuss the effect of the new curriculum

 

What is the importance of consistent coding for exclusion reasons across schools, how do headteachers ensure accuracy, and how do governors scrutinise exclusions and lost days?

 

Exclusion reasons are clearly coded and communicated, with governing bodies regularly scrutinizing exclusion data, trends, and support measures through well-being committees and professional discussions with the local authority.

 

Are there local authority officer capacity pressures due to rising demand for support tasks, and has a business case for additional resources been made?

 

Officer capacity is indeed under pressure and a budget request for increased capacity has been submitted, with robust systems in place for monitoring exclusions and managed moves.

 

How are managed moves between local authorities monitored to ensure successful reintegration and minimal impact on the hosting school?

 

Managed moves are monitored through inclusion panels and review meetings, and cross-border moves can be challenging but progress is being made in collaboration with other authorities.

 

As well as scrutinising the effect of the new curriculum, can we also scrutinise how Welsh students who wish to go to an English university is managed? – ACTION (FWP)

 

Chair’s Summary:

 

The Chair thanked officers and particularly the Headteachers for attending today, and extended the members’ thanks to their teams for their hard work. In addition, the Chair highlighted the importance of the latest Estyn report on school exclusions and school health research, noting it is a strong report that reflects positively on the council's work and should be recognized and celebrated by residents. He congratulated the council’s education team, while also noting that there is still work to be done to improve outcomes compared to other counties.