- The average length of a fixed period exclusion in state funded secondary schools was 2.6 days, for primary schools the average length of a fixed period exclusion was 2.2 days.
- The permanent exclusion rate for boys was approximately 3.5 times higher than that for girls. The fixed period exclusion rate for boys was almost 3 times higher than that for girls.
- Pupils with SEN (both with and without statements) are over 8 times more likely to be permanently excluded than those pupils with no SEN.
- Children who are eligible for free school meals are around 3 times more likely to receive either a permanent or fixed period exclusion than children who are not eligible for free school meals.
Although permanent exclusion rates (permanent exclusions are calculated by the number of pupils permanently excluded from a school over terms 1 to 6 each academic year) in England’s secondary schools are decreasing (see table below), in Bristol these rates display no clear pattern, with numbers of exclusions fluctuating erratically.
Permanent exclusions (Bristol, 2005 – 2009)
NB: x denotes a figure less than 5, the numbers in the ‘All’ column are rounded to the nearest 10 and include CTCs, academies and non-maintained special schools.
Secondary school permanent exclusion rates (2005 – 2009)
Other permanently excluded pupils’ characteristics differences
Although boys remain much more likely to be permanently excluded than girls, the numbers of girls receiving permanent exclusions has increased in the last three years, rising from 7 in 2007/08 to 13 in 2009/10.
34% of permanent exclusions in 2009/10 were pupils eligible for free school meals. In the previous year that figure stood at only 18%.
Pupils with SEN are considerably more likely to be permanently excluded than those that haven’t. In 2009/10 28 pupils with SEN were permanently excluded as opposed to 19 non-SEN pupils, and this despite that fact that the number of SEN pupils in our schools is significantly lower that their non-SEN counterparts.
In terms of ethnicity, in 2009/10 23.4% of permanent exclusions were for BME pupils, which is roughly what one would expect given that it is estimated that the percentage of BME pupils in our schools at present is 25%.
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(Fixed-term exclusions are defined as the total number of fixed-term exclusions. A pupil may be excluded more than once, therefore it is possible for the number of exclusions as a percentage of the school population to be greater than 100%). Although there is no pattern to permanent exclusions in Bristol, there are some clear trends with respect to fixed-term exclusions, where the numbers of secondary school exclusions have decreased rapidly in the last four years, and where there has been a halving of the total number of exclusions in all schools combined:
Fixed-term exclusions (Bristol, 2005 – 2009)
* Includes CTCs, academies and non-maintained special schools
Because the numbers of permanent exclusions are low it is difficult to give a detailed breakdown of the reasons for these exclusions, but the main reason given is ‘persistent disruptive behaviour’. We are able to be more detailed with regards to the reasons for fixed-term exclusions, and these are detailed in the following table:
Reasons for Fixed-Term Exclusions (Bristol, 2009)
|Reasons for Fixed-Term Exclusions||Secondary(1)||All(2)|
|Persistent disruptive behaviour||578||821|
|Verbal abuse/ threatening behaviour against an adult||401||536|
|Physical assault against a pupil||295||480|
|Verbal abuse/ threatening behaviour against a pupil||67||106|
|Physical assault against an adult||54||206|
|Drug and alcohol related||30||42|
(1) Includes middle schools as deemed, city technology colleges and academies (including all-through academies).
(2) Includes maintained primary, secondary and special schools, CTCs, academies and non-maintained special schools
Again, low numbers of permanent exclusions make an analysis by ethnicity meaningless, but for fixed-term exclusions in 2009, the following table is valid:
Ethnicity of those incurring periods of fixed-term exclusions (Bristol 2009)
Other fixed term excluded pupils’ characteristics differences
If we define fixed-term exclusions as the number of pupils receiving one or more fixed term exclusion we can analyse trends amongst groups with specific characteristics. The next chart combines all five of our inequality headings into one graph:
Number of pupils with one or more FTE and pupil characteristics (Bristol, 2008 – 2010)