Exclusions data 2018-2020

The request was partially successful.

Dear United Learning Trust,

Please treat this request for information under the FOI Act 2000. I request this information from and broken down by the following three academic years, and by term if available:

September 1, 2017 to July 31, 2018
September 1, 2018 to July 31, 2019
September 1, 2019 to March 31, 2020 (the academic year minus COVID closures)

To fulfil this request, follow this link and download a copy of the spreadsheet: https://docs.google.com/spreadsheets/d/1...

Please return a completed copy of this spreadsheet via WhatDoTheyKnow within 20 working days.

1. Please provide data as collated from the Autumn, Spring and Summer terms pertaining to the total number of (FTE) pupils in years 9–11, broken down by ethnic origin and year group

2. Please supply data as collated from the Autumn, Spring and Summer terms pertaining to the total number of:*

a. fixed term exclusions lasting more than five days, or where the cumulative total was more than five days
b. fixed term exclusions of pupils with an EHCP
c. fixed term exclusions of pupils on SEND support but without an EHCP
d. fixed term exclusions of pupils with SEN, with or without an EHC plan, and on free school meals

*I ask for these figures to be broken down by ethnic origin and year group (Y9–Y11)

3. Please supply data as collated from the Autumn, Spring and Summer terms pertaining to the total number of:*

a. permanent exclusions
b. permanent exclusion of pupils with an EHC Plan
c. permanent exclusion of pupils on SEND support but without an EHCP
d. permanent exclusions of pupils with SEND, with or without an EHCP, and on free school meals

*I ask for these figures to be broken down by ethnic origin and year group (Y9–Y11)

4. The total number (and Full Time Equivalent if different) of transfers into Alternative Provision, broken down by ethnic origin and year group (Y9–Y11)

5. The number of exclusion decisions in years 9–11 resulting in a decision of reinstatement following a governing body's review, broken down by pupil ethnicity

6. What actions, if any, you are doing as a MAT to reduce the number of exclusions/suspensions that are issued in your academies.

I look forward to hearing from you.

Yours faithfully,
Lucy Potter

FOI ULT, United Learning Trust

3 Attachments

Dear Lucy

 

We write in response to your request for information regarding exclusion
data.  The answers to questions 1 – 3 & 5 are within the attached
spreadsheet.   We do not hold the data centrally for question 4.  Our
schools will hold this information, but not in the format that you have
requested.  We have calculated that responding to this part of your
request will exceed the appropriate cost limit as set out in section 12 of
the Act as it will take more than 18 staff hours to pull the answers
together from the information that our schools hold.

 

Please note that

 

• The first tab in the spreadsheet “coverage” shows which schools the
data pertains to.
• In the autumn term 19/20 we do not hold pupil ethnicity data at the
centre for the schools that were new to the MAT that term.  These are
shown as ‘P’ on the coverage tab.  For these schools we have provide
the total pupil numbers for the term and the exclusions data.
• Permanent exclusions are shown on the PERM tabs, Fixed term exclusions
are shown on the FIXED tabs.
• The academic year 19/20 is labelled 1920 etc.
• For fixed term exclusions, the provided data does not include Bacon's
College, Cornerstone Academy, Glenmoor and Winton Academies;
Goresbrook School; Irlam and Cadishead Academy; The Albion Academy and
Wye School.  This is because these schools hold the number of fixed
term exclusion instances but not the length (or the cumulative length)
of those exclusions.

 

6.  Actions taken by the Trust to reduce the number of
exclusions/suspensions that are issued in our secondary academies include:

 

Clear and consistent expectations

• ​We have a trust-wide behaviour policy, which is updated annually to
reflect changes at national and trust level. This has included in
recent years a focus on reasonable adjustment alongside the culture
and ethos we seek in all trust schools
• We have produced a trust wide behaviour curriculum which has been
distributed to all secondary academies. This identifies clear
strategies for leaders to implement that focuses on reducing exclusion
and makes behaviour a subject itself that pupils need to be taught and
understand. This is reviewed and amended annually

 

Monitoring and oversight

• Our Regional Directors have oversight of every exclusion and permanent
exclusion made in the trust. Before taking the decision to recommend a
student be permanently excluded, the Headteacher is expected to
discuss the rationale for their decision with the relevant Regional
Director
• We collect exclusion data from our schools’ Management Information
System on a weekly basis. This can be viewed by executive leaders
across the trust and feeds into half-termly meetings led by the CEO.
• Schools with exclusion data significantly above the trust-wide average
produce exclusion reduction action plans that are monitored by the
Regional and National Director
• Behaviour and exclusions is a standing item on the agenda for our
termly monitoring meetings with schools (named T-meetings). Regional
Directors lead these meetings and follow up on actions.
• The staff survey (conducted annually) surveys every teacher in every
school and poses questions about the effectiveness of behaviour
policies implemented at school level. These responses are then
scrutinised, and individual school action plans produced.

 

Support for schools

• We have appointed a SEND adviser at trust level to work alongside
Principals, Regional Directors and SENCOs, including in relation to
ensuring pupils with SEND needs have reasonable adjustments made in
and out of the classroom.
• We provide trust-level termly behaviour webinars, which are attended
by all SLT behaviour leads in schools. These webinars are used to
share best practice in and beyond the trust in regards reducing
exclusion and increasing attendance.
• We have invested in trust wide CPD for our existing and new leaders
and teachers, for example, through input to leaders’ conferences on
‘creating an effective culture’ and behaviour-focused sessions for all
newly-appointed staff at our annual Best In Everyone induction
conference.

 

Kind Regards

The FOIA Team

 

United Learning

Worldwide House

Thorpe Wood

Peterborough

PE3 6SB

 

[1]www.unitedlearning.org.uk

 

[2]Description: Untitled-1

 

[3]Values

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Dear ULT FOIA Team,

Thank you for your full and helpful response; I appreciate the time spent collating the data you have provided.

Regarding question 4: please could you explain what format your schools do hold this information in, to allow me to understand how best to reframe this aspect of my request without exceeding the appropriate cost limit?

As I am sure you are aware, the FOI Act states that it is "the duty of a public authority to provide advice and assistance, so far as it would be reasonable to expect the authority to do so", and the ICO consider it best practice to provide "arguments or evidence" when applying this exemption.

With regards to fixed-term exclusions, please could you provide data on the number of fixed-term exclusions of any description for Bacon's College, Cornerstone Academy, Glenmoor and Winton Academies; Goresbrook School; Irlam and Cadishead Academy; The Albion Academy and Wye School, for the academic years 2017-18, 2018-19 and 2019-20?

I understand that these schools hold information on the number of fixed-term exclusion instances, but not the length (or the cumulative length) of those exclusions, and in accordance I am removing this specification from my request.

To minimise the time/cost of providing this information, please feel free to group years 9-11 together in your response.

Many thanks for your cooperation.

Yours sincerely,
Lucy Potter

Tamrin McGowan, United Learning Trust

Thank you for the email. I am longer working at United Learning. Please
contact [email address]

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