School Exclusions

School Suspensions and Permanent Exclusions

Guidance for Children in Care

At North Yorkshire Virtual School, we are committed to ensuring that children in care remain engaged in education, with stability in both school and care placements wherever possible. Evidence consistently shows that educational continuity is vital to long‑term success, wellbeing, and positive life chances. [gov.uk]

Suspensions and permanent exclusions should always be a last resort, particularly for Children Looked After, who are statistically more vulnerable to exclusion due to trauma, attachment difficulties, and disrupted early experiences. [assets.pub...ice.gov.uk]

Our Principles

  • Stability matters: Changes to school placements should be avoided wherever possible.
  • Trauma‑informed practice must underpin behaviour policies.
  • Early intervention prevents escalation.
  • Collective responsibility: schools, foster carers, social workers, and the Virtual School must work together.

These principles are consistent with the DfE statutory guidance on suspensions and permanent exclusions (August 2024). [gov.uk], [assets.pub...ice.gov.uk]

Early Concerns and the Role of the PEP

If there are concerns about a child’s behaviour, the Personal Education Plan (PEP) meeting is the primary forum for discussion and action.

You do not need to wait for a scheduled PEP:

  • Foster carers
  • School staff
  • Social workers
  • The child or young person

may all request an additional PEP meeting at any time.

Early PEP discussions should focus on:

  • Understanding triggers linked to trauma and attachment
  • Reviewing reasonable adjustments and SEN support
  • Agreeing proactive strategies to prevent suspension or exclusion

This approach is strongly reinforced in statutory guidance for Looked After Children. [assets.pub...ice.gov.uk]

When a Suspension or Permanent Exclusion Is a Risk

If you are worried that a child or young person is at risk of suspension or permanent exclusion, please contact the Virtual School Head immediately:

? Julie.Bunn@northyorks.gov.uk

Early contact enables the Virtual School Head, working with partners, to:

  • Explore additional assessment and support, including therapeutic interventions or classroom support
  • Consider alternatives such as managed moves or alternative provision, where appropriate
  • Ensure continuity of education if a suspension or exclusion occurs

Schools must inform the Virtual School Head and the social worker without delay when a Child in Care is suspended or excluded. [cognus.org.uk]

Communication and Decision‑Making Responsibilities

Under statutory guidance, schools must:

  • Inform foster carers and social workers immediately of any suspension or permanent exclusion
  • Provide written reasons and clarify next steps

The social worker must:

  • Inform parents (where appropriate)
  • Speak with the child and carers
  • Consider whether to challenge or appeal the decision
  • Notify the Independent Reviewing Officer (IRO)

The revised guidance (August 2024) also clarifies that:

  • Headteachers may cancel a suspension or exclusion before it is reviewed by governors
  • If this happens, the Virtual School Head and social worker must be informed immediately. 

Suspensions (Previously Fixed‑Term Exclusions)

Key points under current guidance:

  • A suspension may be for part of a school day, full days, or up to 45 school days in an academic year
  • During the first five school days, the school must provide work
  • Parents/carers are responsible for ensuring the child is not in a public place during school hours
  • From the sixth day, full‑time education must be arranged by the school (or local authority if appropriate) [eastriding...ass.org.uk]

A reintegration meeting should be offered following a suspension. The child must not be prevented from returning to school if parents are unable to attend. [cognus.org.uk]

Permanent Exclusion

If a child in care is permanently excluded:

  • A governing board meeting must be held within 15 school days
  • The Virtual School Head and social worker must be invited and may make representations
  • If upheld, an Independent Review Panel (IRP) can be requested within 15 school days [gov.uk], [assets.pub...ice.gov.uk]

If the child remains in the same foster placement, the local authority must secure a suitable alternative school placement.

Equality, SEND and Unlawful Exclusions

Schools must not:

  • Exclude a child because they cannot meet SEND or mental health needs
  • Apply behaviour policies without reasonable adjustments
  • Use informal or unlawful exclusions (including “cooling‑off” periods or pressured Elective Home Education)

Failure to comply may constitute discrimination under the Equality Act 2010 and may trigger safeguarding concerns. 

Further Guidance and Resources