A structured checklist for school leaders, behaviour leads and SENCOs to audit their provision before any permanent exclusion decision. Covers graduated interventions, external agency involvement, SEND considerations, alternative provision and parental partnership.
Permanently excluding a learner is one of the most serious decisions a headteacher can make. It takes a child away from their school, interrupts their learning, and has lasting effects on their future. Research shows that permanently excluded learners are some of the most vulnerable young people. They are twice as likely to be in state care. They are also more likely to be unemployed or involved in crime later in life (Gill, Quilter-Pinner and Swift, 2017). For school leaders, this decision also carries serious legal risks and can harm their reputation. This is particularly true if the exclusion is challenged and found to have process issues.
This article provides a structured checklist. Behaviour leads, headteachers and SENCOs can use this checklist to check support before deciding to exclude a learner. The checklist is not about preventing justified exclusions. It is about making sure all fair support has been recorded, given, and checked before that point is met.
The DfE guidance "Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units in England" (updated 2023) sets out clear expectations. A headteacher can only permanently exclude a learner if they break school rules. The decision must be lawful, reasonable, fair and proportionate. The guidance states that schools must consider something important. Would keeping the learner in school seriously harm other learners' learning or well-being?
Review panels and local officers always check for proof of a step-by-step support plan. They check if the school found underlying needs and involved external agencies. They also check if reasonable adjustments were made for learners with SEND. A checklist creates the trail of evidence to prove the school has done everything possible.
A deputy head reviewing their provision might print this checklist. They can work through it with their SENCO. They should ask: 'Have we completed a functional behaviour assessment? Have we involved Educational Psychology? Have we tried a managed move? Each unchecked item is a gap to address before the exclusion meeting.
Persistent disruptive behaviour is almost always a symptom, not a root cause. Before considering exclusion, schools need to find out what is causing the behaviour. The checklist should include:
SEND screening. Has the learner been checked for any undiagnosed learning difficulties, ADHD, autism, or speech and language needs? In 2019, the Children's Commissioner found that 78% of permanently excluded children had SEND that was not identified or met. A SEND assessment carried out now can completely change the support a learner gets.
Adverse Childhood Experiences (ACEs) review. Has the designated safeguarding lead checked the learner's background? This includes trauma, domestic abuse, or the loss of a loved one. It also covers parents' mental health, or drug and alcohol misuse. These factors do not excuse behaviour, but they help decide what support is right. A learner experiencing ongoing domestic violence needs safeguarding, not sanctions.
Mental health assessment. Has the school referred to CAMHS or equivalent services? Has the learner's GP been contacted with parental consent? Anxiety, depression, and attachment issues can all cause challenging behaviour in the classroom. The school's mental health lead should be involved at this stage.
Schools should evidence a clear escalation of support before reaching the exclusion threshold. This is not about ticking boxes retrospectively. Schools must prove that each step of support was provided, monitored, and checked before taking further steps.
| Intervention Level | Examples | Evidence Required |
|---|---|---|
| Universal (Wave 1) | Classroom behaviour management strategies, seating plans, differentiated expectations, positive reinforcement systems | Behaviour logs, teacher observations, reward records |
| Targeted (Wave 2) | Small group nurture group, social skills programme, mentoring, check-in/check-out system, Zones of Regulation | Group records, progress tracking, entry/exit data |
| Specialist (Wave 3) | 1:1 behaviour intervention plan, therapeutic support, Educational Psychology involvement, CAMHS referral, alternative provision placement | Individual plans, review meeting minutes, agency reports |
A behaviour lead preparing for a governors' panel should be able to present dated evidence from each level. It is a good plan to begin classroom approaches in September. Then, use specific help in October and get outside help in November. "We gave multiple detentions and then excluded" is not.
Independent Review Panels pay close attention to whether schools engaged external agencies before permanent exclusion. The checklist should confirm involvement of:
Educational Psychology. Has an EP conducted an assessment or consultation? Support from an Educational Psychologist (EP) is important if SEND is suspected or confirmed. Their recommendations carry significant weight at review panels.
Behaviour Support Service. Has the local authority's behaviour support team observed the learner? Have they given advice on strategies and reviewed the impact? Many local authorities offer this free of charge.
Social Care. If there are safeguarding concerns, has a referral been made to children's services? Is the learner a Child in Need or subject to a Child Protection Plan? Removing a child in care or one with a social worker means extra duties under the Children Act of 2004.
Health Services. If needed, did the school ask for help from outside services? This includes CAMHS, speech therapy, occupational therapy, or paediatricians. Health professionals can identify neurodevelopmental conditions that directly affect behaviour.
In a multi-agency meeting, a SENCO might use this part of the checklist. They could say: 'We have EP involvement, but we are still waiting for the CAMHS assessment.' Before we proceed, we need that clinical picture to inform our decision."
Learners with SEND are disproportionately represented in permanent exclusion statistics. DfE records show that learners with an EHCP are permanently excluded more often than other learners. This is both an ethical and legal concern.
The checklist should verify:
Has the learner been assessed for SEND, even if they do not have a current diagnosis? Has the school made reasonable adjustments to support the learner under the Equality Act (2010)? If the learner has an EHCP, has the local authority been consulted? Has the school checked if the behaviour is a result of the learner's disability?
Schools can face legal action if they exclude a learner for behaviour caused by their disability. You must show that fair support was offered. A school is on firmer ground if it records adjustments, reviews them, and escalates support when needed.
In practice, a SENCO might review the provision map. They might ask: 'For this learner, we adjusted seating and provided a reduced timetable.' We also allocated 1:1 TA support during transitions and involved the autism outreach team.' What else could we reasonably have tried?"
Before permanent exclusion, schools should explore whether an alternative placement could meet the learner's needs. The checklist should include:
Managed move. Have you discussed a voluntary move to another mainstream school with the parents and the new school? Managed moves give learners a fresh start. This avoids the stigma and legal issues of permanent exclusion. They require parental consent and genuine partnership between schools.
Alternative provision placement. Has the school thought about a part-time or full-time place at a PRU or alternative school? Dual registration lets a learner get specialist support while keeping their school place. Some learners thrive in smaller, organised settings and can successfully return to mainstream schools.
Reduced timetable. Has a temporary reduced timetable been considered as a short-term support option? This should be time-limited, regularly reviewed and agreed with parents. It is not a long-term solution, but it can create space for other interventions to take effect.
During a pastoral support meeting, a headteacher might say: 'We have three alternatives to permanent exclusion.' Let us consider each one before we reach a final decision."
The DfE guidance requires that parents are informed of their rights throughout the exclusion process. Good practice means more: parents and the learner should actively help with support long before thinking about exclusion.
The checklist should confirm:
Have parents been invited to meetings at every escalation point? Has the learner had a chance to share their views, ideally with an advocate if needed? Have parents been told they can get unbiased help from organisations like IPSEA or the Coram Children's Legal Centre?
During a re-integration meeting, a pastoral leader might ask: 'How does school feel for you right now? What would help?' "Tell me what gets in the way." What learners say here often shows problems staff missed. A learner might say: 'I get angry in period five because I have not eaten since breakfast.' This is caused by hunger, not bad behaviour.
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Use this checklist before any permanent exclusion decision. Every item should be evidenced with dates, documents and outcomes. Gaps in this checklist are gaps in your provision.
| Area | Check |
|---|---|
| Needs Assessment | SEND screening completed. ACEs review conducted. Mental health assessment requested. Medical needs considered. |
| Wave 1 Support | Classroom strategies documented. Seating and environment adjusted. Positive reinforcement in place. Teacher training provided. |
| Wave 2 Support | Targeted group intervention delivered. Mentoring programme in place. Check-in/check-out system operating. Emotional regulation support provided. |
| Wave 3 Support | Individual behaviour plan written and reviewed. 1:1 therapeutic support accessed. Functional behaviour assessment completed. Modified timetable trialled. |
| External Agencies | Educational Psychologist involved. Behaviour support service consulted. CAMHS referral made. Social care informed (if applicable). |
| SEND Compliance | Reasonable adjustments documented. EHCP reviewed (if applicable). LA consulted for EHCP learners. Disability-related behaviour considered. |
| Alternatives Explored | Managed move discussed. Alternative provision considered. Reduced timetable trialled. Restorative approaches attempted. |
| Voice and Partnership | Parents informed and involved at every stage. Pupil voice gathered. Rights information provided. Multi-agency meeting held. |
Print this checklist and work through it with your behaviour lead and SENCO before your next exclusion meeting. Any unchecked item is a conversation that needs to happen first.
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