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Suspensions and permanent exclusions in England – 2023-2024

The recently published DfE report on the above comprises
# the reasons that schools report for suspending and permanently excluding pupils
# suspensions and permanent exclusions by pupil characteristics
# permanent exclusion independent review panel information

In summary
# There were 955,000 suspensions in the 2023/24 academic year
This is a 21% increase from the previous year, when 787,000 suspensions occurred, and equivalent to 1,131 suspensions per 10,000 pupils.
# There were 10,900 permanent exclusions in the 2023/24 academic year
This is a 16% increase from 9,400 in 2022/23 and equivalent to 13 permanent exclusions for every 10,000 pupils.
# The most common reason for suspensions and permanent exclusions was persistent disruptive behaviour
Persistent disruptive behaviour accounted for 51% of all reasons given for suspension and for 39% of reasons for permanent exclusions. This is in line with previous years where this reason was the most commonly recorded.

To view the DfE report in full click here.

If you would like to explore how I might be able to support you in your management of Permanent Exclusions or suspensions (or indeed, for a basic and more general chat about what I do) please contact me by email on jack@jackminto.com – or by telephone on 07514 499238.

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Converting an LA-Maintained School into an Academy School

Although converting a local-authority-maintained school in England to an academy can appear to be a daunting procedure, it is quite straightforward in practice. There are a number of key steps.  See below for a concise guide to the process:

1. Evaluate Eligibility

Before applying, assess your school’s readiness. To convert as a single academy, your latest Ofsted rating should be at least ‘Good’, and your pupils’ attainment and progress must be high. Additionally, you’ll need to demonstrate that your school’s finances are healthy.

2. Application Process

Explore the ‘Apply to become an academy’ portal provided by the Department for Education (DfE). This online platform is a guide to the documentation.

3. Establish or Join an Academy Trust

Post-approval, your school must either set up a new academy trust or join an existing one. This trust will oversee the school’s operations, ensuring compliance with DfE regulations and maintaining educational standards.

4. Transfer Responsibilities

As part of the conversion, you’ll transfer certain responsibilities to the academy trust. This includes staff employment, land and asset management, and contractual obligations. It’s essential to consult with stakeholders during this phase to ensure a smooth transition.

5. Prepare for Opening

Finalise preparations to operate as an academy. This encompasses updating policies, setting up financial systems, and ensuring all legal requirements are met. Effective communication with parents, staff, and the community is crucial during this stage.

Embarking on the academy conversion journey requires careful planning and collaboration. By following the above steps schools can transition effectively, aiming to enhance educational outcomes for their students. You can access the DfE guidance on converting to an academy here.

If you would like to explore how I might be able to support you in your consideration of, or your undertaking the academisation process for your school (or indeed, for a basic and more general chat about what I do) please contact me by email on jack@jackminto.com – or by telephone on 07514 499238.

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External Review of Governance

External Reviews of Governance (ERGs) are independent evaluations designed to assess and enhance the effectiveness of governance within schools and multi-academy trusts (MATs). These reviews provide an objective analysis of a governing board’s structures, processes, and performance, offering actionable insights for improvement.

The Department for Education (DfE) recommends that MATs undertake an ERG every three years to ensure robust governance practices. The National Governance Association (NGA) emphasises that an ERG is a supportive, developmental process rather than an audit or inspection. It aims to establish a baseline for improvement by independently assessing current governance practices.

See here for the recently updated DfE guide to External Reviews of Governance

The ERG process typically involves a comprehensive review of governance documentation, interviews with key stakeholders—including trustees, governors, and senior leadership—and observation of board meetings. This thorough approach enables the identification of strengths and areas requiring development. Following the review, a detailed report is provided, outlining findings and recommending strategies to enhance governance effectiveness.

Engaging in regular ERGs fosters a culture of continuous improvement, ensuring that governance structures remain fit for purpose and responsive to evolving educational landscapes. By proactively addressing governance challenges, schools and MATs can better support educational outcomes and maintain stakeholder confidence.

In summary, External Reviews of Governance serve as a vital tool for schools and multi-academy trusts, promoting effective leadership and accountability through objective assessment and targeted development.

If you are a Chair of Governors and would like to explore how best to undertake an External Review of Governance for your school or trust (or indeed, for a basic and more general chat about what I do) please contact me by email on jack@jackminto.com – or by telephone on 07514 499238.