The IntegratED partnership exists to reduce preventable school exclusions and improve the quality of education for children excluded from school. We aim to do this through a whole-child development lens.
We are training teachers to develop and engage children who have challenging behaviours and we are training school leaders of the future to implement whole-school strategies to reduce preventable exclusions.
Working with children at risk of exclusion, we are implementing literacy programmes, raising
aspirations, teaching children how to learn, and bringing together teachers and pupils to uncover the reasons driving high exclusion rates.
We are researching illegal exclusions; unexplained pupil moves into alternative provision; parental engagement; teacher awareness of whole-child development; and how the quality of relationships affects outcomes in alternative provision.
About 8,000 children are permanently excluded from school every year. A similar number are removed from the school roll unofficially.
Last year over 830,000 days of schooling were lost due to pupils being sent home for fixed periods. Every day missed is associated with a lower chance of achieving good GCSEs.
Exclusions disproportionally affect pupils from low-income families, children with a social worker, children from certain ethnic backgrounds and children with social, emotional and mental health needs.
The government’s exclusions guidance is not always followed correctly by schools and limited support exists for parents to challenge the process.
Once removed permanently from school, children have access to a limited curriculum and some receive only one hour of tuition per day.
The life outcomes of permanently excluded pupils are significantly worse than their peers. Half will be not in education, employment or training immediately after their GCSEs.
A reduction in the number of children officially and unofficially excluded from schools, whether for a few days at a time, or permanently.
Earlier identification of pupils who require remedial support and more specialist support to enable them to stay in their mainstream school.
A greater focus on whole-child development in schools, meaning that pupils’ communication skills and social and emotional capacities are developed in tandem with their academic knowledge.
Schools and teachers better equipped to support, in mainstream schools, children who are challenging because of the difficult circumstances they are in.
If alternative provision is the best place for a child, high-quality education and specialist support that helps them achieve their full potential.
All young people graduating to a positive post-16 destination with sufficient knowledge, skills, values and capabilities to enable them to contribute to the common good.
Our work is based on a body of academic research into the importance of whole-child development in education.
Whole-child development is an approach to education that moves beyond the acquisition of academic knowledge to include cognitive, physical, psychological, ethical, and social and emotional wellbeing and development, in a way that addresses the distinctive strengths, needs, and interests of every student.
Kocchar-Bryant & Heishman, 2010; Darling-Hammond & Cook-Harvey, 2018
We are working to establish an All-Party Parliamentary Group on Education for excluded pupils, to improve quality of education, oversight and outcomes for children excluded from school.