a)     

There was a significant rise in the rate of permanent exclusion and suspensions in Plymouth, and although rising nationally, Plymouth’s permanent exclusions was above national and regional benchmarking;

b)     

Plymouth was working collaboratively to develop the conditions for success and inclusion in its schools;

c)     

More than 80% of children and young people who were permanently excluded in Plymouth schools were known to children’s social care in the previous six years;

d)     

More than 50% of children and young people who were excluded or suspended from school had low rates of school attendance, special educational needs and disabilities or were eligible for free school meals or Pupil Premium;

e)     

Children were at a greater risk of being suspended or permanently excluded when they made the transition to secondary school from primary school;

f)      

Secondary school children who were permanently excluded were more likely to live in areas of the city with high levels of deprivation;

g)     

43 exclusions were prevented in 2023/24 through partnership work with schools in the city;

h)     

There was a robust primary school escalation process in relation to permanent exclusions and since summer 2024, there have been no permanent exclusions for primary school children;

i)      

Since April 2024, there were no permanent exclusions for vaping of substances controlled under the misuse of dugs act;

j)      

The combination of system change projects would look to drive the city’s collective ambition to reduce the rates of permanent exclusions and suspensions in the city;

k)     

The early language acquisition project was a highlight of the on-going work which would support the development of children’s language so they were better able to communicate within their setting, reducing behaviours that could increase the risk of exclusions;

l)      

A new vulnerable pupils panel was a partnership between Education, Health, Police and children’s social care providing early help and prevention to support children and remove barriers to their access and engagement;

m)   

There was a citywide commitment to Trauma Informed training for all school staff. Most schools made adaptions to their behaviour policies or behaviour and relationship policies to ensure all children were supported with trauma informed practice;

n)     

Practices within schools ensured children were supported in a therapeutic way. Practice had moved to establish secure relationships with all children in schools;

o)     

The Panel heard from Lipson Vale Primary school that they introduced a powerful took called ‘the window of tolerance’ which educated children from reception that everybody had a window of tolerance but this changed based on the experiences in and outside of school. The school also taught its pupils how to communicate with their trusted adult/s when they were feeling outside of their window;

p)     

The Panel heard that children in the city were being provided language to best describe their wishes, feelings and emotions as well as restorative approaches in school. Children were being taught consequences and how negative actions would result in negative consequences;

q)     

The trauma informed approach within schools was seen as a long term gain in order to develop secure attachments with children to ensure they can trust their trusted adult;

r)     

Issues of permanent exclusions and suspensions were often intergenerational and All Saints Academy had set up a community hub to enable happy communities;

s)      

Flexibility in the curriculum and flexibility in arrangements within primary schools was seen as a contributing factor to low rates of permanent exclusion in those schools;

t)      

Secondary schools in the city were seeing children and young people presenting with trauma over a number of years. Secondary schools were able to provide some levels of therapeutic support, but often these children and young people required more intense levels of support which was difficult to provide due to decreasing budgets;

u)     

Children and young people required quicker responses from CAMHS and other medical support to enable them to attend school in relation to mental health difficulties due to attachment issues. Secondary schools often provided a range of welfare support for children and young people such as learning mentors and counsellors;

v)     

A secondary school was providing a minibus in the morning to enable relationship building and the requirement to be a friendly face in the morning. There was also an outreach worker who built relationships with children in the home, so when they did return to school, there was a friendly and recognisable person to who they could go to;

w)    

Some secondary schools had already implemented their own Alternative Provision (AP), or were looking to establish one within their settings. AP would run different curriculums and could include English, Maths and Forest school. They could also run at different points in the day in a smaller class size environment;

x)     

There was an on-going training programme within schools across the city to improve attendance;

y)     

The Vulnerable Pupil Panel looked to find appropriate solutions for children and young people and to get them back into school as quickly as possible, in a place whey they would succeed;

z)     

Although the data suggested that the issues of exclusions and suspensions were concentrated at secondary school, much of the issues faced, although at lower levels, presented at primary schools;

aa)   

Schools in the north and west of the city, with the highest levels of deprivation, had the highest levels of exclusions, suspensions and elective home education. Schools in the north and west were investing to make the difference with those young people. It was reported to the Panel that during the lockdown period, there was a fracturing of connection and belonging between children, communities and schools. The Place Based Working Group were looking at strategies to address some of the underlying contributing factors for permanent exclusions and suspensions;

bb) 

Plymouth was working with the University of Plymouth and Plymouth Marjons to look at some of the research that had taken place around the country where local authorities, schools and Trusts had been successful;

cc)   

Schools were building high quality tier two support for its most vulnerable children;

dd) 

Schools were ensuring enhanced transitions throughout of key stage transitions;

ee) 

It was reported to the Panel, that for some students all the offers might not work for them, but schools needed to provide an offer which focussed on core subjects as well as providing a vocational offer;

ff)     

The Place Based Working Group would be looking at cross phased, cross setting work with other agencies to begin to work across the system rather than focussing on just secondary schools;

gg)   

It was reported to the Panel that schools in the city were not suspending children from schools due to breaching the uniform policy. It was suggested that suspensions may have occurred due to the response of being challenged;

hh) 

It was reported that schools in the city had a significant and sudden issue around Vaping and the use of illicit substances including THC and spice, which caused a number of significant medical responses. Public Health did respond to the request to investigate and schools in the city sent the same letter to all parents and carers to make them aware of the sudden and significant issue that developed within the city. Police were checking vapes that were confiscated but had also provided education via assemblies across Plymouth

ii)     

SHARP were commissioned by Public Health to work with those young people using those substances in vapes;