Timpson Review of School Exclusion

James Frith Excerpts

Tuesday 7th May 2019 Commons Chamber

[Damian Hinds]

On the hon. Lady’s second point, I do recognise that funding is tight in schools—we have had discussions and debates about that in this House on a number of occasions—but there is also truly outstanding practice in our education system. We need to make sure that where outstanding practice exists, it can also be spread. On her first point, I am sorry—I did not know about the absence of a large-print version of the report and I will see to it that she is furnished with one.

[James Frith (Bury North) (Lab)]

I welcome this review by Timpson. It is very well considered and speaks home truths that the sector and many Members on both sides of the House have been trying to get this Government in front of and to pay attention to. I look forward to the implementation of the Government’s response published today. We know from the report, as we knew before its publication, that 20% of all those excluded were under the category of “other”. We also know that 80% of those excluded have special educational needs or are disabled learners. [Interruption.] The Secretary of State questions that. The figure is 44% on temporary exclusions and 46% on fixed, so cumulatively it is 80%—in fact, more than that. What will he be doing differently in following up the Government’s response to ensure that this is not just a report on how to exclude well but on how to design a system that is inclusive for learners in mainstream schools with special educational needs and disability? Some 80% to 90% of tribunals have found in favour of parents who take local authorities to court because they have been let down by SEND support in mainstream education. It is cheaper to do more a lot earlier.

[Damian Hinds]

The position on children with special educational needs and exclusion is a very important subject. It is quite a complex picture. Alongside today’s report, we have published some quite detailed analysis on the odds on different groups being excluded, when we control for other facts. As I say, it is quite a complex picture, and I would encourage the hon. Gentleman to have a look at it. However, he is absolutely right that the early support we can give to children with special educational needs, which often means the support that we give to schools and to teachers in schools, is incredibly valuable.