Education Bill

My Lords, I agree with the noble Lord, Lord Quirk, that any exclusion is a tragedy for that pupil and for the school itself. That is not to say that there are not occasions when pupils have to be excluded. Children have a right to learn and teachers have a right to teach. We must always remember that. However, in my experience—and the noble Lord’s point is important here—children with learning difficulties, and with social, emotional and behavioural difficulties, are more likely to be excluded than any other group of children. If we can sort out those issues at school, and more importantly if we have the resources to do that, the likelihood of exclusion is considerably reduced. I do not think that any pupil wants to be excluded from school. I repeat again that it is a tragedy for that pupil and that family. If we can identify issues early on and sort them out at school, and if we have the resources to do that, the problem of school exclusions becomes considerably reduced. However, when there are exclusions—I am looking at Amendment 43—it is important that the mechanisms of exclusion are properly conducted, that the families can make representations on the proposal to exclude, and that there is an opportunity for them to appeal against that exclusion. There are often certain circumstances, and my experience is that schools and head teachers do not want to exclude. It is the final avenue that they have to go down, and if any reasons come out on appeal, it is not an admission of failure by the school or its leadership. They are more than happy to understand those reasons and to reconsider the situation. Finally, we must make that process transparent. We must make the language we use and the way we carry out the process as simple, clear and concise as possible.