Schools and Colleges - FAQs
Ofsted challenges you on your arrangements for pupils who are in alternative settings either via the SEIP or placed by you directly.
How do you ensure that you have a robust and rigorous process for supporting these pupils? Visit the SEIPS, SCHOOLS AND OFSTED page for guidance.
What's on this Page?
Behaviour Strategies in Schools - see question 15
City address students - see question 1
Devolve the Funding to individual schools? - see question 14
Expelling a school from a Partnership - see question 9
Fair Access and Permanent Exclusion - see question 6
Financial implications of PEx and referral - see question 3
Full Cost Recovery - see question 10
Ofsted Questions about students who are Programme Managed - see question 13
Opting out of our local Partnership - see question 7
Parental rights over Programme Management - see question 12
Permanent Exclusion - see question 2 and 15
Permanent Exclusion - effects on other schools - see question 4
Permanent Exclusion - parental refusal re Programme Management - see question 12
Roll issues - see question 5
Single Central Record and AP - see question 11
Taking other schools' P Exs - see question 5
The Good Old Days when the LA sorted it - see question 8
Why can't we have the money instead of it going to our partnership? - see question 14
1. Our school is working with a City address students who is at risk of exclusion. What should we do?
Detailed advice and Guidelines are available here. The City has published a flow chart to illustrate this process. As with all otehr students early referral is strongly recommened. Schools can take City Children cases to County Inclusion Forums for advice and support but may also wish to make early conatact with City Services. We strongly recommend schools that have significant numbers of City addreess pupils should "sign up to " the formal agreement with City Services.
2. Can a Headteacher / Principal permanently exclude students?
Leicestershire's arrangements do nothing to restrict the right of a Headteacher / Principal to permanently exclude a student. Schools collectively have made a commitment to avoid permanent exclusion whenever they can. Our arrangements make it possible for schools to move quickly with the help of their local partnership to set up appropriate needs based provision out of school for a student who cannot sustain a school place.
3. What are the financial implications for my school if a student is educated in a partnership programme out of school?
How does this work if a school permanently excluded a student?
New arrangements from September 2025 may impact on this advice. Schools can expect that funding for permanently excluded pupils will continue to be charged to schools in line with this advice.
The Partnerships will invoice the school for the Average Pupil Cost, pupil premium and any additional funding related to an EHCP from the day that the partnership programme takes over the education of the student. This is in line with national regulations for transfer of funding for students who are permanently excluded.
If a student is permanently excluded he or she will be placed on the roll of another school in the local partnership ( see below). The excluding school will pay the Average Pupil Cost and pupil premium for the rest of the school year. In the following school year the new on roll school will pay this. Some Partnerships have agreed that the excluding school will continue to pay until the end of the Key Stage but this is a local decision and is not set out in regulations.
The School and early Years Finance Regulations 2021 set out that funding will follow a child who is permanently excluded from a school and that this will be calculated from the first day of the exclusion. These regulations apply to LA maintained schools but Para 271 of the Suspensions and Exclusions Guidance 2023 sets out that Academy Funding Agreements mean that the same rules in this respect applies to them as well. Our calculation will be based on the Average Pupil Cost (published by the LA and on the SEIPS web site) plus any Pupil Premium and additional funding arising from an EHCP or Inclusion Fund Grant( A). The calculation will be based on the number of school days remaining in the school year (B) over the total number of school days in the year (C). Sum = A * B/C. Custom and practice in Leicestershire is that schools pass over these sums directly to their local Partnership, who organise and pay for the education programmes on receipt of an invoice from the Partnership and as set out in the Partnership Agreement. The LA will step in to enforce payment with maintained schools should this be necessary. It has no powers to do so for Academies but an academy not passing the money on may be in breach of its funding agreement with the EFA.
4. What are the implications for other schools in our Partnership if I permanently exclude a student?
Pupils who are permanently excluded will move on to the roll of Oakfield Short Stay School from September 2025.
5. Do I have to take a student on to my roll if my Partnership asks me to?
The Leicestershire Fair Access Protocol for Secondary Schools has been locally agreed and reviewed regularly in line with DFE Regulations. The FAP gives the power over fair Access Admissions to each local Partnership. Schools collectively, working through their local partnership group meetings can therefore decide which local school should admit a Fair Access child. Partnerships aim to ensure that schools all take their fair share of the extra admissions arising from Fair Access. See above Q4. School will no longer be expected to take pupils who have been permanently excluded from neighbouring schools through the Fiar Access Process.
6. Are Permanently excluded children entitled to be admitted to a school under the rules of Fair Access?
From September 2025 Leicesterhsire will have a roll for permanenetly excluded pupils at Oakfield Short Stay School.
7. Can my school opt out of the Partnership arrangements and use our share of the funds given to the partnership to deal with issues in our own way?
From September 2025 Funding is no longer devolved to Local Groups.
8. Is working collectively through Partnerships better for my school than the old system of a central LCC service for exclusions including a PRU?
Most schools and academies in Leicestershire would answer this question with a firm "Yes". Because schools in the locality control the money previously held centrally they can work together creatively. Money that was previously spent on maintaining a PRU can in part be spent on early interventions and creative approaches. The outcomes for young people in Leicestershire at risk of exclusion have steadily improved since this approach was adopted. We hope that the new arrangements from September 2025 will not undermine this locality collaboration.
9. Can schools in a Partnership expel a "non co-operating" school from the Partnership?
This is no longer relevant.
10. What is "Full Cost Recovery" and can it be levied on schools who are not in the Partnerships
Some Local Authorities in England do operate "Full Cost Recovery" . The school is expected to pay the full cost of any programme put in place for an excluded pupil from the school budget. This operates as a strong disincentive to permanent exclusion. Usually there will be arrangements in place where dual regisration and school/ exclusion service partnerships work togetehr and pool resources.
11. Do schools need to worry about the safeguarding, single central record and DSL arrangements when they place students in "settings other than schools"?
The short answer is YES! You must satisfy yourselves that everything is in place to ensure that your students are safeguarded wherever they are. If your student has been referred to the Partnership who are making the arrangements for alternative placements you can be confident that this will all be in place. The Partnerships have robust processes, set up with LEBC, to ensure that all is as it should be for each student in each placement. You can find further details here. If you are making your own arrangements to place students in settings other than school these need to ensure that all safeguarding issues are "sorted" and we would strongly advise that you contact your local Partnership and/or LEBC before making any placements.
12. A child's Parents are refusing to follow our recommendation that the child should be Programme Managed by the Partnership. Should the school permanently exclude the child in order to over ride the parental opposition?
The Headteacher has the power to direct that a child is educated off site in order to improve behaviour. See Paragraph 36 - 47 of 2023 Exclusions Guidance See page 8 of Alternative Provision Guidance .The legislations described in this guidance references maintained schools and not academies. However, academies do have the power to direct pupils off-site for the improvement of behaviour if their funding agreement and/or articles of association make clear that they comply with the above legislation. Even though this might be a difficult discussion with parents it may be preferable to use this regulation rather than resorting to permanent exclusion. If, in line with the County agreement, the school does not normally use permanent exclusion, to do so in this circumstance may be judged as taking the action to "punish the parents not the child".
13. Ofsted asks you: "How do you ensure that your students are safeguarded when they are placed in alternative settings?"
The LA has a process for checking on the arrangements made by Education Settings other than schools, using Leicester Education Business Company LEBC. There is a document that summarises these arrangements that can be shared with Ofsted Inspection Teams called Safeguarding Arrangements for Students in Settings other than Schools. There is more on Ofsted and the SEIPS here
14. Why can't Leicestershire devolve the funding used for excluded pupils to individual schools as is is the case in some other parts of the country?
a. Some other Local Authorities have High Needs Block Grants that are proportionately higher than Leicestershire's. Grant level is based on variations in the distribution of need from area to area. In Leicestershire the level of funding available for this area of work, if allocated on a school by school basis, would be too small for many schools to do more than add some additional support hours and insufficient to allow the school to develop the range of strategies that can be offered by pooling resources.
15. Some of our colleagues argue that permanent exclusion must be used to enforce discipline in schools. How do we counter this argument?
a. The SEIPS always respect the right of a Headteacher to use permanent exclusion as a last resort when all other efforts to secure the future of a child in school have failed.
b. It is clear that good and outstanding schools share a common characteristic of well planned and consistently delivered strategies for managing behaviour in school. Young people thrive in an environment where "certaintly not severity" underpins the behaviour codes in their school. Good and outstanding schools see poor behaviour as an indication of underlying unmet need and effectively apply the strategies of "plan , do, review" that they use to support all pupils with special educational needs.
c. 2022 DFE Guidance, Behaviour in Schools sets out the framework for behaviour management in schools - emphasising "zero tolerance" but at the same time the importance of identifying underlying need and making additional provision for those who struggle to comply with school behaviour codes.
Do you have a question that we have not answered here? Send us a message and we will get back to you.