School exclusion reform: DfE call for evidence on internal suspensions and removals

With the ink barely dry on its revised statutory guidance on suspensions and permanent exclusions, the Department for Education (DfE) has opened a call for evidence on further changes to the school exclusion regime. Specifically, the DfE is asking for views and evidence in relation to “on-site removal practices and internal suspension”, putting a spotlight on disciplinary practices that can vary considerably from school to school. The outcome of the consultation will be significant for Trust and school leaders and anyone involved in behaviour in schools.

“On-site removal” and “internal suspension” are not defined terms within legislation or statutory guidance but refer to measures taken by schools that result in pupils being removed from usual classroom activities for behaviour-related reasons, but remaining on-site. This may cover a broad spectrum from being sent out of class for the remainder of a lesson to spending entire days outside the classroom. Schools may use different terms such as “internal suspension”, “isolation” or “reflection room” and the set-up of these rooms and activities completed in them may also vary. The requirements that apply to all disciplinary sanctions apply to such practices – i.e. the sanction must be lawful, reasonable and proportionate and issued in line with the behaviour policy.

Whilst removal from the classroom can be a legitimate and valuable alternative to suspension, enabling schools to maintain calm classrooms while keeping pupils on-site, there is growing awareness and scrutiny of such practices. Coram Children’s Charity, for example, published a report earlier this year highlighting concerns around the different ways in which children may be excluded from the classroom. Media coverage has tended to focus on the extreme end of the spectrum, such as the 2025 case of R (EBB) v The Gorse Academies Trust in which a pupil had spent over 500 hours in an isolation room. References to “isolation” may also be conflated with distressing cases in special schools that go beyond disciplinary measure into complex deprivation of liberty territory.

Amidst these concerns, the Government has signalled that it will introduce “a new framework to give schools clear guidance on when internal suspensions are appropriate and how to structure them effectively” (in its White Paper Every Child Achieving and Thriving). The DfE now want to hear from schools, parents and other stakeholders about whether and how removal and internal suspension practices are used and the extent to which these are effective. The consultation also covers reintegration practices and setting work during the first five days of an exclusion. 

When a framework emerges it is to be hoped that it brings clarity to this emotive and complex area, reflecting both the need for schools to maintain safe and calm learning environments whilst also supporting continuity of education and reintegration for those sanctioned. In the meantime, Trust and school leaders and other stakeholders have until 19 November to respond to the consultation. Those dealing with exclusions in schools may also be interested in our exclusion support package, a comprehensive set of guidance notes and templates developed by SK partner Richard Freeth and others.