Exclusion policy: model and examples

This article was updated on 26 March 2019. This was to make changes to formatting and update the school examples. The model policy looks a little bit different to reflect our new branding, but there are no changes to the content.

Model policy from The Key 

We have created a model exclusions policy. Approved by Forbes Solicitors, this model document is designed for you to adapt to suit your school’s context. All of our model documents take account of relevant requirements and good practice. You can use our model document to benchmark your own policy, save time and help keep your school compliant.

Model policy – exclusions policy DOC, 187.0 KB Download

For more model policies and complete policy support from The Key, see the policy bank.

Our model document complies with the Department for Education's statutory guidance on exclusions.

Examples from schools 

Voluntary controlled primary school in South Gloucestershire

Frampton Cotterell Church of England Primary School has an exclusion policy on its website, which covers:

• What type of behaviour will lead to an exclusion
• The types of exclusion, and the differences between them 
• What procedures the school will follow for each type of exclusion
• Links to other documents that inform the school's approach - including DfE and local authority guidance

All-through academy in Wembley

Ark Academy, part of Ark Academy Trust, covers these areas in its exclusion policy:

• Fixed-term and permanent exclusions, and when each will be used
• The principal's role in exclusions
• The duty to inform parents, and how this will be done
• How governors will review the decision to exclude
• The principles governors will follow to come to their decision
• The standard of evidence for panel meetings
• Independent review panel
• What happens if there are parallel police proceedings

Foundation special school in Kent 

Bower Grove School caters for pupils ages 5-16 with Autistic Spectrum Disorder (ASD) and Social, Emotional and Mental Health (SEMH) needs.

Its exclusion policy states it will take account of any special educational needs when considering whether or not to exclude a pupil, and will take “reasonable steps” to ensure that a pupil is not treated less favourably for reasons related to their disability. Reasonable steps include:

• Differentiation in the school’s behaviour policy
• Developing strategies to prevent the pupil’s behaviour
• Requesting external help with the pupil
• Staff training