School Exclusion Reform: Could England Change What Happens When a Child Is Sent Home?

Halo Tuition Academy | Education Insights

When a child is sent home from school because of behaviour, the impact can extend far beyond a few missed lessons. It can affect their learning, confidence, relationships, and return to the classroom.

The Department for Education has opened a call for evidence on school exclusion reform in England. It is seeking views on three areas:

No new national rules have been introduced through this call for evidence. Instead, the government is gathering research, data and practical experience before deciding how any future reforms should work.

These terms are often used interchangeably, but they mean different things.

A suspension is a temporary removal from school for a fixed period. It can be for full or part days, but a pupil cannot be suspended for more than 45 school days in one academic year.

A permanent exclusion means that a pupil is no longer allowed to attend that school. The local authority must arrange suitable full-time education from the sixth school day for pupils of compulsory school age.

Schools must follow a formal process. Parents should receive written information explaining why the decision was made, how long it will last and how they can challenge it if they disagree.

A school cannot simply ask a child to stay at home informally “to cool off”. If a child is removed from school for disciplinary reasons, it must be recorded and handled through the formal suspension process.

An internal suspension usually means a pupil is removed from their usual lessons but remains on the school site, often working in a separate room or supervised space.

Schools may use this approach as a behaviour-management measure. However, the Department for Education is now seeking evidence about how internal suspensions are used, including their purpose, impact and consistency.

This matters because an internal suspension may keep a child physically in school, but it can still remove them from normal teaching, peer relationships and the wider school day. Any future reform will need to balance calm, safe learning environments with fair and effective support for the pupil involved.

Returning to school after a suspension can be difficult. A child may feel embarrassed, disconnected from lessons or uncertain about how staff and classmates will respond.

The call for evidence asks about reintegration support partnerships following suspension. In simple terms, this means considering what support should be in place to help a pupil return successfully, rather than treating the end of a suspension as the end of the issue.

This could involve clear return-to-school conversations, a realistic learning plan, pastoral support, help with missed work or collaboration with parents and relevant professionals. The exact policy has not been decided, but the focus on reintegration recognises that a child needs a constructive route back into learning.

Under current guidance, schools should set and mark work for a pupil during the first five school days of a suspension. For suspensions lasting longer than five days, the school must arrange suitable full-time education from the sixth school day.

For a permanent exclusion, the local authority must arrange suitable full-time education from the sixth school day.

The new call for evidence specifically asks about the provision of schoolwork during those first five days. This is significant because missed learning can compound quickly, particularly for pupils preparing for GCSEs or other assessments.

The key question is not simply whether work is provided. It is whether it is accessible, appropriate and helps the pupil stay connected to their learning while the school and family plan next steps.

There is no need to expect an immediate change at your child’s school. The call for evidence closes on 19 November 2026, and the Department for Education will use responses to inform future policy development in England.

If your child is suspended or permanently excluded, you should:

A suspension should not be used because a school cannot meet a child’s special educational needs or disability. Schools’ legal duties towards pupils with SEND remain in place.

Behaviour should be taken seriously, and schools need safe, purposeful classrooms where every pupil can learn. At the same time, a consequence should not become a dead end.

The most meaningful response helps a child understand what went wrong, repair relationships where possible and return to learning with the right support. For parents, clear communication, continued learning and a thoughtful reintegration plan are essential.

At Halo Tuition Academy, we believe that academic confidence grows when pupils feel supported, understood and able to re-engage with learning after setbacks.

Looking for personalised academic support to help your child rebuild confidence and stay on track? Speak to the Halo Tuition Academy team.

Not yet. The Department for Education has opened a call for evidence on possible reforms. It is gathering views before developing any future policy or statutory framework.

No. A school cannot simply send a pupil home for behaviour without using the formal suspension process and informing parents.

A pupil with special educational needs or a disability can be suspended or permanently excluded for behaviour. However, a school must not exclude a child simply because it cannot meet their needs, and its legal duties towards pupils with SEND remain in place.

Schools should set and mark work during the first five school days of a suspension. If a suspension lasts longer than five days, suitable full-time education must begin from the sixth school day.

Yes. The school must explain the process in writing. Parents can ask the governing board to consider certain suspensions and can challenge a permanent exclusion through the relevant review process.

Editorial note: This article reflects Department for Education information available on 19 October 2026. The call for evidence applies to England and is not itself a change to current exclusion rules.