Current status: Answered by Natalie Don-Innes on 23 September 2024
To ask the Scottish Government which local authorities have ended the practice of excluding looked after or care experienced children from school, and by what date it anticipates that all local authorities will have done so.
The latest statistics on exclusions of looked after or care-experienced children show that there were no exclusions of children looked after in the last year in 2022-23 in Orkney Islands. Exclusions rates per 1,000 pupils who were looked after ranged from 7.4 per 1,000 to 291.2 per 1,000 in other local authority areas.
The legal power to exclude children or young people from school rests with the relevant local authority and therefore it is the responsibility of the local authority to have regard to the particular facts and circumstances of each case when deciding if exclusion is necessary. Our national guidance, Included, Engaged and Involved Part 2, is already clear that exclusion should be used as a measure of last resort and that there are particular considerations before the exclusion of care experienced young people.
The Promise Implementation Plan sets out the commitment to support attendance and reduce exclusion of care experienced children from education. To support local authorities to meet the commitment in the implementation plan, we have developed a Framework which aims to focus on improving the educational outcomes of care experienced children and young people which include increased attendance and reduced exclusion. This Framework has recently been tested in nine local authorities and the outcomes are being considered and will be discussed with COSLA and the Association of Directors of Education in due course to inform any future roll out. In addition, in August 2024, the Scottish Government published a new three-year action plan on relationships and behaviour in schools, setting out 20 actions to support efforts to improve relationships and behaviour, which will contribute to efforts to reduce exclusions by maintaining and further embedding our approach to relational approaches and promoting positive relationships and behaviour.