Archived decisions

Contact: Jack Cawthra, Education Officer, EOTAS Ext: 6537

e-mail: [email protected]

1. Summary

1.1 This paper reports on the EOTAS Service for the 2003-04 academic year, and updates members on the ongoing monitoring and reporting of permanent exclusions from Hampshire mainstream and special schools. The report sets out the full year statistics for the 2003-04 academic year.

1.2 The paper identifies a fall in the number of permanent exclusions and approaches to meeting the needs resulting from historically high levels. In particular it highlights:

1 The contribution of the Behaviour Support Teams, working in schools, in reducing primary phase permanent exclusions by almost 50% (from 30 to 16) since 2001/02.

2 The work of the EOTAS service, working with schools, in reducing overall permanent exclusions by 4.8% (from 233 to 222) in 2003/04, compared to 2002/03

3 The continued fall in permanent exclusions in the autumn term 2004 compared to the autumn term 2003 (from 87-47).

1.3 The paper also reports on the progress being made with regard to supporting behaviour management, particularly in the light of "Every Child Matters", the Children's Act and the LEA's ongoing review of behaviour support.

1.4 This supports Aim 1 of the Corporate Strategy, "Maximising life opportunities" thorough the provision of education for children who are unwell, who are at risk of permanent exclusion or who have been permanently excluded from school, in order to prepare them for post-school life.

2. EOTAS Service - level of provision

2.1 The EOTAS service makes provision for children who are unable to attend school (usually because they are permanently excluded or are medically unwell or have mental health difficulties. The latter group are usually referred to as `emotionally vulnerable'.) The service also provides some in-reach support for pupils at risk of exclusion.

2.2 The total numbers of pupils receiving EOTAS provision in 2003-04 are given below. The first figure is that for the summer term, 2004. The figures in brackets are for the spring term 2004 and autumn term 2003, respectively.

Total number of pupils receiving EOTAS provision: 621 (544) (476)

These figures include new referrals during the 2003-04 academic year as well as pupils who were referred to EOTAS in previous years, but who continued to receive EOTAS provision in 2003-04.

This figure can be broken down as follows:

i. permanently excluded: 338 (306) (270)

These are pupils whose permanent exclusion has reached the `relevant date' and whose name has been removed from the school roll, at which point provision then becomes the responsibility of the LEA.

ii. Emotionally vulnerable: 119 (98) (88)

These pupils have suffered emotional trauma (which might be home, peer group, local community or school based) to an extent whereby they are unable to maintain their school placement. They are dual-rolled (i.e. they remain on the roll of their home school but are also on the roll of an Education Centre and receive all, or most, of their education provision via the EOTAS service). They receive between 5 and 25 hours per week of provision depending upon individual circumstances.

iii. Medically unwell: 82 (93) (79)

These pupils are also dual-rolled and receive EOTAS provision due to their long-term medical unwellness (i.e. where absence from school is likely to be longer than 15 school days). Pupils in this group will, for example, frequently suffer from conditions such as childhood cancers or ME, or be subject to long post-operative recovery periods.

They will usually receive 5 hours per week of 1-to-1 provision although the roll-out of e-learning should see that increase, where appropriate, over time, to at least 10 hours per week.

iv. Pupils with behavioural, emotional and social difficulties (BESD) 82 (57) (36)

These are pupils with statements of BESD for whom there are, currently, no BESD special school places, those who have been permanently excluded from BESD special schools (both in and out of county) and pupils with behavioural difficulties who are at risk of exclusion and are receiving in-reach support in Education Centres whilst remaining on the roll of their home school.

Provision for such pupils ranges from 5-25 hours per week with some being on individually constructed packages.

3. EOTAS Service - staffing

3.1 The EOTAS Service, in common with schools both locally and nationally, has experienced some difficulties in recruiting suitably qualified and experienced staff. This has been more acute in some parts of the county than in others with Gosport, the New Forest and Andover continuing to be areas of particular concern.

3.2 Officers from EOTAS have, however, worked closely with staff from the Education Personnel Service to improve the recruitment of staff. Appointments have been made and most of the seven Education Centres were fully staffed during the 2003-04 academic year.

3.3 Behaviour Support Teams (BSTs) are now established in all 7 areas and the effect of their work is beginning to be seen. Permanent exclusions in the mainstream primary sector have fallen by almost 50% since 2001/02 (from 30 to 16 although there was one primary phase permanent exclusion from a special school) to their lowest level for more than eight years, with there being no mainstream primary permanent exclusions in Areas 4 (Fareham and Gosport) and 6 (New Forest and the Waterside). The BSTs worked with a total of 636 children in 2003/04.

The majority of work is still in the primary phase but has included work with secondary pupils in 5 of the 7 areas. Two areas are developing transition work from Year 6 to Year 7 on a rolling programme. The roll-out of active behaviour support work into the secondary sector is now regarded as a very high priority and considerable work is being undertaken to achieve this.

3.4 The Drug Advisory Response Team (DART) was fully staffed throughout the year and team members have made a significant contribution to preventative strategies through their work with young people who have become involved in drug and substance misuse. The annual costs of the DART, of approximately £150,000 have been met, since April 2001, from Standards Fund grant. This funding ceased as of 31 March 2004, but the County Council, using the flexibility derived from its 3-star status, vired Standards Funds monies from other areas to support the work of the DART up until 31 March 2005. From April 2005, £100,000 has been added, from Schools Block, to the EOTAS core budget for drug preventative measures. The drug preventative measures will involve the development of a new service team, managed in EOTAS, to help with preventative work, in partnership with schools and other agencies, for pupils at risk of disengagement because of drug related issues. The development of this service is seen as essential because of the loss of the Drug Action Response Team (DART) in 2004/05 as a result of Standards Funds ceasing.

3.5 Exclusion Teams, based in the Winchester, Fleet and Havant Local Education Offices have also been fully staffed during 2003/04, but have continued to experience heavy workloads resulting from the high level of permanent exclusions from secondary schools and the subsequent rise in the preparation and presentation of increasingly complex and rigorous LEA `views' at Pupil Discipline Committee and Independent Appeal Panel hearings. The ongoing focus on early preventative work, managed transfers prior to exclusion and the development of headteacher-led placement panels means, however, that the work of Exclusions Teams will change and, whilst they will continue to service exclusions, there is likely to be a far greater emphasis on facilitating managed moves and preventative work.

4. EOTAS Service - accommodation

4.1 EOTAS accommodation is regularly reviewed and monitored as part of the Education Department's strategic planning process.

4.2 The rise in secondary phase permanent exclusions since 2000/01 along with the requirement to make full-time provision for permanently excluded pupils placed increased pressure on EOTAS accommodation but apart from the Andover area, accommodation is now, generally, sufficient to meet demand. Full details of ongoing and proposed works in respect of EOTAS accommodation are attached at Appendix 1. Andover is the top priority.

4.3 Resources are being identified annually, from the New Deal for Schools Modernisation Fund allocations, to meet the cost of these identified projects. They will, however, take some years to complete, particularly in the context of the 30% reduction in NDS resources from 2005/06 onwards.

5. Permanent Exclusions during the 2003-04 academic year

5.1 The number of permanent exclusions from Hampshire Schools reduced from a high of 364 in 1996/97 to a low of 153 in 2000/01.

5.2 Following central government changes to legislation and statutory guidance to school governing bodies and members of Independent Appeal Panels, since August 2000, it was widely predicted that permanent exclusions would begin to rise again, and this was borne out by national and local statistics. In 2001-02, permanent exclusions in Hampshire rose to 230 and in 2002-03 to 233.

5.3 Overall, between 1996/97 and 2002/03 permanent exclusions from Hampshire schools fell by 36% (from 364 to 233) compared to a fall, nationally, of 27% (from 12,700 to 9,290). Working co-operatively with schools, preventative strategies (particularly in the primary sector) have begun to have an effect and, in the 2003/04 academic year, permanent exclusions from Hampshire schools fell by 4.8%, (from 233 in 2002/03 to 222), the first fall in 3 years. National figures are not yet available. Appendices 2 and 2a give a more detailed picture for the 2003/04 academic year and provide a comparison against the previous year. Appendix 3 provides greater detail and overviews on exclusions (including figures for fixed-term exclusions).

5.4 The fall in permanent exclusions has continued into the autumn term, 2004, during which there were 47 permanent exclusions compared to a figure of 87 during the autumn term 2003, a fall of 46%.

5.5 Sixteen permanently excluded pupils were directed back into schools in 2003/04, 13 by governors' Pupil Discipline Committees (PDCs), and a further 3 by Independent Appeal Panels (IAPs) and are not included in the figures for permanent exclusions.

5.6 In January 2003 the Department for Education and Skills published, "Improving Behaviour and Attendance: Guidance on Exclusion from Schools and Pupil Referral Units", which replaced sections of DfES Circular 10/99 "Social Inclusion: Pupil Support".

5.7 As part of the new guidance, Independent Appeal Panels were, for the first time, empowered to uphold appeals against permanent exclusion but, in "exceptional cases" (e.g. where there had been an irretrievable breakdown in relations between the pupil and teachers or the pupil and other pupils involved in the exclusion/appeal process) to come to a decision that, "reinstatement in the excluding school is not a practical way forward in the best interests of all concerned". In such circumstances the permanent exclusion is overturned but the pupil is not re-instated and his/her name is, subsequently, removed from the roll of the school. Appendix 3 (page 16) shows the number of permanently excluded pupils re-instated by Pupil Discipline Committees and Independent Appeal Panels as well as the number where the exclusion was "overturned but not reinstated".

6. Children Looked After (CLA)

6.1 Under the County Council's Quality Protects programme, in line with DfES guidance on the education of young people in public care, statistics regarding permanent exclusions of CLA are recorded and monitored. Table 2 shows the numbers of CLA who were permanently excluded in the 2003/04 academic year and compares them with the previous year (figures in brackets).

Table 2

6.2 The number of CLA, of statutory school age, in Hampshire is turbulent due to children coming into and leaving care, but currently averages about 1000, which represents 0.58% of all pupils of statutory school age (170,731 - summer term 2004 figure). The number of CLA permanently excluded (12) represents 5.4% of the total of permanent exclusions and is a rise, in both real and percentage figures (9 and 3.9% respectively) on the figures for 2002-03.

6.3 Numbers are small but a cause for potential concern and officers and teaching staff from the EOTAS service are working with the corporate Team for the Education of Children in Care, CAPLAC (Corporate Action Planning for Looked After Children,) the cross-departmental strategy group for the education of Looked After Children, and CLASP (Children Looked After Support Panel) a multi-professional panel which problem solves individual Children Looked After cases, to identify strategies to reduce exclusions of CLA and to ensure that CLA who have been excluded receive appropriate provision. It is, therefore, seen as a top priority that full-time educational provision is made available to all CLA and that, when it is available, agencies and departments work together to ensure it is fully accessed.

7. Full-time Provision

7.1 From 1 September 2002 LEAs have been required to make arrangements for all permanently excluded pupils to receive full-time provision.

7.2 Levels of full-time provision since September 2002 are detailed below.

Date	No. of permanently excluded pupils on roll	No. able to access full-time provision	% able to access full-time provision
December 2002	168	149	88.7%
April 2003	236	196	83.1%
July 2003	283	217	76.7%
December 2003	265	226	83.7%
April 2004	306	259	84.5%
July 2004	338	253	75.0%

NB. It should be noted that summer term figures for levels of provision tend to be low due to the difficulty in placing pupils excluded late in the spring term or early in the summer term into college courses, work-related learning placements etc.

July 2004 : details No: %

· Pupils able to access full-time provision 253 75

· Pupils waiting for Work Related Learning Programmes 25 7

· Pupils awaiting additional accommodation provision 34 10

· Pupils not receiving full-time provision for other reasons 26 8

(Mainly on phased introduction programmes leading to full-time provision or awaiting college placements in the new academic year).

338 100

For pupils not in receipt of full-time provision, provision on offer varies from 13.75 - 19.75 hours per week with an average of approximately 16.5 hours per week.

The EOTAS Service is working with other County Council services and departments, local colleges, local work placements and other outside providers to ensure that all permanently excluded pupils receive a minimum of 20 hours of provision per week (provision in excess of 20 hours being made as appropriate). Continued high levels of exclusion would mean, however, that this could continue to be difficult to achieve.

Actions to meet this target include:

1. the on-going development of e-learning provision;

2. an on-going review of accommodation, particularly in the Andover area;

3. a requirement for Education Centres to provide distanced-learning packages for any pupils not otherwise in receipt of full-time provision.

8 EOTAS Service - budget

8.1 The level of spending on the provision of education other than at school continues to be volatile and difficult to predict, given that it is demand led, and it is subject to individual decisions by schools and exclusions appeal panels with regard to permanently excluded pupils and levels of referral for emotionally vulnerable and medically unwell pupils. The service also provides preventative work to support pupils at risk of exclusion and re-integration support for pupils returning to schools. Preventative and re-integration work is costly with necessary resources being at least equal to these provided for excluded children. The recent reduction in permanent exclusions has been more than matched by a rise in preventative provision.

8.2 The EOTAS budget for 2004-05 is £5,447,000. At the mid year review, the budget was predicted to overspend by £71,000, although efforts to reduce this figure indicate that the final overspend may be less and the aim continues to be to come in on-budget.

The County Council, at its meeting on 23 February approved an increase of £320,000 (although £120,000 of this is to be targeted on Basingstoke SchoolPlus) in the EOTAS base budget for 2005/06. The remaining £200,000 will be targeted on preventative drugs work and the use of outside providers to increase the range of provision for pupils out of school.

8.3 EOTAS staff working in Education Centres, along with the Behaviour Support Teams, are continuing to work with schools to reduce the need for them to consider exclusion, thus accruing efficiency savings by not having to make expensive, post-exclusion provision. This work, alongside initiatives such as the Rights, Respect and Responsibility (RRR) programme, which is contributing in terms of supporting participating schools in improving the independence and well-being of children and young people, are expected to have a positive impact, both locally and on the County Council's corporate priorities.

9. The Way Forward

9.1 Although overall levels of EOTAS provision peaked in 2003/04 (see paragraph 2.2) the overall fall in permanent exclusions during that year is welcomed and the continuing reduction, during the autumn term, 2004 would appear to indicate that many of the initiatives being developed and implemented to support behaviour management are beginning to take effect. These were reported to Education Policy Review Committee in March 2004, in the EOTAS Strategic Review document (copy available from Jack Cawthra or website) and include.

_ The development of a partnership with schools.

- Schools have been closely involved in the development of the LEA's post - `Every Child Matters' strategy to improve behaviour support and the ongoing development of a behaviour support structure.

- The roll-out of headteacher led, LEA co-ordinated re-integration panels is continuing with panels fully functioning in three areas and with another four panels in preparation.

_ Minimize the risk of exclusion

1 As levels of exclusion fall, the EOTAS service is beginning to be able to offer short in-reach programmes in Education Centres either to support pupils at risk of exclusion or to support programmes of re-integration.

2 The EOTAS service is working with schools to facilitate managed transfers of pupils at risk of exclusion, including support packages for pupils transferring to new schools. This new way of working has contributed significantly to the fall in secondary phase exclusions in the autumn term 2004 compared to the autumn term 2003, (i.e. to 47 from 87).

3 Improved data analysis is increasingly being used to identify those schools and areas where exclusions remain high and discussions are taking place between EOTAS staff and both individuals and groups of headteachers to determine how EOTAS preventative services can best be used.

1 Behaviour Support Teams, working mainly in the primary sector, have been instrumental in reducing primary exclusions by almost 50% (from 30 to 16) between 2002 and 2004. Behaviour Support Teams in a number of areas are now extending their work to primary-secondary transfer and working with pupils in the last year of primary education (Year 6) and into the first year of secondary education (Year 7) to support the transition of pupils.

As exclusions in the secondary sector fall, this will free up staff, currently involved in teaching excluded pupils, to continue similar work to the Behaviour Support Teams in secondary schools.

- EOTAS staff are continuing to develop closer working relationships with agencies such as CAMHS and the Youth Service and this development of improved multi-agency working forms part of the broader LEA strategy with regard to `Every Child Matters'.

· Provide pupils with the skills to remain in school or, if excluded, to re-integrate successfully:

- The EOTAS service has developed a Virtual Learning Environment which will be accessible to pupils and staff and will provide high-quality teaching and learning resources via the internet and the world wide web. This resource has been developed in partnership with schools and went `live' on 1 March, 2005.

- A review of the curriculum on offer at Education Centres is being undertaken, and a new building brief developed in the light of the new ways of working which the service will need to adopt (i.e. fewer long-term exclusions and a greater need for shorter, intensive programmes of support focussed on core academic skills, self esteem, emotional literacy and personal responsibility).

- Developing provision of short-term, intensive in-reach programmes in Education Centres for pupils at risk of exclusion.

- EOTAS officers have held meetings with Senior Youth Service Managers to identify ways in which the Youth Service can provide a resource to Education Centres, working particularly with pupils at risk of exclusion or supporting managed moves and reintegration programmes.

- The EOTAS service is beginning to engage with outside providers (particularly those offering outdoor education-type services) and after-school activities providers to enrich provision for pupils in Education Centres.

- Discussions are ongoing with the Outdoor Education Service regarding support for the curriculum in Education Centres and how outdoor activities can be co-ordinated.

· Access opportunities for life-long learning

- Contacts have been made with the Learning and Skills Council as well as individual FE colleges to discuss ways in which pupils in EOTAS provision can access college courses.

9.2 Complementing these is the new Primary National Behaviour and Attendance Strategy which is being implemented in a group of Hampshire schools and has a steering group with Education Psychology Service, Hampshire Inspection and Advisory Service, Education Welfare Service and EOTAS representation. Inspectors, EPs and Behaviour Support Team staff will be working together to deliver the programme in schools and support their implementation of the strategy to build capacity in schools to support behaviour and reduce the need to exclude.

9.3 A panel has also been established, in Basingstoke, to plan support and provision for emotionally vulnerable children to meet their needs in the home school rather than in out of school provision. The aim of such work will be, eventually, to eliminate out-of-school provision and use staff as outreach workers, working in schools, providing a more cost-effective approach. This project will be monitored and evaluated and, if shown to be successful, will be rolled-out to other areas of the county.

10. Conclusion

10.1 The EOTAS service will continue to work with other County Council services such as the Youth Service, Education Psychology Service, Education Welfare Service, Outdoor Education Service, Social Services and the Special Educational Needs Service as well as outside agencies such as Connexions and CAMHs to provide effective behaviour management support to schools, focussed particularly on early intervention and preventative work, to significantly reduce the level of permanent exclusion.

11. Legal Implications

1.2 Possible legal implications linked to full-time provision.

12. Financial Implications

12.1 None

13. Personnel Implications

13.1 None

14. Impact Assessment

14.1 Race and equality impact assessment has been considered in the development of this report and no adverse impact has been identified.

15. Crime Prevention Issues

15.1 The report provides information on education provision for permanently excluded and unwell pupils and will be used to inform ongoing provision. Given the proven link between exclusion and youth offending it is anticipated that actions following on from this report will have a positive impact on crime prevention issues.

16. Views of the Local County Councillor

16.1 The report provides information on a county-wide basis. Views of local or individual councillors have not, therefore, been sought.

Recommendations

1. That members of the Education Policy Review Committee note the report.

2. That the Education Policy Review Committee advises the Executive Member for Education to support the EOTAS service in continuing to work pro-actively with schools and other services and agencies in providing effective behaviour management support and advice in order to reduce the level of permanent exclusion.

3. That any resource implications identified in or as a result of this report be subject to consideration as part of the Education Department budget strategy.

Section 100 D - Local Government Act 1972 - background documents

The following documents discuss facts or matters on which this report, or an important part of it, is based and have been relied upon to a material extent in the preparation of this report.

NB: the list excludes

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

None.

Appendix 1

EOTAS accommodation - September 2004

1. Introduction

1.1 The restructuring of the EOTAS Service, in 2002, included the establishment of seven single site Education Centres to replace the previous poorly co-ordinated pattern of Pupil Referral Units and Grouped Tuition Centres.

1.2 Where single site operation is possible Education Centres make education provision across all key stages (i.e. Key Stage 1 - Key Stage 4) and all client groups (i.e. permanently excluded, emotionally vulnerable and dual-registered pupils). Education Centres will also be the work base for Behaviour Support Teams and the resource and professional base for remote workers such as home tutors and hospital tutors.

1.3 In those areas where it has not yet been possible to establish single-site provision Education Centres operate on a `virtual' basis (i.e. being managed from a main site but operating on two or more sites).

1.4 Current EOTAS accommodation is listed below:

1.4.1 Ashwood Education Centre, Basingstoke

In September, 2004, the Ashwood Education Centre site was incorporated as the Key Stage 4 provision for Basingstoke SchoolPlus. All building projects at the site have been postponed until the longer-term future for Basingstoke SchoolPlus is clearer. The Behaviour Support Team for the area is currently accommodated in the former Hawthorns hostel on the Basingstoke SchoolPlus site.

The need to continue provision for Emotionally Vulnerable pupils on a separate site means that the closure of the Austen Unit Site in July, 2004, has now been put back until at least April, 2005.

1.4.2 Linden Education Centre, Farnborough

Because of the ongoing demand for places, principally due to the high levels of exclusion in the area, further temporary accommodation was made available during the autumn term, 2003. This provided additional teaching spaces for Art, ICT and Food Technology, a space which can be used as a hall and/or for activities, a group/recreation room, an interview/withdrawal room, 3 staff offices, a staff room, a site manager's office and toilets for pupils and staff.

This new space also provided accommodation for those pupils and staff who transferred from the Chawton Park Site, Alton, when it closed in July 2004.

A targeted Capital Fund bid for permanent accommodation has been unsuccessful, hence the need for temporary accommodation until capital funding can be identified to build a permanent extension.

1.4.3 Woodlands Education Centre, Cowplain

The Woodlands Education Centre is currently based in temporary accommodation following the arson attack, in June 2002, which destroyed the previous high quality permanent buildings.

An additional double temporary classroom was placed on site in September 2003, which provided for teaching space and a base for the Behaviour Support Team for this area. The cost of this building was met from the County Council Fire Re-instatement Budget.

The project to relocate the Woodlands Education Centre in new, purpose built, permanent accommodation on the site of the former Park House Primary School, Havant, had been on `hold' pending the County Council's strategy to meet the demands of the Green Paper, `Every Child Matters' and the ongoing review of behaviour support within and across the LEA. A building brief is now being worked up.

1.4.4 Quayside Education Centre, Gosport

Quayside Education Centre is located in temporary buildings on the site of St. Vincent College, Gosport. The college has been very supportive and its help is much appreciated. An additional temporary classroom was provided during the summer term, 2003, principally to create space for counselling and 1-1 sessions with pupils. It also provided space for a small library and a small recreational area for pupils.

The Behaviour Support Team in this area has been relocated to a new site at Woodcot Primary School, Gosport. in October 2003. A small unit for 8 - 10 emotionally vulnerable pupils is sited in Haslar Hospital but there is little security of tenure there. Permanent accommodation in the area is, therefore, being sought and discussions with are continuing with a number of schools and other institutions about the possible use of buildings.

1.4.5 Bridge Education Centre, Eastleigh

This Education Centre is housed on two sites, the former Tankerville Special School site, Eastleigh and the Woodside Centre site, Colden Common.

A double temporary building, with pupil toilets, was located on the Woodside Centre site, during the Spring term, 2004, to provide additional teaching space.

The project which will see £954,000 from the Education Capital budget, (as well as a contribution from the P&R landlord Capital Programme towards significant repair and maintenance liabilities on this SCOLA building) being spent on the former Tankerville building to provide a single-site Education Centre has been put on `hold' for the same reasons as identified at the Woodlands Education Centre. When completed, however, this project will allow relocation of pupils and staff from the Woodside Centre and the closure of that centre. The Behaviour Support Team is already accommodated on the Tankerville site.

1.4.6 Forest Educational Centre, Dibden

The Forest Education Centre is currently housed in good quality temporary accommodation. However, the final strand of the review of surplus places in the east New Forest area will focus on the pattern of SEN provision, including provision for pupils educated other than at school, and the outcome of review, expected in summer 2005, might give rise to a potential permanent accommodation solution. The Behaviour Support Team in the area is housed in permanent accommodation at The Clifford Centre on the site of Abbotswood Junior School, Totton.

1.4.7 Andover Education Centre, Andover

This Education Centre is based in accommodation which forms part of Cricklade College, Andover. There is no capacity for expansion in or on the college site and, as demand for places has grown, this has had an adverse effect on the County Council's ability to make full-time provision for all excluded pupils. In order to do so it will be necessary either to establish a second site for permanently excluded pupils or to relocate the Centre into larger accommodation. Officers continue to pursue a number of possible options.

The Behaviour Support Team in Andover is housed in accommodation rented from Shepherd's Spring Junior School.

The Andover Education Centre remains, currently, the EOTAS service's highest priority in terms of accommodation provision.

Appendix 2

Permanent Exclusions for the academic year 2003-2004

Table A: Permanent Exclusions by Area/Year Group

Table B: Permanent Exclusions by Area/Phase and as a percentage of school population (Summer Term 2002)

Key: A = No. of exclusions for Area/phase

B = School population for Area/phase

C = Permanent exclusions as % of Area/phase school population

Overall % of permanent exclusions = 0.128%

Rate of permanent exclusions per 1,000 pupils = 1.28

N.B. For key to Areas please see page 16

Appendix 2a

Permanent Exclusions for the academic year 2002-2003

Table A: Permanent Exclusions by Area/Year Group

Table B: Permanent Exclusions by Area/Phase and as a percentage of School population (Summer term 2003)

KEY: A = No. of exclusions for Area/phase

B = School population for Area/phase

C= Permanent exclusions as a % of Area/phase school population

Overall % of permanent exclusions = 0.135%

Rate of permanent exclusions per 1,000 pupils = 1.35

N.B. For key to Areas please see page 16

Key to Education Department Areas

Area 1 Basingstoke, Tadley, Fleet, Odiham and Yateley

Area 2 Farnborough, Aldershot and East Hants (excluding Petersfield)

Area 3 Havant, Waterlooville, Hayling Island and Petersfield

Area 4 Fareham and Gosport

Area 5 Winchester, Eastleigh and Hedge End

Area 6 New Forest, Totton and the Waterside

Area 7 Andover, Test Valley and Romsey

Appendix 3

Permanent exclusions overview since 1999

County Statistics

Areas 1 to 7

* One pupil in a Primary Unit.

The Petersfield School is included for the first time in the Area 3 (2003/2004) figures.

This data is produced using relevant dates of exclusion only.

Appendix 3

Permanent exclusions 2003/2004 reinstated by Governors or Independent Appeal Committee

County Statistics

* Governors Pupil/Student Discipline Committee

^ Independent Appeal Committee

Meetings included are defined by the date of the meeting and not the date of the initial exclusion.

# Pupil to be educated off site.

** Pupils to be educated off site.