The rate and number of exclusions from schools has risen significantly in the last two years, growing from 6685 to 7720 in 2017. With at least 48000 pupils educated outside of mainstream and special schools each school year, there is a renewed focus on how senior leaders will reduce the number of exclusions and improve inclusion provision within their institutions.

Concerned by evidence that some schools are ‘gaming the system’ with regards to permanent exclusions, so as to protect their results, the DfE has launched the landmark Timpson Review on Exclusions to explore how Headteachers use exclusion in practice. The review’s remit was widened to examine illegal off-rolling; latest reports indicate that it will recommend that schools retain responsibility for the results of the pupils they exclude. On average, only 4.5% of students who attend Alternative Provision at Key Stage 4 achieve 9-4 passes in GCSE English and Mathematics. Currently 1 in 3 students who leave AP at 16 do not sustain education, employment or training compared to 1 in 20 from special and mainstream schools.

Ofsted has also stated that they welcome any measure that identifies schools where leaders’ inclusive practice has a positive impact on pupils’ outcomes. The consultancy document on the new Inspection Framework confirms that they will examine how schools provide the best provision for all of their students and ‘do not remove or lose pupils from their rolls for reasons other than those in the best educational interests of all pupils’.

There is therefore pressure on senior leaders to reduce exclusions and review the provision they are providing for students, including ensuring that inclusive practices are as strong as possible. Where students do need to be placed in alternative provision, senior leaders must ensure students receive a high quality education, ideally designed to re-integrate students into mainstream schooling.

This conference provides the invaluable opportunity to gain insights into the latest approaches and case studies with regard to reducing exclusion rates and improving inclusion provision programmes. Attendees will hear from experts such as Tom Bennett (Founder researchED and Government Behaviour Czar), Dave Whitaker (Headteachers’ Roundtable and Executive Principal, Springwell Alternative Academy), Phil Brown, (Deputy Head, St Mary’s Catholic Academy, Blackpool) and Kiran Gill (CEO and Founder of the Difference), on preventing exclusions, expanding leadership expertise on inclusion and developing approaches which re-engage and encourage students who could be lost to mainstream schooling.


  • Examine the significant changes in approach from Ofsted and the Timpson Review
  • Explore approaches for getting behaviour policies right to prevent exclusions
  • Analyse values-driven leadership that reduces exclusion rates
  • Take away approaches for re-engaging students back into mainstream education to reduce and remove fixed term exclusions
  • ‘Going grey’ for the few – personalised approaches for students from the most challenging backgrounds
  • Ensure the successful transition to Key Stage 5 for vulnerable students
  • Delivering an innovative curriculum which equips young people with work-related 21st century skills
DATE Central London
Thursday 27 June 2019
  • MAT CEOs

  • Headteachers and Principals

  • Deputy Heads and Assistant Heads

  • Heads of PRUs and Virtual Schools

  • Heads of Alternative Provision Schools

  • Senior Leaders of Alternative Provision Schools

  • Senior Leaders in Charge of Inclusion

  • Senior leaders in Charge of Results

  • Curriculum Managers

  • Senior Leaders in Charge of Teaching and Learning

  • Education Research Professionals

  • Pupil Premium and Welfare Leads

  • Heads of Year 11 and Sixth Form

  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues


Welcome and Introduction

10.00 – 10.40am
The Latest Challenges Facing Schools on Inclusion and Exclusion

  • Analysing the current soaring exclusion rates and the latest statistics and trends in exclusion, alternative provision and off-rolling
  • Examining the social consequences of exclusions for students and schools, including crime
  • Exploring the likely impacts of the Timpson Review and schools’ responsibility for the performance of all of the students on their rolls
  • Meeting the greater emphasis from Ofsted on personal development as differentiated from behaviour and attitudes

Kiran Gill, CEO and Founder of The Difference and former member of the Social Mobility Commission and

10.40 –10.50am
Question & Answer session

10.50 – 11.10am
Morning Break

11.10 – 11.50pm
Keynote 2: Getting Behaviour Policies Right to Prevent Exclusions

  • Examining ‘The Bennett Report on Behaviour’ and how schools have used it to improve behaviour policies and to prevent exclusions
  • High impact usage of the latest evidence and research on successful methods of behaviour leadership
  • Exploring the new Ofsted inspection framework on student behaviour and how this relates to excellent leadership of behaviour

Tom Bennett, Founder of researchED

11.50 – 12.40pm
No Exclusions: Values-driven Leadership and Successful Students

  • Driving values-driven leadership that understands student behaviour and reduces exclusion rates
  • Utilising trauma-informed practice, resulting in no permanent exclusions this year across the Trust
  • Developing relationship-building that ensures the success of the Trust’s students: why kindness matters

Dave Whitaker, Headteachers’ Roundtable, Executive Principal, Springwell Special Academy & Springwell Alternative Academy

12.40 – 1.40pm

1.40 – 2.30pm
Option Strand 1

1A: Case Study: ‘The Difference’ Inclusion Programme

Strengthening school inclusion leadership through the Difference’s training and development programme

How leaders will return to mainstream schools and reduce school exclusions

Case study: the Thomas Tallis school’s successful approach to inclusion

Shaun Brown, Head of Inclusion and Partnerships at The Difference

1B: Improving the Links between PRUs and Mainstream Schools

  • The value of collaboration and the need to strengthen this in the light of likely outcomes of the Timpson review and Ofsted requirement for schools to be judged on outcomes of all their students
  • Ensuring good practice in terms of relationships between PRUs and mainstream schools
  • Leadership and teaching links which lead to excellent oversight of student progressEmma Bradshaw, Headteacher, The Limes College

1C: Managed Moves in Harrow: How Co-operation, Trust and Common Sense can Reduce Permanent Exclusions

The work of Harrow’s Managed Moves panel focuses upon:

  • Redefining attitudes to Inclusion: who’s supposed to benefit?
  • Supporting students with well-considered second chances
  • Maximising positive relationships between schools and academies
  • Working creatively with local Alternative Provision providers

Mike Haldenby, Deputy Headteacher, Park High School, Harrow

1D: Reducing Exclusions in a Challenging Area: Making Students a Positive Influence on the Community

  • Setting the culture: clarity and expectations to ensure students without family support can self-regulate and cope
  • Finding the balance: sanctions and support for students who need extra help
  • ‘Going grey’ for the few – personalised approaches for students from the most challenging backgrounds
  • Be proactive not reactive: using ACEs from Year 7 to develop individual students
  • Recruiting and retaining the best staff in a challenging area: coach and train to your way to success as a school

Phil Brown, Deputy Head, St Mary’s Catholic Academy, Blackpool


2.40 – 3.30
Option Strand 2

2A: Staff CPD – Effective Trauma-Informed Training

  • Developing effective trauma-informed training and how this boosts staff morale and performance
  • Leading a trauma-informed school to improve students’ motivation and experience of education
  • Reducing exclusions and concerning behaviours through trauma-informed training

Dave Whitaker, Headteachers’ Roundtable, Executive Principal, Springwell Special Academy & Springwell Alternative Academy

2B: Leading a highly effective Alternative Curriculum Programme and Centre

  • Analysing Glenmoor and Winton Academies’ Alternative Provision Centre and designated AP programme and how it has kept students within mainstream education
  • Approaches for re-engaging and motivating students back into mainstream education to reduce persistent absence and fixed term exclusions
  • Strengthening students’ understanding of the brain and their own learning
  • Take away powerful initial diagnostic testing methods to uncover further educational needs and improve student performance

Sarah Horn, Associate Assistant Principal at Glenmoor and Winton Academies

2C: Ensuring the Successful Transition to Key Stage 5 for Vulnerable Students

  • Ensuring the strongest support by for vulnerable students at Key Stage 4 so that they continue their academic education post-16
  • Offering a curriculum that encourages students to aspire to high achievement at Key Stage 5
  • Approaches for meeting the concerns of the Educational Select Committee about at risk students’ transition to Key Stage 5

Anthony Quinn, Executive Principal, St Augustine’s Catholic High School

2D: Ensuring Inclusion through Workplace, Apprenticeship and Vocational Opportunities

  • Delivering an innovative curriculum which equips young people with work-related 21st century skills
  • Analysing how the Studio School provides tailored business, enterprise and employability skills for students who could be at risk of exclusion
  • Extending student work place, apprenticeship and vocational opportunities within the Sixth Form

Val Wigham, Headteacher, Studio West Newcastle

Tom Bennett
Government Behaviour Tsar and Founder of researchED

Tom Bennett is the founder of researchED, a grass-roots organisation that raises research literacy in education. Since 2013 researchED has visited three continents and six countries, attracting thousands of followers. In 2015 he became the UK government’s school ‘Behaviour Czar’, advising on behaviour policy. He has written four books about teacher training, and in 2015 he was long listed as one of the world’s top teachers in the GEMS Global Teacher Prize. In the same year he made the Huffington Post’s ‘Top Ten Global Bloggers’ list. His online resources have been viewed over 1,200,000 times.

Emma Bradshaw
Headteacher, The Limes College

Emma Bradshaw has been Headteacher at The Limes College PRU in the London Borough of Sutton since 2006 and has led The Limes College in developing quality teaching and raising attainment, which involved improving expectations and developing a full range of attainment and qualifications with clear pathways to positive destinations, including working with students to resolve their barriers to learning, and reintegration into mainstream school. She represents secondary schools, special schools and PRUs on Sutton’s Funding Forum, LSCB, CAMHS Partnership Board and the Early Help Board and is Vice Chair of the Secondary Heads’ Group.

Phil Brown
Deputy Head, St Mary’s Catholic Academy, Blackpool

Phil Brown is Deputy Headteacher at St. Mary’s Catholic Academy, Blackpool with specific responsibility for and interest in developing an effective culture, inclusion and pastoral/behaviour management in the school and as part of Blackpool Research School. He works in one of the most challenging areas of the country but has reduced permanent exclusions to almost zero. He is currently part of the team supporting the EEF in producing its guidance report for behaviour guidelines.

Shaun Brown
Head of Inclusion and Partnerships, the Difference

Shaun Brown is a specialist in whole-school inclusion, trauma-aware practice, multi-agency working and contextual safeguarding. Shaun spent a decade teaching and leading in pupil referral units, before returning to mainstream to apply that knowledge to reduce exclusion. Shaun’s innovative safeguarding work has achieved national recognition from Ofsted. Shaun is driven by the vision of a generation of leaders who rarely resort to exclusion, because they can train staff to approach behaviour differently.

Kiran Gill
CEO and Founder, the Difference

Kiran Gill started her career teaching in inner-city secondary schools. Since leaving the classroom, Kiran has worked in policy design and delivery at the Social Mobility Commission, consultancies Education Development Trust and Isos Partnership, and the charities Teach First and Save the Children. Her published research focuses on poverty, social mobility and the evolution of the school led system in England. She founded the Difference to help improve social mobility and the performance of disadvantaged students in England.

Mike Haldenby
Deputy Headteacher, Park High School

Mike Haldenby is Deputy Headteacher at Park High School, Stanmore, and has been an OFSTED inspector. He has chaired Harrow’s DHT group and has administered the work of Harrow’s Managed Moves panel since its inception in 2012. This is an open forum which meets regularly to ensure that Harrow students heading for permanent exclusion are given a well-considered second chance. Close work with AP providers and high levels of accountability are a hallmark of the group’s success.

Sarah Horn
Associate Assistant Principal, Glenmoor and Winton Academies

Sarah Horn is an Associate Assistant Principal at Glenmoor and Winton Academies in Bournemouth. In her current role, she is the lead for the Alternative Curriculum Centre and responsible for its specific programme, which students within the Centre take to improve their self-esteem, learning skills and which is specifically designed to prevent students from needing to leave the academies and be educated elsewhere. She additionally supports the local authority on improving integrated partnerships with those in health and education and building up a robust CPD offer across the authority.

Anthony Quinn
Executive Principal, St Augustine’s Catholic High School

Tony has been a teacher for 28 years, 17 of these as a senior leader in a range of educational settings in the West Midlands including faith, single sex, socially deprived white working class and highly diverse inner city dimensions. He has been the substantive headteacher of two secondary schools in Birmingham and Redditch and is currently Executive Principal of three secondary schools in Worcestershire, Birmingham and Coventry, while supporting another two in his capacity as an NLE. The outstanding graded Saint Augustine’s achieved an Unvalidated Progress 8 score of + 1.22 for 2018.

Dave Whitaker
Executive Principal, Springwell Learning Community

Dave Whitaker is the Executive Principal of Springwell Learning Communities (SEMH Special & Alternative Provision) in Barnsley and Lincolnshire. He is a National Leader of Education and a core/founder member of the Head Teachers’ Roundtable Think Tank. Dave is an active campaigner for educational change and was recently a member of the DFE’s Exclusions Expert Reference Group. He is a regular speaker at conferences as well as facilitating on various school leadership programmes. He has contributed, as an author, in several educational books and blogs regularly about school leadership, special educational needs and behaviour.

Val Wigham
Headteacher, Studio West Newcastle

Val Wigham created Studio West after working as a Deputy Head in a large academy, seeing the need to connect learning to the real world of work. She wanted to open up aspirational opportunities for the young people of Newcastle and so better their career prospects and their futures. Studio West is built on the pedagogy of Project Based Learning, with real connections to over 200 business partners, from science to the arts. Studio West is a highly successful school, operating in the West End of Newcastle; an area of high deprivation. The school has 70% Pupil Premium and has achieved a plus Progress 8 for the last two years. Destination data shows 95% EET and the school is on a steady course to having a major impact on the make-up of this area of Newcastle.