Explained: Schools could be required to record internal exclusions
Schools could be required to record internal exclusions is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Schools could be required to record internal exclusions under new guidance that will encourage headteachers to only send pupils home for the most serious cases of poor behaviour and violence. The Department for Education has said it will “seek views on the appropriate requirements for recording and reporting” internal exclusions, to “ensure consistent practice, transparency and effective oversight”.
Key details from the report
- But it confirmed it will not set targets for schools on the use of internal exclusion, after announcing it will bring forward a new national framework as part of the upcoming white paper.
- The guidance will encourage schools to keep more pupils on-site rather than sending them home, which education secretary Bridget Phillipson warned can result in pupils “retreating to social media, gaming and the online world instead of serving their punishment”.
- Government does not currently collect data from schools on the use of what it calls “internal suspensions”, usually referred to as internal exclusions or isolation.
- But a the report investigation recently revealed for the first time the widespread use of internal exclusions , with secondary schools that use the practice isolating almost a fifth of pupils from their classmates at least once each year.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
