Explained: Suspensions tumble as trust embraces ‘emotional intelligence’
Suspensions tumble as trust embraces ‘emotional intelligence’ 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?
A “turnaround” trust once criticised for controversial behaviour policies has revealed plans to boost its academies’ “emotional intelligence”. Outwood Grange has been praised by ministers for its track record in improving some of the toughest schools in the most challenging regions.
Key details from the report
- But it has also been criticised – including by Ofsted – over its exclusion and suspension rates.
- Critics have argued a turnaround model based on high exclusion rates is “not sustainable school improvement”.
- the report revealed accusations in 2019 that Outwood Grange (OGAT) had held “flattening the grass” assemblies, with former teachers accusing the trust of shouting at and humiliating pupils.
- Lee Wilson, its chief executive appointed in 2024, previously revealed plans to move away “from a central view” of education and temporarily stop taking on the toughest schools.
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?
