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Analysing your suspensions, exclusions and behaviour data

Find out what to look out for in your suspensions and exclusions data and how to identify any issues. Use your analysis to inform any changes in your practice, to make your school more inclusive and be Ofsted-ready.

Last reviewed on 27 August 2024See updates
School types: All•School phases: All•Ref: 36878
Contents
  1. Look for patterns and trends
  2. Cover exclusions as part of an overall behavioural analysis
  3. Use your MIS to pull the data you need  
  4. Analyse your MIS data with our templates
  5. Work with your local safeguarding partners
  6. Take action
  7. Ofsted will look at how you recognise and address patterns 
  8. Conduct your analysis at regular intervals
  9. Report to your governors

Look for patterns and trends

Make sure you’re analysing any patterns in your data. For example:

  • Are suspensions/exclusions increasing or decreasing?
  • What's the proportion of repeat suspensions?
  • National average: are the rates of suspensions/exclusions above or below the average?
  • What behaviours result in suspensions and exclusions?
  • Are some year groups or phases receiving more suspensions than others?
  • Do some members of staff give a higher rate than others?

To find national averages for suspensions and exclusions, use the statistics from the DfE. Note that due to the date these are published, the latest national data will relate to an earlier academic year.

Check whether your exclusions policy is affecting certain pupil groups

Pupils with special educational needs (SEN) Children who qualify for free school meals (FSM) Children from certain ethnic groups, such as Gypsy/Roma, travellers of Irish heritage, and

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