Analysing your exclusions and behaviour data

Last reviewed on 2 February 2022
School types: All · School phases: All
Ref: 36878

Find out how to embed analysis of this data into your practice. You'll be able to support school improvement and show Ofsted you're proactive in identifying and addressing issues. Here's what to look for and how to take action.

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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. Take action
  5. Ofsted will look at how you recognise and address patterns 
  6. Conduct your analysis at regular intervals
  7. Report to your governors

Look for patterns and trends

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

  • Are exclusions increasing or decreasing?
  • What is the proportion of repeat exclusions? (Particularly important in identifying whether what looks like a high number of exclusions actually relates to a small number of pupils) 
  • Are repeat exclusions increasing or decreasing?
  • Are the rates of exclusions above or below the national average?*
  • What are the major causes for exclusions?
  • When are the behaviours resulting in exclusions happening?

Check whether certain pupil groups are particularly affected by exclusions

For example:

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

For example, if more boys are being

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