The OCC (2013.a) insist illegal exclusion is a very severe matter. The consequences of being permanently excluded from school are extremely serious. Unless high-quality support isin place for excluded children, their life chances are more likely to be significantly affected in the short and long term. Children who miss out on education as a result of being excluded are much less likely to receive the support they need to turn themselves round (The OCC, 2013).
The OCC (2013.a) found that there are pupils being placed on extended study leave, on part time timetables, or at inappropriate alternative provision, as a way of removing them from school.
According to the OCC (2013.a) evidence suggests there are schools failing to have due regard to their legal responsibilities regarding the exclusion of children with statements of Special Educational Needs (SEN) or Looked After Children (LAC). This has led to some schools failing to have due regard to their responsibilities under the Equality Act 2010.
The Office of the Children’s Commissioner (2013.b) suggests the factors that influence schools’ decisions to exclude (both permanently and for fixed terms), and their interaction with other public services whose interventions, in partnership with the school and the family, might otherwise have helped to avoid exclusion.
Meier (2008) insists high quality mentoring can be an effective tool for some specific
groups of troubled young people.
According to a spreadsheet on 'Permanent Exclusions from school' London had the highest rates of permanent exclusions with a staggering 780 pupils being permanently expelled in 2014 (Department for Education, 2015).
Mentoring is a one-to-one, non-judgmental relationship in which an individual voluntarily gives time to support and encourage another. This is typically developed at a time of transition in the mentee’s life, and lasts for a significant and sustained period of time.’ (Meier, 2008).