How our school cut suspensions by 85%

Leaders at a school in Nottingham reveal how they have overseen a drastic improvement in behaviour – using both internal and external resources
4th February 2025, 6:00am

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How our school cut suspensions by 85%

https://www.tes.com/magazine/analysis/secondary/how-our-school-cut-suspensions-improved-behaviour
Three tightrope walkers

Historically, Bulwell Academy, a secondary school in Nottingham, was known for having some of the highest suspension rates in the city - and exclusion was frequently used there, too - painting a bleak picture for both the school and the wider community.

Yet, despite the national figures on suspensions and exclusions continuing to make for grim reading, things have changed quite dramatically at Bulwell: suspensions have plummeted a staggering 85 per cent in the current academic year compared with the same period last year.

What is remarkable about this transformation is that it hasn’t been achieved through quick fixes or surface-level changes. Instead, it’s the result of a deeply concerted effort by everyone involved: the academy, the trust and the broader community.

Behaviour and student suspensions

At the heart of this transformation lies an innovative approach to tackling some of the most challenging behaviour within the school. Central to this is the new therapeutic centre, a haven for students who might otherwise find themselves on the fringes of education.

With a staff-to-student ratio of 1:5, the centre offers a highly personalised support programme that includes not only academic interventions but also social and mental health therapies.

The therapeutic centre is situated in a repurposed building, featuring a sensory room and several small classroom spaces designed for learning and focused interventions. The provision is overseen by a centre manager and supported by four trained behaviour managers, with a total investment of £200,000.

The aim is to address the root causes of behavioural issues and then focus on helping students to reintegrate into the school community - rather than being excluding from it.

A specific example that speaks to the work that has taken place involves a student who, having joined in Year 7, was receiving multiple suspensions and at significant risk of permanent exclusion.

However, at the start of Year 8 they joined the therapeutic centre and began receiving a provision tailored to their needs.

This included a morning meet-and-greet from one of the centre’s behaviour managers, daily mood scaling to support the student to understand and manage their feelings, focused external support from counselling and mentor services, and a personalised anger management programme.

This helped the student to develop emotional regulation and coping strategies that have resulted in the their suspensions reducing by 100 per cent and them attending 75 per cent of their mainstream timetabled lessons.

Overall, the centre exemplifies how investment in resources and staffing can pay dividends. It’s not just about providing support but creating a space where even the most complex pupils feel seen, heard and understood.

Wider staff support

Beyond the therapeutic centre, Bulwell Academy has also embraced a broader strategy of collaboration, with the city council playing a pivotal role by providing additional funding as part of its approach to reducing suspensions across Nottingham.

Together they have invested in a range of additional staff to address the nuanced needs of the student body. This includes new pastoral staff, a behaviour mentor, a SEND teaching assistant and an attendance improvement leader.

Particularly notable is the appointment of a full-time primary teacher to work directly with students struggling to access the curriculum. This innovative role bridges the gap between primary and secondary education, helping students in Year 7-8 to adapt and thrive.

Additionally, a partnership with Nottingham College has introduced a vocational curriculum for around 50 students, offering a practical and imaginative pathway that taps into their strengths and interests.

This multi-agency approach reflects a fundamental shift in how the school views its responsibility: not simply as an educational institution but as a hub of support for its students and their families.

Partnership with parents

Finally, Bulwell Academy has also taken deliberate steps to strengthen its relationship with families and the wider community.

Regular open mornings and the establishment of a parent forum provide opportunities for dialogue and shared ownership of the school’s direction. There are also two parent representatives now sitting on the academy council.

A local councillor’s involvement in the academy council further cements the connection between the school and the community it serves.

Looking ahead, the academy is poised to deepen these ties with the opening of a community centre next September. The addition of a full-time community worker will embed this work even further by making the school a resource not just for its students but for the entire community.

Ultimately, the Bulwell story is an important reminder that reducing exclusions is about more than just keeping students in school. It’s about fostering a culture where students feel supported to succeed, no matter their starting point.

Nicole McCartney is director of education at Creative Education Trust

Chris Keen is executive principal at Bulwell Academy

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