A TAUNTON school is among those with the highest rate of student exclusions in Somerset, figures reveal.

The Taunton Academy, a secondary sponsor-led academy, ordered one permanent exclusion and 328 temporary exclusions – a rate of 42.1 per 100 pupils in the 2020-21 academic year.

Department for Education figures show there were a total of 5,605 permanent or temporary exclusions across the 267 state schools in Somerset in the 2020-21 academic year.

This works out at a rate of 7.9 exclusions for every 100 pupils – well above the average of 4.3 across England.

And of the 196 schools in the area with at least 100 pupils, this rate was highest at The Taunton Academy – a state-funded secondary school.

At the other end of the scale, 54 schools in the area did not exclude a single pupil.

The schools with the highest exclusion rates in Somerset in 2020-21 were:

  • The Taunton Academy – state-funded secondary – 42.1 exclusions per 100 pupils
  • Stanchester Academy – state-funded secondary – 36.4
  • Chilton Trinity School – state-funded secondary – 35.3
  • Robert Blake Science College – state-funded secondary – 32.2
  • Court Fields School – state-funded secondary – 32


Deputy Headteacher, Culture and Ethos, Adrian Reynolds said: “At The Taunton Academy we are working hard to develop and embed a relational approach to policy and practice.

"We are working and training with Trauma Informed Schools UK, and county as a Relational Pathfinder School with the intent to reduce the number of suspensions and permanent exclusions.

"When we take the decision to suspend a student from school we do so after providing opportunities for the student to engage in support of all kinds if this isn't successful and we have exhausted all of our options and resources only then may we take the decision to suspend a student and as a last resort.” 

Iryna Pona, policy and impact manager for the organisation, said: "Behavioural issues that could lead to exclusion, are often an indicator of larger issues children are experiencing, such as unmet special educational needs, bullying, abuse or exploitation.

“Some schools may have more children that require additional support, some may lack resources or awareness and training so they don’t know how to support the child and tackle any issues before resorting to excluding.

“Whatever the reason, the numbers show that there is the lack of consistent child-centred approach that allows for the needs of the child to be understood and supported across all schools in the same way that would reduce the number of exclusions."

She also called for stronger government guidance that requires schools to work with partners in social care and the community to ensure greater oversight of exclusion decisions.

The Department for Education said it supports headteachers to choose how and when to use suspensions to maintain a calm, safe, and supportive environment.

Written by Patrick Jack, data reporter