More than a 1,000 Bolton pupils were thrown out of class in just one term prompting a call for a change of the education system.

The latest Department for Education figures show 1,357 pupils in Bolton were suspended from school in the 2021-22 spring term.

But this was down from 1,468 across the same time period in 2018-19, before Covid.

The main reasons were given as persistent disruptive behaviour (687), verbal abuse or threatening behaviour against an adult (263), and physical assault against a pupil (235).

It comes as the number of pupils suspended in one term across England topped 200,000 for the first time – with The Children's Society urging local authorities to review how decisions are made and provide better help for children struggling with school.

The Bolton News:

Bolton National Education Union member Julia Simpkins – who was a dance and drama teacher for 40 years – says that there are a number of reasons that youngsters may act this way  and that there needs to be more understanding around why.

She said: “Those figures would make it look like children in this country are becoming badly behaved.

“What has changed is the education system that the Government have introduced.

“I was okay at English and maths, but I wasn’t particularly great, and I could sit through maths and find it pretty boring, but I knew I had art, music or something that interested me.

“I was great at art, drama, and music though.

“But sadly, for the children that is not the case.

“Those who are not particularly good at maths and English have booster classes to try and force them to be good.”

A spokesperson for Bolton Council said: “Good behaviour in schools is essential to ensure that all pupils benefit from the opportunities provided by education.

“The Government recognises that suspensions and exclusions are essential behaviour management tools for headteachers.

The Bolton News:

“Each school has a written behaviour policy and individual headteachers will make decisions on disciplinary measures.

“However, suspensions or exclusions are only ever used as a last resort.

“As part of our Belonging in Bolton strategy, the council works closely with all our schools to support them to address poor behaviour and to be as inclusive as possible.”

Ms Simpkins says that children may sit through classes looking forward to their PE lessons, but that they then may not be able to go to the lesson they enjoy because they have to try and improve their maths and English.

She added: “If this has happened several times then they may act out.

“We are setting children up to fail.

“Some proportion of children love doing tests because they do well and they are encouraged to love it, but the vast majority don’t enjoy doing tests.

“Everybody needs to feel like they are good at something.

The Bolton News:

“And there are some people who love going to university and I was lucky because I got a grant, but there is a large percentage of people where university is not the right route for them."

Ms Simpkins says she does not believe that testing children continuously is the most appropriate for all children to learn.

She said: “Children are tested when they first come to nursery at the age of four, and then at seven, and 11 they know if they have passed their SATS tests, and if they are a success or a failure.

“That level of frustration can build up in kids, and it’s going to come out somehow, and for some children it will come out in a physical way.

“And if we don’t find out why children are behaving badly then they will carry on doing it.”

One of the other issues for teachers that Ms Simpksin says, is not always having the correct support to deal with the situation, and that some of this could come down to half of teachers leaving within the first five years.

The Children's Society said the rising number of suspensions is concerning, with poor behaviour often indicating children are suffering from unmet special education needs or larger issues outside of school, such as poor mental health or abuse.

Iryna Pona, policy and impact manager at the charity called on school and local authorities to review how suspension decisions are made, with a greater focus on providing children with help to address the underlying issues.

She also urged the Government to increase funding and roll out support, so children receive the help they require before problems escalate.

Schools Minister Nick Gibb said: "The Government will always support head teachers to use their judgement on how and when to use suspensions – and permanent exclusions as a last resort – so children can be taught in a calm, safe and supportive environment, free of disruption.

"We want to continue to help heads and teachers raise standards of behaviour, which is why we are introducing a new professional qualification, as well as guidance, on how best to manage classroom behaviour and prevent any form of disruption, so that teachers can focus on delivering the best possible education to their pupils."

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