Decision-Making Toolkit & Case Studies

🧰 Decision-Making Toolkit for Headteachers

This toolkit helps Headteachers follow a structured approach when handling behaviour incidents, ensuring decisions are fair, proportionate, and evidence-informed.

🪜 Step-by-Step Behaviour Decision Pathway

  1. Incident occurs – ensure immediate safety
  2. Record initial facts and secure any evidence
  3. Gather witness statements from staff and pupils
  4. Consult key staff (e.g. ALNCo, pastoral team)
  5. Review the pupil’s background and any existing plans
  6. Assess whether alternative strategies are appropriate
  7. Use Sanction Guidelines to determine proportionate response
  8. Document the decision and rationale
  9. Notify parents/carers and issue written confirmation
  10. Plan support or reintegration depending on outcome

✅ Downloadable Checklists

📚 Key Policies & Legal Guidance

📘 Reflective Practice & Peer Case Studies

Making fair and proportionate decisions can be challenging. These anonymised case studies provide real examples of how Headteachers across Wales have applied Sanction Guidelines thoughtfully and reflectively.

Case: Persistent Low-Level Disruption – Year 9 Pupil with ALN

Learner Profile

Year Group: 9
ALN Status: Yes (MLD)
Support in Place: IDP, 1:1 TA, reduced timetable
Behaviour History: Ongoing low-level disruption across three terms

Incident Summary

Pupil frequently disrupted lessons by shouting out, walking out of classrooms, and encouraging peers to misbehave. Existing interventions had limited success.

Considerations Before Decision
Decision Made

Sanction: Fixed-Term Exclusion (3 days)
Reason: Deliberate and sustained disruption, negatively impacting peers’ learning

Follow-Up Support Plan
Reflection from Headteacher
“The process reminded me of the value of collective input and evidence-based reflection. It wasn’t an easy decision, but necessary to reset expectations and support both the pupil and their peers.”
Download Toolkit View More Case Studies Contact Us
top of page

 ALN or Protected Characteristics
(WG 1.6 – 1.7)

​This summary highlights essential considerations when deciding whether to exclude a learner with Additional Learning Needs (ALN), including links to relevant legislation and duties under the Equality Act 2010 and the Additional Learning Needs Code for Wales.​

Summary Checklist for Headteachers

Before proceeding with exclusion of a learner with ALN:

  1.  Has the ALN Code been followed and is the pupil supported by or under assessment for an IDP?

  2.  Have reasonable adjustments been documented and implemented?

  3.  Has exclusion been justified as proportionate and not discriminatory?

  4.  Has there been consultation with the local authority and/or relevant professionals?

  5.  Have parents been informed of their rights and support services?

​

Legal Obligations and Reasonable Adjustments

When considering exclusion for a learner with ALN, headteachers must demonstrate that:

  • The decision was a proportionate means of achieving a legitimate aim.

  • All reasonable adjustments to support the learner’s needs were made prior to exclusion.

​​

Equality Act 2010, Section 20–21 and C & C v. Governing Body of a School [2018] UKUT 269 AAC

​

Use of the ALN Code and IDP Process

  • Headteachers must refer to the Additional Learning Needs Code for Wales when dealing with learners with ALN, including behavioural or emotional needs (see 1.16.2).

  • If a learner is being considered for exclusion and is already under assessment for ALN or has an Individual Development Plan (IDP), the school must take this into account.

  • Permanent exclusion of a pupil with an IDP should be avoided in all but the most exceptional circumstances (see 1.16.3).

  • If an IDP is local authority-maintained, schools must liaise with the LA to review support before excluding (see 1.16.4–5).

​​

Key Reference: Additional Learning Needs and Education Tribunal (Wales) Act 2018

​​

Discrimination Considerations Under the Equality Act 2010

Headteachers must ensure that the exclusion process complies with the Equality Act 2010, which protects against:

  • Direct discrimination (e.g. excluding a pupil because they have ALN or a disability)

  • Indirect discrimination (e.g. applying a behaviour policy that unfairly disadvantages disabled pupils)

  • Discrimination arising from disability (e.g. excluding a pupil for behaviour linked to their condition without proper justification)

  • Failure to make reasonable adjustments

​​

Schools must show that any exclusion is not based on a protected characteristic and is justifiable (see 1.17.3–1.17.10).

​

Protected Characteristics include: disability, race, sex, religion or belief, sexual orientation, and others.

 

Decision-Making Expectations

Before making any exclusion decision involving a learner with ALN or a disability:

  • Review the school’s own ALN and behaviour policies to ensure alignment with legal duties (see 1.17.15).

  • Consult with local authority professionals where needed, and document all steps taken.

  • Ensure the decision does not reflect any form of discrimination, whether direct, indirect, or perceived.

​​​

bottom of page