As ever, it is a pleasure to serve under your chairmanship, Mr Stringer. I congratulate my hon. Friends the Members for Warrington South (Andy Carter) and for Eddisbury (Edward Timpson) on securing this important debate. The Timpson review was a very positive and comprehensive report that has influenced the Government's approach to exclusions and behaviour. All children deserve the best start in life, and the review recognises every child's right to a high-quality education and every headteacher's right to enable their staff to teach in a calm and safe school environment. The review highlights how certain cohorts of children are more likely to become excluded than others and how this can affect their outcomes. We are taking forward the vast majority of the report's recommendations, including an ambitious programme of work to improve understanding of behaviour and wellbeing, and putting additional support for children who have been excluded or are at risk of exclusion. This includes concrete actions taken through the pandemic, the Department's behaviour programme, and reforms to alternative provision (AP) and special educational needs and disabilities (SEND). We provided £1.7 billion for schools as part of a £3 billion education recovery package, including AP transition support for around 6,500 year 11s. We also established an AP stakeholder group to guide us on supporting vulnerable children through the pandemic and beyond. A practice improvement fund is being looked at to codify and boost quality in AP, ensuring all children access best-in-class provision and mainstream schools can draw on specialist support upstream for early intervention. We are launching two new projects focusing on serious violence hotspots: 10 SAFE taskforces (£30 million over three years) and a pilot of alternative provision specialist taskforces (launching in November). These will help re-engage children at risk, reducing truancy, NEET risk, involvement in serious violence, and improving mental health and wellbeing. We are investing £300 million this year to support local authorities with new places for children with special educational needs and disabilities or those requiring alternative provision. Exclusion is an essential tool but should be used only as a last resort; trends show it has remained stable since 2016-17, with roughly six exclusions per 10,000 pupils. Ofsted holds schools to account for how they use exclusions and considers off-rolling in its revised framework. We are committed to updating guidance on suspensions and permanent exclusions and will consult later this year. Certain groups, including those eligible for free school meals or with Gypsy, Roma, Traveller backgrounds, are more likely to be excluded. Virtual school heads have been successful in reducing rates of exclusion among looked-after children and we are expanding their role. We are putting considerable investment into mental health support teams and training mental health leads in schools, alongside the new relationships, sex and health education curriculum which includes mental health and wellbeing modules. We are also developing a pilot for a pupil survey to understand perceptions of wellbeing and behaviour in mainstream secondary schools and pursuing a programme of work to improve behaviour and discipline in schools through behaviour hubs. This goes along with high-quality support, training, and development running through a teacher's career from initial teacher training onwards.