The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)
I thank my noble friend Lady Brinton for securing this important debate and for her eloquent speech. I also thank the noble Baroness, Lady Morgan, for her excellent contribution. I pay tribute to the work of my noble friend Lady Brinton in championing the cause of children who are excluded, particularly those who have been subject to bullying. I am also aware that Ofsted intends to publish next week a report on children who are not receiving full-time education, which will highlight weaknesses in the system and make recommendations for improvement, with examples of good practice. I hope noble Lords will find that helpful. I welcome this opportunity to set out the other actions the Government are taking to help ensure that pupils outside mainstream schools receive the good quality education they deserve.
I hope that the instances to which my noble friend referred will be helped by the managing medicines amendments we have tabled to the Children and Families Bill. She raised a question about ensuring co-operation between hospitals and mainstream schools. Where a pupil attends hospital while at school, the local authority retains its duty to ensure that they receive suitable education. We enforced in statutory guidance the role of the local authority in promoting co-operation between schools and children who cannot attend because of health needs.
On omissions, while there is a clear omissions appeal procedure, I will look at the particular point that my noble friend made about who can decide what a medical condition is and will write to her about that. On the point about who records the educational attainment of these pupils, if they are permanently excluded the AP provider would retain that and Ofsted would report on it. The results would show that. If they are not permanently excluded, the school would continue to hold those results.
She raised briefly the subject of bullying. In this Government’s view, bullying is completely unacceptable. Every school must have a behaviour policy which includes specifically what it does about bullying, including homophobic bullying. Ofsted will inspect against that. We have provided considerable support to a number of organisations to help schools in that regard. Where a child has been permanently excluded, it is the responsibility of the local authority to organise full-time education through an alternative provision provider. Where the child is temporarily excluded under a fixed-term exclusion, it is the school’s responsibility to make other arrangements.
On unlawful exclusion, there is no excuse for a school to exclude unlawfully any pupil. As I have said, the Government have given schools greater powers to manage behaviour. We are also addressing the underlying causes of disengagement, for example by reforming SEN and identification, particularly in relation to early identification. Ofsted is fully aware of this issue and we have toughened up the Ofsted inspection regime. Should evidence that exclusion has been used unlawfully come to light during an inspection, this will be taken very seriously. Unlawful exclusion would raise serious questions that may be linked to leadership, management, school safeguarding procedures, governance, behaviour and safety.
If a parent thought that their child had been unlawfully excluded, their first right of redress would be to the school governing body. If it is a maintained school, it would be to the local authority, or, if it is an academy or a maintained school, they could complain directly to the Department for Education. We would take a dim view of any school that we thought was gaming the system in this way. Certainly, the academy sponsors that we are supporting to turn around schools that have been left to languish in failure for years up and down the county are passionately committed to inclusion and are completely against the concept of exclusion, as I am. In five years at my school, we have permanently excluded only two children, in those cases reluctantly.
As the noble Baroness states, statutory guidance on exclusions is clear: exclusions must follow the legal process. The Children’s Commissioner report made clear that the majority of schools follow that process. In the past, some schools might have taken an “out of sight, out of mind” approach to alternative provision. That is why, since last September, school inspection has included a specific focus on the education, health and safety of pupils in off-site alternative provision. It is important to note that an increasing number of schools are making excellent use of such provision. The Government are also currently trialling, in 11 local authorities, the benefits of schools taking greater responsibility for permanently excluded children. The lessons learnt from that trial will be available to be rolled out across the country.
There are examples of excellent provision. Sawston Village College in Cambridgeshire, of which my noble friend may be aware, uses funding devolved from the department to provide an excellent on-site centre for children in need of short-term respite, including any pupils who have experienced bullying. The centre provides one-to-one support, maintaining a rigorous focus on education and successful reintegration. It also works with a local charity, Centre 33, to provide counselling for those children, including pupils guilty of bullying. A similar approach is used by St Benedict Catholic voluntary academy in Derby. It has a sanctuary to nurture the emotional needs of pupils who may have been bullied. The school has also had a number of pupils trained as anti-bullying ambassadors by the Diana Award, funded by the department.
Revised guidance sets out a clear expectation that pupils in alternative provision should receive an education on a par with that provided in mainstream schools. That is something that the Government are determined to see happen. This came into force only in January and it will take time to have an impact, but it has been widely welcomed and I am grateful for comments from noble Lords during the passage of the Children and Families Bill in support of this. Local authorities are provided with funding for alternative provision, at £8,000 per pupil, and they are free to top this up.
Our focus on alternative provision was highlighted in Charlie Taylor’s report and we have followed all his recommendations. Ofsted is conducting a detailed three-year thematic survey of schools’ use of alternative provision. It is in its second year and early indications are that overall schools’ use of this provision has improved. The final report will make recommendations to supplement better practice. Ofsted has also increased its focus on local authorities’ use of alternative provision. Under the revised framework for integrating looked-after children and safeguarding inspections, published in September of this year, inspectors will now ask local authorities to report on school-age children for whom they are responsible, but who are not in receipt of full-time education. The first inspections under this new framework are expected later this month. Increasingly, local authorities and school partnerships are developing robust quality-assurance frameworks for alternative provision. A framework developed by Waltham Forest, for example, has formed the basis for a more co-ordinated approach to commissioning across 10 other local authorities.
Alternative provision is not solely for pupils with behavioural needs. While it is not possible to identify precise numbers, our best estimate is that around half of pupils in alternative provision are there for reasons other than behaviour. Many so-called pupil referral units, for example, are expressly set up for the purpose of educating pupils with health needs. Among this excellent provision is Hawkswood therapeutic school in Waltham Forest, which caters specifically for pupils unable to attend a mainstream school because of complex emotional reasons. Ofsted noted favourably the success rate in this school.
Despite the examples of good alternative provision, we recognise that the overall quality and range of providers have not always been sufficient. We have already taken steps to raise standards by increasing the role of maintained schools in PRU management committees, for example, and allowing trainee teachers to undertake placements specifically in alternative provision providers. Eight PRUs took up this opportunity in the first year and their experience has formed the basis of a toolkit to support others to do the same. We are also allowing PRUs to benefit from the freedom of academy status. Eighteen have converted already, such as the outstanding Bridge AP Academy in Hammersmith and Fulham. We are also supporting new, high-quality providers to enter the market and 18 AP free schools have opened already, with a further 16 scheduled to open in September 2014.
Noble Lords have spoken with great passion and insight on this issue. The Government are committed to the plight of all children and will not tolerate schools gaming the system in the ways that have been suggested, and we will do everything that we can to ensure that this does not take place. I hope that I have provided some reassurance that we are taking effective steps to ensure that children who are not attending school are provided with the high-quality, full-time education that they deserve. I appreciate the noble Baroness’s commitment to this cause and I am always happy to meet her to discuss any further concerns.