Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department issues guidance to schools on ensuring that children who refuse to attend school are (a) set work and (b) provided resources to enable them to continue to learn.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The government’s vision for improving school attendance is for pupils, parents, schools, local authorities, and other partners to work together to prevent patterns of absence from developing. Where patterns of absence exist already, intervention should be early to understand the barriers to attendance so the right support can be provided to overcome them as quickly as possible.
The ’Working together to improve school attendance’ guidance is becoming statutory in August 2024. This makes clear that schools are expected to take a ‘support first’ approach and work with pupils and their parents to understand and address the reasons for absence, including any in-school barriers to attendance. More information is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1099677/Working_together_to_improve_school_attendance.pdf.
There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. Remote education should not be considered an equal alternative to school attendance, and providing remote education during a pupil's absence does not reduce the importance of bringing that absence to an end as soon as possible. The department has published non statutory guidance to schools on providing high quality remote education in cases where it is not possible, or contrary to government guidance, for some or all pupils to attend school, available here: https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools.
If a school believes they can no longer support the child’s needs, the local authority should arrange alternative provision. This provision should offer suitable education and targeted support to help the child overcome their barriers to learning, and to reengage back into mainstream schooling. Guidance on education for children with health needs who cannot attend school is available here: https://www.gov.uk/government/publications/education-for-children-with-health-needs-who-cannot-attend-school.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that (a) adults and (b) young people have sufficient IT skills for work.
Answered by Robert Halfon
Digital and computing skills are critical to achieving the government’s science and technology superpower ambitions, which the department set out in the UK Science & Technology Framework in March this year.
The department has developed an ambitious skills agenda, backed by an additional £3.8 billion in further education and skills over the lifetime of this parliament. Through the Adult Education Budget (AEB), the department introduced a new legal entitlement in August 2020 to fully fund adults (19+) with low digital skills to undertake an Essential Digital Skills Qualification, up to Level 1. The department has further enhanced the offer by introducing Digital Functional Skills qualifications in August 2023. These qualifications were developed through employer supported National Standards and provide learners with the essential digital skills they need to participate actively in life, work and society.
The department has also taken steps to embed essential digital skills training as part of study programmes for 16 to19 year olds. Where students are identified as having low levels of digital skills, education providers will integrate essential digital skills development, where it is needed, into their learning programme.
The department has also funded community learning and other non-regulated learning, such as building confidence in essential digital skills, through the AEB. Many local authorities and other further education providers are already delivering these courses that help equip adults with the essential digital skills they need for work, life and further learning.
From next year, the Adult Skills Fund (ASF) will continue to support both qualifications and tailored learning, which includes community learning type provision, so adults can retrain and upskill in the most effective way.
Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills they need for the future is a key priority of this government. The department introduced computing as a statutory national curriculum subject in 2014, from key stages 1 to 4 inclusive. The new computing curriculum supports pupils to become digitally literate and acquire the knowledge and skills they need to become competent, confident, and creative users of technology. Through computing, pupils are taught how to analyse problems in computational terms and write computer programs, how to use technology safely and responsibly, and how to create digital artefacts.
The department has invested significantly in the National Centre for Computing Education (NCCE) to improve the teaching of computing and drive up participation in computer science at GCSE and A level. To date, over 13,000 teachers have engaged with subject knowledge courses offered by the NCCE, helping to create more confident teachers of computing.
The department has introduced three Digital T Levels: Digital Business Services, Digital Production, Design and Development, and Digital Support Services. These are the gold-standard Level 3 technical qualifications, designed with employers to meet industry standards and with a significant industry placement built in. These will help to give important experience of work within the digital sector. Digital skills are increasingly important across all occupations, which is why every T Level has the digital skills necessary for employment embedded into its curriculum.
Additionally, employers have developed more than 30 high-quality digital apprenticeships to support them develop the skilled workforces they need. Apprenticeships include Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. In the 2022/23 academic year, the number of starts in the Information and Communication Technology sector subject area grew to 25,100 starts, up 10% from 22,820 from 2021/22. The department is increasing investment in the apprenticeships system in England to £2.7 billion by the 2024/25 financial year to support employers of all sizes and in all sectors offer high-quality apprenticeship opportunities.
Employers can also make use of the department’s Skills Bootcamp offer, which provides free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what support she provides to employers to help their workforce gain a Level (a) 2 and (b) 3 IT qualification.
Answered by Robert Halfon
Digital and computing skills are critical to achieving the government’s science and technology superpower ambitions, which the department set out in the UK Science & Technology Framework in March this year.
The department has developed an ambitious skills agenda, backed by an additional £3.8 billion in further education and skills over the lifetime of this parliament. Through the Adult Education Budget (AEB), the department introduced a new legal entitlement in August 2020 to fully fund adults (19+) with low digital skills to undertake an Essential Digital Skills Qualification, up to Level 1. The department has further enhanced the offer by introducing Digital Functional Skills qualifications in August 2023. These qualifications were developed through employer supported National Standards and provide learners with the essential digital skills they need to participate actively in life, work and society.
The department has also taken steps to embed essential digital skills training as part of study programmes for 16 to19 year olds. Where students are identified as having low levels of digital skills, education providers will integrate essential digital skills development, where it is needed, into their learning programme.
The department has also funded community learning and other non-regulated learning, such as building confidence in essential digital skills, through the AEB. Many local authorities and other further education providers are already delivering these courses that help equip adults with the essential digital skills they need for work, life and further learning.
From next year, the Adult Skills Fund (ASF) will continue to support both qualifications and tailored learning, which includes community learning type provision, so adults can retrain and upskill in the most effective way.
Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills they need for the future is a key priority of this government. The department introduced computing as a statutory national curriculum subject in 2014, from key stages 1 to 4 inclusive. The new computing curriculum supports pupils to become digitally literate and acquire the knowledge and skills they need to become competent, confident, and creative users of technology. Through computing, pupils are taught how to analyse problems in computational terms and write computer programs, how to use technology safely and responsibly, and how to create digital artefacts.
The department has invested significantly in the National Centre for Computing Education (NCCE) to improve the teaching of computing and drive up participation in computer science at GCSE and A level. To date, over 13,000 teachers have engaged with subject knowledge courses offered by the NCCE, helping to create more confident teachers of computing.
The department has introduced three Digital T Levels: Digital Business Services, Digital Production, Design and Development, and Digital Support Services. These are the gold-standard Level 3 technical qualifications, designed with employers to meet industry standards and with a significant industry placement built in. These will help to give important experience of work within the digital sector. Digital skills are increasingly important across all occupations, which is why every T Level has the digital skills necessary for employment embedded into its curriculum.
Additionally, employers have developed more than 30 high-quality digital apprenticeships to support them develop the skilled workforces they need. Apprenticeships include Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. In the 2022/23 academic year, the number of starts in the Information and Communication Technology sector subject area grew to 25,100 starts, up 10% from 22,820 from 2021/22. The department is increasing investment in the apprenticeships system in England to £2.7 billion by the 2024/25 financial year to support employers of all sizes and in all sectors offer high-quality apprenticeship opportunities.
Employers can also make use of the department’s Skills Bootcamp offer, which provides free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to help ensure every (a) young person and (b) adult receives free training to gain a Level (a) 2 and (b) 3 qualification.
Answered by Robert Halfon
After leaving school, young people in England aged 16 to 18 are required to stay in full-time education, for example at a college, by starting an apprenticeship, or spending 20 hours or more a week working or volunteering, while in part-time education or training. Therefore, most young people legally residing in England are eligible for 16 to 19 study programme funding. Additionally, students aged 19 to 24 that have an Education, Health and Care plan are also eligible for funding.
The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB). This equated to £1.34 billion in the 2023/24 funding year. In 2023/24, the government devolved approximately 60% of the AEB to 9 Mayoral Combined Authorities (MCAs) and the Greater London Authority (GLA).
These authorities are now responsible for the provision of AEB-funded adult education for their residents and allocation of the AEB to providers. Devolved MCAs and the GLA decide how to make best use of the AEB to meet the needs of their areas and decide which providers to contract with to deliver AEB-funded learning.
The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas. The ESFA AEB fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to Level 3, to support adults to gain the skills they need for work, an apprenticeship or further learning. This includes:
In addition, the Free Courses for Jobs offer, which was launched in April 2021, gives eligible adults the chance to access high value Level 3 qualification for free, which can support them to gain higher wages or a better job. Adults are eligible on the offer if they do not already have a Level 3 qualification or already have a Level 3 qualification but are on low wage or unemployed. Over 400 qualifications are available on the offer, chosen specifically as they offer good wage outcomes and address skills needs in the economy.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department issues on how regularly a child not in school should be contacted by the (a) school and (b) local authority to (i) help ensure their safety and (ii) check on their wellbeing.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to measure (a) the mental wellbeing of children who are not in school and (b) changes in their wellbeing.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that children not in school reach the same level of attainment as children in school.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an estimate of how many children not in school have been exploited.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will commission research on why children are not in school.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps with local authorities to ensure that all children not in school are supervised daily through a virtual hub.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government. The department routinely collects daily absence data to understand the causes for absence. The latest data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-attendance-in-schools.
The data is one part of the department’s comprehensive national attendance strategy to ensure that every child registered at school attends every day. The strategy contains stronger expectations of schools, trusts and local authorities to work together to tackle absence as set out in guidance that will become statutory in August 2024. It also includes an attendance data tool allowing early identification and intervention of pupils at risk of persistent absence. Participation in this data tool will become mandatory from September 2024.
As a further part of the strategy, 10 Attendance Advisers will support local authorities and trusts, expanding the department’s attendance mentor pilot from 5 to 15 areas from September 2024, backed by an additional £15 million and reaching 10,000 children. This will double the number of lead attendance hubs, bringing the total to 32, supporting nearly 2,000 schools to tackle persistent absence.
Alongside these measures, the department is supporting schools in promoting good mental health in children. Key steps include making grants available to all state schools to train a Senior Mental Health lead to embed a whole school approach to mental health, and further rollout of Mental Health Support Teams to reach 50% of children by April 2025.
These measures are making a difference, in 2022/23 380,000 fewer children were persistently absent or not attending in than in 2021/22.
For those children who are not enrolled at a school, the department collects termly data on home educated children and children missing education from local authorities, doing so on a voluntary basis since October 2022, with the collection becoming mandatory this autumn. Analysis of the data is allowing the department to understand the drivers behind the rise in children not in school and take action where appropriate. The data is available at: https://assets.publishing.service.gov.uk/media/652cf499697260000dccf830/Elective_home_education_and_children_missing_education_2023-24_aggregate_data_collection_guide_v1.1.pdf.
Parents have a right to educate their children at home and must provide an efficient, suitable full-time education if the child is of compulsory school age. Local authorities hold the relevant powers to make enquiries with parents as to whether a suitable education is being provided. If home education appears not to be suitable, the local authority must commence the school attendance order process by first issuing a preliminary notice.
The government remains committed to legislation for a local authority registration system for children not in school. My hon. Friend, the Member for Meon Valley, Flick Drummond, introduced the Children Not in School (Registers, Support and Orders) Private Members’ Bill on 11 December 2023. The Bill’s Second Reading is scheduled for 15 March 2024. The government is working with her as she progresses her Bill.
Local authorities also have a duty to make arrangements to identify children in their area who are not in school or receiving a suitable education elsewhere. The department has issued statutory guidance for local authorities to support them in this duty, and is running a call for evidence on improving support for children missing education to inform future policy.
To keep all children safe, revisions to Working Together to Safeguard Children (2023), clarify that a multi-agency safeguarding response applies to all forms of abuse, neglect, and exploitation. In 2021, the department provided £1.5 million to 20 local authorities across 7 regions to develop and strengthen multiagency approaches to safeguarding adolescents at risk of harm outside the home. The department funded the £2.8 million Tackling Child Exploitation Support Programme (2019/2023) to help local areas develop their strategic response to extra-familial harms.