Schools: Absenteeism
Debate between Baroness Bull and Baroness Smith of Malvern(4 days ago)
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Baroness Smith of Malvern (Lab)
My assessment is that it is concerning that parents, for whatever reason are becoming relaxed about their children’s attendance at school. As the noble Lord suggested, this has partly been linked to the pandemic. We know that each day of lost learning can do serious harm. Days missed can add up quickly. There is a link between absence and attainment, and pupils who are persistently absent are less than half as likely to achieve good GCSEs as those who attend every day. We need to give that message loud and clear to parents who, in being relaxed about their children’s attendance at school, are fundamentally damaging their future prospects.
Baroness Bull (CB)
My Lords, numerous studies have demonstrated the positive impact of arts and creative programmes on attendance and engagement, which is especially true for pupils from at-risk populations, where absenteeism of course creates an even longer shadow. Will the curriculum and assessment review take account of this evidence in considering the value of arts subjects, and will the Government encourage more schools to take up Artsmark, given that 96% of Artsmark schools report positive improvements on attendance, punctuality and engagement?
Baroness Smith of Malvern (Lab)
The noble Baroness is absolutely right that we need a curriculum in schools that will encourage all children to flourish and to be engaged. That is why, in setting up the curriculum and assessment review led by Professor Becky Francis, we have specifically asked it to consider how we can ensure that the curriculum meets the needs of disadvantaged pupils and those with special educational needs, and that it does that through creating space for exactly the sort of creativity for which the noble Baroness is a strong advocate.
Schools: Mental Health and Poor Attendance
Debate between Baroness Bull and Baroness Smith of Malvern(3 months ago)
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Baroness Smith of Malvern (Lab)
The noble Lord is right, of course, that, for many children, schools are the stable part of their lives, but teachers, although they provide enormous levels of support along with other school staff, need to be able to focus on teaching children. Family hubs indeed play an important role in helping families to access vital services to improve the health, education and well-being of children and young people. We are already considering the overall approach to early childhood and family support, and how it can support this Government’s opportunity mission. That includes reviewing the future vision and intentions for family support, including the core role played by family hubs.
Baroness Bull (CB)
My Lords, may I press the Minister on what the Government will do to ensure access to mental health support for those children with disabilities and special educational needs? We know that they are disproportionately represented in absence and persistent absence figures, and that mental health is often a contributing issue. She spoke in her Answer about the evidence link between absenteeism and life chances. Does she agree that failing to address this risks widening even further the existing gap between attainment and life chances for those children who live with disabilities and educational challenges and those who are fortunate not to live with those challenges?
Baroness Smith of Malvern (Lab)
The noble Baroness is absolutely right that, where special educational needs come alongside mental health problems and other issues in children’s lives, they are more likely to be absent from school. Of course, while they are absent from school, they are not learning and it is also likely that mental health issues will increase, not reduce. That is why, for the vast majority of children with special educational needs who are being educated in mainstream schools, early intervention through the use of access to mental health support workers will be an important first way to support them and prevent conditions from becoming worse.