Children: Missed Education

Baroness Massey of Darwen Excerpts

Thursday 15th March 2018 Lords Chamber

Asked by

[Baroness Massey of Darwen]

To ask Her Majesty’s Government how they plan to respond to the National Children’s Bureau report, Children Missing Education, published on 31 January; and what plans they have to improve the collection of national-level data on such children.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, in September 2016 we introduced a duty on schools and local authorities to work jointly when carrying out inquiries to establish the whereabouts of children to ensure that they are safe and receiving suitable education. We have a commitment to review the impact of these regulations by September 2019. The review will take into account the points raised in the National Children’s Bureau report issued in January this year.

[Baroness Massey of Darwen (Lab)]

I thank the Minister for that response. He will be aware that almost 50,000 children were missing from education between 2017 and 2018. How will the Government build an accurate picture of who these children are, where they live and what their needs are? How will they form a strategy to deal with this problem when there is no national data on these children?

[Lord Agnew of Oulton]

My Lords, we believe that part of the reason for the awareness of more children being home educated is as a result of the duties we placed on schools in the 2016 guidance, which I mentioned in my first Answer. The next stage is to ensure that local authorities are using all their existing powers to investigate cases of where home education might be occurring or where children are missing. Yesterday, in our integration strategy, we announced further measures on that.

Schools: Outdoor Classroom Day

Baroness Massey of Darwen Excerpts

Thursday 15th March 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I agree with my noble friend. Open Farm Sunday is a very good example of this. Last year, 270,000 visitors visited more than 350 farmers on one day and it is happening again this year. Indeed, it happened with my own farm manager on his farm. He had 4,000 visitors, mostly children. Such initiatives are educating children about life in the countryside.

[Baroness Massey of Darwen (Lab)]

My Lords, should outdoor education not form part of personal, social and health education in schools, which has recently become mandatory, developing, for example, self-esteem and self-confidence, as well as knowledge about fire and so on? Should this not be considered by the Government as part of their scheme?

[Lord Agnew of Oulton]

My Lords, we have recently initiated a consultation on personal, social and health education. The call for evidence closed on 12 February and we expect to consult on draft guidance by the summer of this year. I will certainly take on board the comments of the noble Baroness to ensure that we are including such useful things as she suggested.

Schools: Children in Care

Baroness Massey of Darwen Excerpts

Thursday 7th September 2017 Lords Chamber

[Lord Nash]

I agree entirely with my noble friend that boarding can have great benefits for the right children, and we want to see more vulnerable children able to access it. My noble friend is quite right that boarding was more common at one time. Boarding school, with its 24/7 level of pastoral care, can be particularly suitable for vulnerable children, and that is why we are encouraging its use more widely and why we have set up the Boarding School Partnerships.

[Baroness Massey of Darwen (Lab)]

My Lords, has this scheme been evaluated, and, if so, how? Have children been asked about the success of the scheme?

Schools Update

Baroness Massey of Darwen Excerpts

Monday 17th July 2017 Lords Chamber

[Lord Nash]

The noble Lord makes an extremely good point. We all acknowledge the importance of continuous professional development. We must remember that teachers are initially trained for only nine months, most of which is in the classroom. We are looking at reforming initial teacher training. In multi-academy trusts, we are increasingly seeing much greater emphasis on continuous professional development throughout a teacher’s entire life, particularly in the first three to five years of their engagement in the profession.

[Baroness Massey of Darwen (Lab)]

The Minister talks about a world-class education. I am glad that at last the word “teacher” has been mentioned because teachers create world-class education. I go into schools and find head teachers desperate about losing teachers. Can the Minister say how this can be prevented?

[Lord Nash]

I think I have a Question tomorrow on teacher retention. Teacher retention is looking a lot better this year. I was referring to multi-academy trusts. We have seen a transformation in the past few years in career development opportunities for young teachers. Historically, a young teacher coming into the teaching profession in their early 20s could look forward to perhaps being a head teacher in 20 years. I can just about remember what it feels like to be in one’s early 20s, and 20 years is light years away. Now we are seeing young teachers becoming a head of subject in their mid 20s, a head of school responsible for teaching and learning, behaviour and safeguarding and parent relationships in their late 20s with all the rest of the administration, accounting and HR done by the MAT centrally, and becoming a head in their 30s, so the career development opportunities for teachers are much greater than they were. I am hearing consistently from people who work in multi-academy trusts that this is having a very good impact on teacher retention. We have an economy in which we are experiencing full employment in many areas in the country. The issue in relation to teacher recruitment and retention is not unique to this country, and it is not unique to the teaching profession. It is one of the consequences of having such a strong economy. The early signs are that teacher retention is improving.