Home Education (Duty of Local Authorities) Bill [HL]

Lord Lucas Excerpts

2nd reading (Hansard): House of Lords
Friday 24th November 2017 Lords Chamber

[Lord Lucas (Con)]

My Lords, perhaps I should start with the one thing on which I unequivocally agree with the noble Lord, Lord Soley, which is that we ought to have some evidence. I urge the Minister to set about collecting a decent set of evidence. We do not even know whether overall there is a problem here. Are home-educated children ending their education more or less well educated than children who have been to school? We do not know. Are they more or less likely to be abused? We do not know. There is no data about this, even to identify whether overall we have a problem. Surely we must start with evidence.

We say that we have no information on the number of children being home-educated, yet they manage to come up with a figure in Wales. The Welsh system works well. You do not need extra legislation to find that information; if we want to know the number, just do what the Welsh do. I think we do want to know, so can the Government please organise it? Google certainly knows what home-educated people are up to and the NHS knows where they are. The data is there. Let us find a way of getting that information without putting additional pressures on people who want to live their own lives. Let us move towards getting the data we think we want to have using the data we already have.

There are several stories going around, such as the one concerning Dylan Seabridge in Wales. The Welsh Government were supposed to produce a report but they have never done so. Contrary to what the noble Lord, Lord Soley, said, the authorities knew a year in advance that there was a problem—they were notified— and chose to do nothing. About the only thing one knows about him is that he was a child who was a vegetarian and died of scurvy. How is that possible? If you are going to eat an all-vegetable diet, scurvy is about the least likely disease to die of. You cannot build a system for 40,000 people on the basis of an odd case in the backwoods of Wales. We have to know a lot more about what is going on; otherwise, we are in danger of legislating for these people because they do not do as we do and therefore we are frightened of them. We have to be reasonable, inclusive and welcoming.

I would not like to see this Bill leave the House without radical and extensive amendment, because I think it is set the wrong way round. The noble Lord, Lord Soley, said several times that we ought to be helping and doing better. So we ought. If we did that and lived up to our obligations to these parents and children under existing legislation, I do not think we would have a fraction of the worry and problem that we have.

As a Conservative, I am perfectly comfortable with the idea that parents should be responsible for their children’s education. I believe that, by and large, the state does not make better decisions than parents about children. Even if the state knew everything, it still would not make better decisions. I do not much like the Bill as drafted, but there are better ways of doing these things.

A lot of powers are not used because of lack of money or lack of quality staff. That is another thing that we could do better. I do not like the Bill’s proposal for extensive supervision, which would cost a lot of money when that money could be better used. There is not a statistically valid basis for taking decisions about how well an individual child is being educated, particularly when they are pursuing a non-standard course. There is too much statistical noise in trying to take a decision on that basis, which is why Ofsted will not take decisions based on small numbers of pupils—and that is in a pretty standardised, regulated system. If we are to have something that has validity, you are after spending £1,000 a year on inspecting the children. Why not spend £1,000 a year on helping the children, which would mean that the numbers that you need to inspect would be much smaller?

Some people home educate on principle. We should do our best to embrace that. We should not require such people to conform to a state methodology. We need a methodology to run schools. Schools need a methodology because they handle a lot of pupils; they have to put them through parallel lines through the same system or it just does not work. You do not need that in home education. The noble Baroness, Lady Deech, said quite wrongly that the parents who took their kid out of school for a week—I agree that that does not work with the school system—demonstrated that there was a problem with home education. No. A lot of these children, particularly those whose parents home educate them on principle, spend their education out in museums and on trips, doing and experiencing real things and coming back to sort out the academic side online in the evening. You can do many things in home education that you just cannot do in schools. We should not seek to regulate away that freedom. I would never home educate, because I could not put my life under the strain and stress that it would involve, but where people have done it—and a lot of people have done it well—we should applaud and support it.

Another group of home-educated people are those who have been failed by the state, because their special educational needs have not been well looked after or they have been bullied and their parents have felt that anything was better and decided to take on the strain of educating them at home. Again, our answer should be to support them. We should make sure that the people who decide to home educate are helped with the SEN and that their problems with the schools are sorted out. That is a failure of state; it is not a failure of the people who are home educating.

There are also people who have been rejected by the state education system and illegally off-rolled to improve the school’s result. We have seen that at the top end in St Olave’s. It happens at the bottom end, too, with kids being chucked out of school and told, “Don’t come in, because we don’t want to see you in our results”. The parents are completely unsupported in the resulting home education that they are supposed to provide. They should be brought back into the supported system. However, this is a failure of the state and not of home education provision.

There is a lot of state-sponsored alternative provision at the moment. Who exactly oversees it? What is going on? Again, this is a problem with the state. When it comes to radicalisation, we talk in a blasé way of these 100-plus illegal schools. Why? If they are doing something illegal, we should shut them down. It should not be a problem. Either these schools should reform or they should be shut down. They seem to wander on for years waiting to be told to improve. Schools should not be allowed to carry on when they are illegal and not doing things right. They should be remanaged and stuck in an academy chain. If that is not possible, they should be closed. Why do we allow this? It is a problem of the state, not of home education.

As for home education for attendance order avoidance, the existing powers deal with that perfectly well. Clearly, if a parent is doing that and the school confirms it, the existing powers can be used to get that kid back into school. There is no difficulty whatever with the existing legislation. If we really want to improve things for home education, there is no need to be punitive.

We could look, for example, at Birmingham, which is perhaps not the local authority we would immediately turn to for good practice, but in this area it is doing really well. It is concentrating on drawing home-educated children into its orbit. All the services it offers to children in school are now offered to home-educating parents. It is willing to listen and works in partnership. The result is that most of the home-educated children in Birmingham are known to the local authority and seen regularly in settings to which the authority has access. The worries that people have expressed disappear, just by the authority being helpful. We could do so much more in that area. The money that we would have to spend on the sort of structures in this Bill could provide literacy and numeracy support.

We could provide access to qualifications. There have been complaints about how many GCSEs these kids take. We do not make it easy for these kids to take GCSEs. They might have to travel three hours to find a centre that will allow them to sit exams. Some GCSEs are structured so that it is difficult to take them as external candidates. These are things that we, as a state, could do to improve the situation. In the past, there has been a system of flexi-schooling, where kids can be in school for a couple of days a week and out for the rest. Why have we not supported that? These are all ways in which we can deal with this problem by being supportive.

We would be much better off with a Bill that concentrated on support rather than one that focuses on punishment. There will be some residual problems, but they will be much smaller and easier for local authorities to deal with so that they can focus a clear gaze where it is needed, not over the whole spectrum, which we could better deal with in other ways.