Robert Halfon is MP for Harlow, a former Conservative Party Deputy Chairman, Chair of the Education Select Committee and President of Conservative Workers and Trade Unionists.
Thanks to the Centre for Social Justice, we know that around 93,500 children missed over 50 per cent of their school sessions in Autumn 2020. As disturbing as this may be, at least we are aware of these children and can track them with the hope of getting them back into education.
Unfortunately, the same cannot be said for the many thousands of children across our country that are being home educated. We have little information, limited data and no analysis of these pupils’ outcomes. Astonishingly, the Department for Education does not even collect national figures on the number of children in elective home education.
For too long, a fog has shrouded home education.
Compared with our European neighbours, the English model is relatively permissive. A survey from 2018 showed that in a dozen countries, including Germany, home education was possible only in exceptional circumstances and in many cases, parents had to get authorisation. Students’ progress was “monitored and assessed everywhere except in the Netherlands and the United Kingdom”.
Survey figures suggest that, over the year to October 2020, there was a 38 per cent increase in the number of home educated children, with around 75,000 being educated at home. Further to this, Fraser Nelson, the editor of The Spectator, has identified around 20,000 thousand children who have completely vanished from the school roll. We are faced with a surge of missing children, catalysed by the Covid-19 crisis.
The Education Select Committee, which I Chair, published a report this week looking at what steps can be taken to strengthen and support home education. The report was passed unanimously by the Conservative and Labour members of the Committee.
First, our report recommends that the Department for Education should collect much more data and information about home educated pupils. One way of achieving this would be to have a register collected by local authorities. Data from the register would be anonymised nationally. It would enable resources to be targeted. The Department for Education would be able to seriously lend a helping hand to the families of children who have been let down by the school system.
Second, our report notes that every parent is required to secure a suitable education for their child. As we point out, home education should aim to enable the child, when grown-up, to function as an independent citizen in the UK. Individuals are surely independent if they have the qualifications and basic key skills in numeracy and literacy needed to gain access to the jobs ladder of opportunity.
Our report suggests that home educated children should be assessed at least once a year in maths and English. It is worth noting that Anne Longfield, the respected former Children’s Commissioner, has argued for termly visits to home educated children.
Third, too many parents have been forced into un-elective home education. This is especially true of families of children with special educational needs. One parent told our Committee that support for children with special needs was inadequate and that many parents remove their children from school in order to protect them. We are, therefore, proposing the introduction of independent advocates for these families to help them wade through the treacle of bureaucracy and to get the right support for their child.
Fourth, if it is agreed that there should be a register and that home educated children should be assessed, it only seems fair that there should be a level playing field for exams. In practice, this would mean that the Government would fund home educated pupils who wish to complete GCSEs, A-Levels and other relevant qualifications.
Finally, it is worth noting data from the former Children’s Commissioner, suggesting that five per cent of schools were responsible for 40 per cent of children being withdrawn to home education in 2017-18. The Commissioner could not say whether these high numbers reflected parental dissatisfaction or were the result of pressure or influence from the school to withdraw a child.
During the 2018-19 school year, before the onset of the Covid-19 pandemic, Ofsted was investigating around one hundred schools for high levels of pupil movement, potentially linked to off-rolling. Of course, permanent exclusions for serious misbehaviour will still be necessary, but there should be a requirement for schools to publish data on their websites about the number of permanent and fixed-term exclusions alongside the number of children taken off the school roll.
With all that being said, there will be many examples of where home education has proven to be successful. However, some families may be struggling. It does not follow that every home educating family has access to the networks and resources they need to provide a “suitable” education.
Neither is it wrong to suggest that home educated children need to have a basic knowledge of literacy and numeracy. After all, pupils in schools are required to take SATS and other examinations. Moreover, by having a register, we can ensure that assistance and resources can be directed to home educated families who are having difficulties.