Agenda item

 

To receive and note the information and assurance regarding activity in relation to Children Not in School in Rotherham.

Consideration was given to the report and associated appendices which were introduced by Councillor Cusworth as they provided information and assurance regarding activity in relation to Children Not in School in Rotherham to enable the Commission to receive an update regarding this area of work. The Elective Home Education, and Exclusions dashboard, therefore, provided a breakdown of the characteristics of the respective cohorts to enable scrutiny by the Commission and provide assurance to the commission on processes for children who did not access a school setting on a full-time basis. This included children in the following groups:-

 

·              In receipt of local authority commissioned provision (Section 19 provision - provision set out in Section 19 of the 1996 Education Act) as they are medically unable to attend school, have been permanently excluded from school or have an Education Health Care Plan and are Educated Otherwise than at School,

·              children experiencing suspension,

·              in receipt of part time school provision,

·              accessing school commissioned alternative provision,

·              experiencing poor school attendance,

·              who are known to be electively home educated,

 

The Chair welcomed Niall Devlin, Service Director, and Sarah Whitby, Head of Access to Education, to the meeting.

 

By way of a presentation delivered by the Head of Access to Education, a copy of which was included in the agenda pack, the following was highlighted:-

 

·              Interventions already in place for children not in school:-

 

v   Early Intervention for Elective Home Education.

v   Support of a return to school in line with family’s wishes.

v   Support to schools to explore alternatives to exclusion.

v   Scrutiny of exclusions paperwork and challenge.

 

·              Service Developments:-

 

v   Revised Elective Home Education Policy.

v   Appointment of two Elective Home Education Officers and a Service Support Assistant.

v   School Attendance Team embedded in Access to Education.

v   Appointment of three School Attendance Monitors.

v   Review of Training Offer.

 

·              Partnership Working:-

 

v   Working with Secondary Schools to support inclusion.

v   Oversight by the School Governance Group.

v   Termly sharing of exclusions and suspensions.

v   Participation in Inclusive Leadership Programme.

v   Work with Outreach and Engagement.

v   Key Stage 2 “Step Out” at Rotherham Aspire.

v   Exclusions Working Group support.

 

·              Key Areas of Focus:-

 

v   Further development of Rotherham’s shared vision.

v   Reducing exclusion and suspension of children with SEND and FSM.

v   Supporting children to remain in school in Years 10 and 11.

v   Working towards provision of Key Stage 3 “Step Out” at Rotherham Aspire.

 

A discussion and answer session ensued and the following issues were raised and clarified:-

 

-               The right to elective home educate by parents.

 

The Education Act 1996 placed a duty on every parent of a child of compulsory school age to ensure they received an efficient, full-time education.  Parents have the legal right to remove their children from a school roll and provide their education and the Council must ensure that children who were home educated were in receipt of a suitable and efficient full-time education.

 

-               What could the Council do when parents were ill equipped to provide education leading to the increase in numbers returning to education in Year 11.

 

Often parents did not realise they had to pay for examinations where children were elective home educated and there were a small number of young people returning to be educated in school in Year 11.  Every effort was made to ensure this transition provided the least disruption as possible for all concerned and appropriate steps were taken in collaboration with professionals and schools.

 

-               Did the Elective Home Education Team only work term time and what provision was available if support was required during the summer.

 

The majority of children who were elective home educated preferred visits in term time and often followed holiday periods.

 

The newly recruited Support Assistant was able to triage and offer support to families.  Two Elective Home Education Officers had been recruited to provide dedicated support, but this focused on term time only.

 

-               Page 54 of the report stated “Suspensions continue on an upward trend year on year and there was work ongoing to understand and respond to this.”   Was this work particularly in relation to white males and in Year 9, and how was the success of this intervention measured?

 

A number of initiatives were signposted and included funding support to primary and secondary schools to deliver training, behaviour management, alternative provisions for young people at risk of exclusion or suspension, use of Fair Access and training specialists.  Work was also taking place with outside agencies to make a real difference.

 

For young people where there were particular trends direct support would be offered and work was also taking place with Aspire with a view to increasing the “Step Up” support in Key Stage 3.

 

An approach to how males, particularly those in receipt of free school meals, may learn was being targeted with the intention of increasing the target to 73.3% by 2028.  Whilst this was hovering around the 68% area, there was more work to do.

 

Engagement was key with emphasis in early years to avoid disengagement by Years 10 and 11.  A whole suite of interventions were strengthening reception/foundation years giving all young people the best start in their education.

 

-               Pupils in receipt of medical tuition and out of school, where did the responsibility lay to ensure they were educated.

 

The Local Authority would tailor an offer to meet the needs of the young person who could not attend school due a medical condition and this was kept under regular review by a named Officer.

 

-               The report indicated an increase in the number of pupils supported by medical tuition, what was the reason for this leap.

 

The increase in numbers was quite small and the medical reasons differed.  A more detailed response would be provided.

 

-               Children excluded from school contributed to the numbers of children electively home educated, but what were the other reasons.

 

The reasons for children being removed from school by their parents varied  Only 2% of children at risk of exclusion were removed to be elective home educated and numbers were higher where parents were dissatisfied with the educational provision offered.

 

It was noted multi-academy trusts had their own policies in place with a complaints process should a parent be dissatisfied with their educational provision.  On the positive side work was ongoing and this had resulted in 248 children kept in school rather than them being removed.

 

-               Did the data reflect the same children/families experiencing disruptive education at the beginning of Terms 1 and 2 when they may have received support or integrated back into education in Term 3.  Numbers indicated a drop and then an increase in number, were these the same children.

 

Only a small number of children were reflected and may be subject to a School Attendance Order.

 

There was some evidence of children moving in and out of school and this made following the curriculum very difficult resulting in chunks of missed education.  As parents had a choice of how their child was educated there were various reasons as to why elective home educating was chosen, as mentioned previously with the highest reason being dissatisfaction.

 

-               Was the use of part-time timetables compliant with expectations.

 

The use of part-time timetables was strengthened by robust guidance and were tailored specifically for wellbeing and risk.  Support and challenge was offered in line with school provision.  This temporary provision had clear expectations with moving towards reintegration/intervention.

 

It was the Local Authority’s view that part-time timetables were used as a short-term measure with a move to involving the child in a full-time education as soon as possible.

 

-               There appeared to be a large spike in Year 10 of children, mainly boys, of moving to being elective home educated.  Was this systemic and what consultation was being done to drive this down.

 

This was being monitored by the DfE Round Table which included a collection of Chief Education Officers in the region and an action plan with RISE.  Research showed this to be across the transition from Year 6 to Year 7 and this was being worked upon from early years upwards to give a good education foundation.

 

Research also showed that it was often some of the rigidity of education moving into secondary education that was often the barrier for boys moving forward, such as uniform.  A meeting with the LGA was looking at giving children the best start within a local plan.

 

-               Transitions were important and often it was the culture shift that had an impact, particularly on the behavioural approach.  Uniform was a good example so was there more support that could be provided to not create bumps in the system.

 

The Local Authority were acutely aware of the need to provide support where it was required.

 

-               What options were there available to exclusion.

 

Locality Panels were able to explore a range of options on a partnership basis with various schools represented.  Initiatives like managed moves or off-site provision were considered.  Every effort was made to working effectively with young people to promote positive changes.

 

Schools would be supported to ensure they were not working in isolation.

 

-               Many young people moving from primary to secondary school were simply not ready for the transition, especially those with additional needs or who become overwhelmed easily.  Often this then left the option to elective home educate,  There needed to be a window of opportunity to effectively prepare children to avoid them not being in an educational setting.

 

A range of initiatives were in place to support children at the time of transition including:-

 

Ø   Secondary Head Teachers meeting three times a year to work together for an agreed provision.

Ø   Learn days for a positive transition with a seven-minute guide prepared for schools providing an enhanced transition.

Ø   Transition trials/sessions.  Lunchtimes were often areas that could cause disruption with timings and the numbers of pupils.

 

The Chair wished to thank everyone involved in this item and suggested that if any Member had any further questions to forward them to the Clerk to seek a response.

 

Resolved:-  (1)  That the report be received and the contents noted.

 

(2)  That further details be provided on the reasons for the increase in medical tuition and what may have led to this leap.