Damian Hinds
MP for East Hampshire · Conservative · United Kingdom
“There are moments in debates like the one we have had today that are difficult to sit through and listen to, but it is the most immense privilege to be a Member of Parliament and to hear some of these testimonies.”
“Today is once again a day of heavy responsibility for all of us to decide on what we in this House call “conscience issues”. Many of the people who we represent hold strong and immutable views, and we hear from them. However, we represent many others who hold much more nuanced views and we are less likely to hear from them.”
“Members who support the Bill should not have their motives questioned, Members who oppose the Bill should not have their motives questioned, and Members who have reached a different conclusion from one they reached at an earlier stage should not have their judgment questioned either.”
“We have heard from royal colleges and other professional bodies, many of whom have a neutral stance on the principle but raise significant questions about particular aspects. We know from Ministers that there would need to be some reprioritisation of NHS resources, but we do not know the extent.”
“If there is the prospect of the Parliament Acts being used, that would increase the importance and the salience of the text as it is now. Today, it is reasonable and entirely in order for hon. Members to consider information that is available now that was not available in those previous parliamentary deliberation.”
“The Government have said, rightly, that the time taken to implement other schemes is not directly comparable, because none are as in this Bill. This is a free vote on a matter of conscience—there is no party line on either side of the Chamber. No one, I suggest, finds this issue easy.”
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“We felt that the support element of the measures was a vital component in encouraging positive engagement between local authorities and home educators and helping to ensure good-quality education. The support could have included advice about education; information about sources of assistance; provision of facilities, services or assistance; or access to non-educational services or benefits, such as to support home-educating parents to access exams or online teaching resources, for example through the Oak National Academy.”
“Secondly, as I have already mentioned, that will ensure that both local authorities and the Department for Education have the necessary data to understand the scale and needs of this cohort of children, including the reasons why parents may choose to home educate. I will come back to that in a moment, in response to comments made by a number of colleagues. Thirdly, those children and parents who want it will be able to benefit from additional support from the local authority. Our measures contained a duty on local authorities to provide or secure such support where requested to registered home-educating families to promote the education of a child.”
“First, local authorities having registers of children not in school would help local authorities to better identify eligible children and help those missing education. New duties on parents to proactively provide to the local authority their name, their child’s name, their address and the means of education—such as where and who provides their child’s education—as well as new duties on certain providers of out-of-school education to reactively provide information on eligible children, such as their name and address, will help to identify more eligible children than is currently possible. The new information in the registers would help authorities to undertake their existing responsibilities for the purpose of ensuring that education is suitable and that children are safe.”
“We believe that local authorities’ existing powers, when they are used in the way set out in our elective home education guidance—which is currently being reviewed—are already sufficient to enable a local authority to determine whether the education is suitable. I do not yet know the full detail of the private Member’s Bill promoted by my hon. Friend the Member for Meon Valley. As colleagues know, the Government cannot support a private Member’s Bill prior to Second Reading, but I can say that the Government remain committed to introducing statutory local authority registers as well as a duty for local authorities to provide support to home educating families. Clearly, that which my hon. Friend seeks to do and what the Government wish to do coincide. There are three main benefits to measures for children not in school.”
“The Department for Education’s commitment to establishing a local authority-administered registration system was first set out in our “Children not in school” consultation response, published in February 2022. That policy intention led to the children not in school measures that were part of the 2022 Schools Bill. The measures proposed the creation of duties on local authorities to maintain registers of eligible children and a duty on local authorities to provide support to home educating families when that was requested. The measures did not include any proposals to extend local authorities’ powers to monitor the quality of the education being received, and that continues to be the case. The Government do not see the need for greater monitoring powers.”
“Without a statutory register of children not in school and the accompanying duties on parents and certain out-of-school education providers to supply information to it, we cannot know for certain the scale of how many children are missing education. We cannot know for sure how many children are in home education and what subset are in home education but not receiving a suitable education, or how many are receiving no education at all. Although we have taken steps, through our termly data collection from local authorities on electively home educated children and children missing education, to increase our understanding of that cohort and improve the accuracy of local authority data, that alone will not suffice. That is why the Department continues to remain committed to legislating for statutory registers.”
“Over recent years, as various colleagues have alluded to, the number of home educating families has continued to increase. In summer 2023, the Department for Education estimated that 97,600 children were home educated in England—about 1% of all school-age children. Although such an increase is not necessarily an issue, we know from local authorities and the data on children missing education that not all children are in receipt of a suitable education when they are at home. I cannot stress enough that registration is not intended to impact parents who are home educating with good intentions and, as I said, often making numerous sacrifices to do it well. By knowing where the families are, we can better ensure that we target support to those who need it most and are not receiving a suitable education.”
“In the majority of cases, children not in school will likely be those who are home educated. It is important that we recognise that, in most cases, parents will be doing home education well and for all the right reasons. Home education is not easy and parents will often put in extensive time and resource to provide suitable education for their children, sometimes in challenging circumstances. I pay tribute again to all those parents who have made the difficult decision to home educate when the education of their child is at the centre of that decision. Home education is a parental right that the Government will continue to defend. Any form of registration of children not in school will not infringe that right. Registration will, however, better ensure that we defend children’s rights to a suitable education.”
“It is a great pleasure to serve with you in the Chair, Sir Christopher— I think for the first time. I congratulate my hon. Friend the Member for Meon Valley (Mrs Drummond), my constituency neighbour, on securing this debate on a topic that is a Government priority. I thank her for all her work in this policy area and her continued interest in introducing legislation for registers of children not in school. As she knows, we share that ambition. Both I and the Secretary of State for Education look forward to working with my hon. Friend as she takes her Children Not in School (Registers, Support and Orders) Bill through Parliament. It is vital that we ensure that the rights of all children are upheld. In the case of children not in school, that is the fundamental right to a suitable education, which is in children’s best interests.”
“Friend the Member for East Worthing and Shoreham was in the Department for Education. It is true that since covid there has been a renewed challenge in multiple countries. I am pleased to say that progress is being made. Absence overall for the 2023-24 autumn term was 6.8%, compared with 7.5% the previous year. The trend is moving in the right direction, but we need it to go further. I ask the hon. Member for Dulwich and West Norwood not to conflate entirely different subjects. By definition, home-educated children cannot be persistently absent from school, because they are not on the school roll. We went through that at the Opposition day debate, which put completely different things together in one composite motion. That does not help provide the clarity we need on the subject, and how such debates play out with the public.”
“Friend the Member for Hastings and Rye made was that having a register would enable us to understand those things better, and enable local authorities to tailor support and ensure they are responding well to the circumstances of different families. I thank her for that contribution. The hon. Member for Dulwich and West Norwood (Helen Hayes), who spoke for the Opposition, talked about persistent absence, which, as I just said, is a significant issue that we are grappling with. She did not mention the international nature of the increase in absence from school since the pandemic. She also did not mention the progress made since 2010, before the pandemic, including the tightening of the definition of persistent absence in order to raise the bar, which possibly happened shortly before my hon.”
“Friend the Member for Hastings and Rye (Sally-Ann Hart), my hon. Friend the Member for East Worthing and Shoreham raised some of the wider factors and spoke about the different settings in the system and the challenges and issues. Although those are not the subject of today’s debate—I will not try your patience by going there, Sir Christopher—those are very important points. As always, my hon. Friend the Member for Hastings and Rye brought to bear her experience in East Sussex and Hastings and Rye, and the hard work she does for her community. She spoke about the partial link between what we are talking about today and what happened during the pandemic. She also talked about SEND provision and, like my hon. Friend the Member for East Worthing and Shoreham, some of the wider factors. The crucial point my hon.”
“Between 1997 and 2010, although results were ostensibly going up domestically, in fact England was coming down the international comparison tables. Since 2010, that has reversed, and crucially—as I say, this has been at the heart of our philosophy—that has been accompanied by other things we have been doing, such as the pupil premium. Great progress was made in narrowing the gap, but of course covid put a dent in education overall—that is true right across the world—and produced new challenges with the attainment gap. The attainment gap is also in part related to differential rates of attendance among different groups in the school community. That is just one of the reasons why we have a laser-like focus on attendance as we ensure we continue to raise standards in school. Like my hon.”
“Member for Strangford also spoke about the importance of support; in responding to his intervention, I covered some of his points. My hon. Friend the Member for East Worthing and Shoreham (Tim Loughton) spoke about a number of issues, including looked-after children and children in care. Since his time as Children’s Minister, he has maintained a close interest in that issue and has been very active on it. He also spoke about our largely or partly unsung success—the great strides we have made in education in this country since 2010. I pay tribute to his contribution to that through the great work he did at the Department for Education. Our guiding philosophy since 2010 has been that we must drive up standards while closing the attainment gap. Great strides have been made in both areas, as can be seen in the international comparisons.”
“Since she came to Parliament, she has devoted her sharp mind and strong advocacy to a number of causes, but education has always been extremely high on her list. She explained clearly what motivated her to support this cause and introduce her private Member’s Bill. She paid warm tribute to parents who make great sacrifices and go to great lengths to home educate their children, and she put it pithily when she said “not every child is your child”—other children are in completely different circumstances. That in no way undermines what any parent is doing, and it does not conflate any two sets of circumstances. That point came up in a number of Members’ contributions. The hon. Member for Strangford (Jim Shannon) made that case, as did his colleague, the hon. Member for East Londonderry (Mr Campbell). The hon.”
“The accompanying duty on parents to inform local authorities when they are home educating and the duty on out-of-school education providers to provide information on request are necessary to ensure that we identify all eligible children. We have recently conducted a call for evidence on improving support for children not receiving any education—some of the most vulnerable children in our society—and held webinars for local authorities on meeting their duties to identify those children, and we continue to collect data on children missing education to increase transparency and identify where further support is needed. I thank all colleagues who have taken part in the debate for bringing to the House their expertise, constituency reflections and experiences. I pay tribute to my hon. Friend the Member for Meon Valley, who led the way.”
“That includes improving aspects of the guidance to make clearer the processes for when preliminary notices and school attendance orders should be issued, encouraging a more collaborative approach between local authorities and home-educating parents, and focusing more on available support for home-educating families. Through our termly local authority data collection on elective home education and on children missing education, we are also increasing the accuracy of all local authority non-statutory registers and improving local authority and departmental understanding of children not in school. However, as I have already set out, true data accuracy will be gained only with mandatory registers, which would specify the data to be recorded.”
“In the meantime, the Government continue to work with local authorities to improve their existing non-statutory registers and to support local authorities to ensure that all children in their area receive a suitable education. The Department’s consultation on revised guidance on elective home education for local authorities and parents closed on 18 January. We received more than 4,000 responses, which are being analysed. We will of course publish our consultation response along with the revised guidance in the coming months. The Department has worked closely with stakeholders, including home educators, to develop that guidance, which aims to help parents and local authorities better understand what they are required to do and what should be done to ensure that all children receive a suitable education.”
“I am grateful to the hon. Gentleman, as ever. I was coming to that point, but as he has brought it forward I will say now that the guidance already encourages collaboration between home educators. As he says, in coming together often we can achieve more, and it is possible in principle that that could be enhanced further through the provisions on additional support. He makes a good point. The measures would have ensured consistency of approach across local authorities through regulations and new statutory guidance, and it remains our intention to work closely with home educators, local authorities and other key stakeholders prior to the introduction of any new statutory system to ensure that it is implemented in a way that works both for home-educating parents and for local authorities.”
“I suppose I am grateful to the hon. Lady for saying that. If she believes that having a register of children not in school will do something about persistent absence, I am afraid she may have higher expectations than will be delivered.”
“While in principle I do not disagree with a number of those things, that is largely because they sound very like Government policy. I do, however, disagree with some of the detail and supposed changes. For example, if we are trying to improve attendance at school, I think it is wrong to focus a breakfast club policy specifically on primary school, because we know that absence is more acute in secondary school. If we target a breakfast club programme to areas where it is needed most, we can have most impact on absence. On mental health, I believe we might have heard a new spending commitment from the hon. Lady this morning. Previously, when the Opposition have talked about mental health counsellors, it has generally been in respect of secondary schools. I was not sure if she was saying that this was to be in every one of 22,000 schools.”
“These are both very important subjects, and there is some linkage at some level, but I do not think that what the hon. Lady just said is a sequitur. We are bearing down on persistent absence, with a support-first approach, to ensure that children get the benefit of being in school as many days as possible. No child can be in school every day throughout their school years—every child will be ill at some point—but there is a huge benefit to being at school. We recognise, of course, that some children are in more difficult circumstances than others. The question of the register of children not in school is a separate matter, though both are important. I want to return to a couple of things that the hon. Lady mentioned on the Opposition’s proposed, or supposed, strategy on dealing with attendance.”
“I pay tribute once again to all those parents who make significant sacrifices to provide a suitable education for their child. I am grateful to my hon. Friend the Member for Meon Valley for bringing this topic to the House today. My colleagues in the Department for Education and I warmly welcome her Bill on the same subject. We look forward to its Second Reading on Friday 15 March, and to working closely with her as she takes it through the House.”
“I am grateful to the hon. Lady for enlightening me on that subject. She should know that we are investing in creating a network of mental health support teams throughout the country. It is a gradual deployment, as these things always must be, but importantly it includes primary schools as well as secondary schools. Finally, on what the hon. Lady said about Ofsted, I will just say that Ofsted already quite rightly looks at absence. I want to reiterate that any form of registration of children not in school would not fundamentally alter the status quo when it comes to the parental right to choose home education. Home education is a right, and we are not seeking to change that right. It forms a core part of the English education system, which allows parents choice in how to educate their child.”
“Friend the Member for East Worthing and Shoreham reminded me of a very good product created by West Sussex CAMHS, which I think is called an A to Z of wellbeing techniques for use with primary school children—of course, issues can sometimes develop from quite an early age. The hon. Member for Strangford and others are right to talk about the particular pressures that young people today face. In many ways, the world they are growing up into is better, with more opportunities than ever before, but there are also new and different pressures that just did not exist when anybody in this Chamber was young. A lot of that is to do with electronica and social media.”
“We have spoken a number of times about the general extracurricular, or co-curricular, set of activities and their importance in developing character and resilience, and I could not agree more with colleagues about the importance of everything outside the classroom. That can be about outdoor learning, as the hon. Member for Westmorland and Lonsdale said, or about sporting activities, music or voluntary work—all manner of things that help to give us a sense of purpose. There is also a range of self-regulation and wellbeing techniques, and mindfulness is one. Seeing my hon.”
“That guarantees teaching on how to recognise the early signs of mental wellbeing concerns and where and how to seek support and self-care techniques, which again can include mindfulness. We should remember that wellbeing-promoting behaviours can be encouraged beyond the classroom, and that has come up a number of times in the debate today. In particular, schools can develop their enrichment offers with an eye to NHS England’s “5 steps to mental wellbeing”, which sets out the steps that we can all take to improve our personal wellbeing. Those are, first, connecting with others; secondly, being active; thirdly, learning new skills; fourthly, giving to others; and, of course, fifthly, paying attention to the present moment—something that colleagues present might recognise as mindfulness.”
“I reminded myself earlier today that it was this week in 2019 that I had the opportunity of visiting Hayes School in Bromley, which was taking part in the programme, and where I had the chance to join a classroom-based mindfulness session. The trials have gone on for quite some time, although covid, as with so many other things, took a chunk out of the middle. However, the trials will conclude this Easter, and I want the results to be out as soon as possible—I hope by the autumn. Our senior lead training also promotes tackling mental health and wellbeing through the curriculum, both directly in health education and by integrating the issue into the wider curriculum. In September 2020, we made health education, including mental health education, compulsory for all pupils in state-funded schools.”
“We are funding a large-scale programme—I believe it is one of the biggest ever programmes—of randomised controlled trials of approaches to improving pupil mental wellbeing, improving our understanding of what works and providing new evidence for schools to use in planning their approaches. More than 300 schools have been involved, and the findings will help us evaluate the impact of a variety of interventions on mental health and on wider measures, including wellbeing, behavioural issues and teacher relationships. The programme includes the INSPIRE trial, which is testing three approaches to improving mental wellbeing in school: daily five-minute mindfulness-based exercises, daily five-minute relaxation exercises and a new curriculum programme for mental wellbeing.”
“Over 14,400 have claimed such a grant so far, including four fifths of the schools in Warrington. The training supports the leads to assess and implement interventions that are suitable for their setting, which can include mindfulness. Our recently launched targeted support toolkit builds on that, providing senior mental health leads with further guidance on evidence-based interventions, again including mindfulness. In addition, schools can look to the Education Endowment Foundation and to Foundations, formerly known as the Early Intervention Foundation, to review the evidence on the various approaches to support their students.”
“We are, of course, in Children’s Mental Health Week, and yesterday was—this is not exactly the same subject, but there is a lot of commonality, as has been explored again today—Safer Internet Day. There is evidence of the benefits of mindfulness, and many schools will feel a positive impact on their students from programmes such as the one provided by the Mindfulness in Schools Project, but we should remember that it might not be right for everyone, every school or every individual in a school. Schools should retain flexibility to choose the interventions that suit their pupils and their local context, supported by high-quality evidence and guidance. To help schools decide what support to put in place, we are offering all state schools and colleges a grant to train a senior mental health lead by next year.”
“It is a truly heartbreaking case, and our thoughts are with Brianna’s family and friends. Obviously, no one should be subject to any violence, let alone have their young life cut short in this most unspeakable and unthinkable way. Schools and colleges should be respectful and tolerant places where bullying is never tolerated. I want to specifically recognise the work of Brianna’s mother to create positive action following her most terrible loss. Her ambition to promote empathy, compassion and resilience through the Peace in Mind campaign is one that we all commend. There are few things more critical than the happiness of our children. The Government actively explore approaches that could improve young people’s mental health and wellbeing, such as mindfulness interventions.”
“It is good to see you in the Chair for today’s debate, Mr Gray. I congratulate the hon. Member for Warrington North (Charlotte Nichols) on bringing this important subject to Westminster Hall today. I thank and commend everybody who has taken part: my hon. Friends the Members for Warrington South (Andy Carter) and for East Worthing and Shoreham (Tim Loughton), the hon. Members for Westmorland and Lonsdale (Tim Farron) and for Strangford (Jim Shannon), and the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), who speaks for the Opposition. It is very important to discuss these issues, especially in the light of the tragic death of Brianna Ghey, who was a constituent of the hon. Member for Warrington North, and the outcome of the murder trial.”
“No single intervention works for every pupil; again, I think it is important that settings have the freedom to decide what is the best support in their circumstance and for their cohort of children.”
“A number of things that colleagues have talked about, including mindfulness—the key subject of the debate—and self-regulation techniques, general wellbeing and building up resilience, have an important role in helping to prevent some of that pressure. One wants to make people resilient and resistant to some of the problems that inevitably come our way in life and able, if there are relatively low-level issues, to deal with them before they become bigger. One also wants, as I said, to relieve some of that pressure. The hon. Member for Newcastle upon Tyne North rightly mentioned counsellors and mental health professionals in schools. Many schools already provide targeted support to pupils through counsellors, pastoral staff, educational psychologists and other roles.”
“Member for Westmorland and Lonsdale will welcome. The natural world has so much to offer in terms of grounding us, and we can see the potential of that through our work on the national education nature park, for example. We have spoken a couple of times, rightly, about wider mental health provision, particularly for children and adolescents. More resourcing has been and is going into CAMHS; the issue is that the demand has also been growing. An investment of up to a further £2.3 billion a year is going into transforming NHS mental health services, including meeting the aim that over 300,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.”
“They are also going to have to ensure that they are protecting children from harmful content and removing, in good time, content that is illegal and identified as such. That is the legislation, but we do not need to wait for a law to do some of those things. I would say to everybody working in the technology field or in social media, most of whom have families themselves, that we all have a shared responsibility to think about the mental health, wellbeing and true interests of children and young people growing up. I was just talking about the range of extracurricular activities, and I want to mention the range of support across Government for those, including the national youth guarantee and the enrichment partnerships pilot. We are also encouraging children to spend time in nature and to take in their surroundings, which I think the hon.”
“Indeed, but I do not want to try our Chair’s patience too much by moving too far beyond mindfulness, which is of course the subject of the debate. I have taken a very active interest in these matters for a long time, in my time at the Department for Education and at the Home Office, and otherwise in Parliament, and I think social media companies can do more. Of course, we have just legislated in the Online Safety Act 2023. Most social media companies stipulate a minimum age of 13, but it is not uncommon for people to find a way around that minimum age. With the Online Safety Act, those companies will have to say how they are going to enforce that minimum age and then deliver on it.”
“In January, we published an update showing the significant progress made on our pledges. I would simply echo what the hon. Member for Warrington said, which is that taking part in mindfulness in certain circumstances can also have a benefit for teachers and leaders in schools. I am enormously grateful to the hon. Lady for raising the potential of mindfulness in schools—Mr Gray, you have been gracious and generous in allowing us to move into some adjacent but clearly related areas that it is important to discuss—and the Government agree with her that mindfulness is one of the tools that can support wellbeing in school. Our approach of building the evidence base, including through the extensive trials I talked about, and supporting schools to make effective decisions on their provision will ensure that such opportunities are acted on.”
“That number continues to grow; the coverage should extend to at least half of pupils by March 2025. The hon. Member for Warrington North rightly mentioned the wellbeing of staff, which is an important subject, and the Government take it very seriously. At the start of this year, we announced £1.5 million of new investment to deliver a three-year mental health and wellbeing support package for school and college leaders. That was in addition to the just over £1 million already invested in the current support package. More broadly, we have worked in partnership with the education sector and with mental health experts to develop the education staff wellbeing charter, which sets out commitments from my Department, Ofsted and schools and colleges on actions to improve staff wellbeing.”
“The senior mental health lead training that I talked about is a nationwide offer—I am talking about England, because, as hon. Members know, education is devolved. I was just about to talk about mental health support teams, which will similarly be a nationwide offer. It is a gradual roll-out. I think it is possible to combine having a nationwide approach with tailoring to one’s particular circumstances. We are continuing to roll out the mental health support teams to schools, and also to colleges. They will deliver evidence-based interventions for mild to moderate mental health issues and will support the mental health leads with their whole-school approach. As of April last year, the support teams covered a little more than a third of our schools, with a little more than a third of pupils in the country.”
“Being in school has never been more valuable, with standards continuing to rise, and this Bill will help to ensure that every young person and their family, whatever their background and wherever they are in the country, can receive the support they need to do just that. I am sure we will hear more from her—and I look forward to that—as the Bill progresses through the House. I thank her again, and I urge hon. Members across the House to support the Bill.”
“I absolutely agree with him that we need to ensure that we have a proportionate approach that supports the whole system—the schools, local authorities and so on—and works with people in our common endeavour to maximise the benefit that children get from their education. This Bill, if passed, will also update our existing guidance in advance of the new school year to reflect the latest best practice and feedback that we have gathered from the sector, and to make it as easy as possible for schools and local authorities to understand the actions they need to take. In closing, I reiterate my thanks and appreciation to my right hon. Friend the Member for Chelmsford for bringing this important Bill before the House today.”
“We are confident that that assessment remains accurate, based on a growing body of evidence since that assessment was published. The evidence shows that where local authorities are delivering the guidance, staffing levels have remained within those predicted levels. But my hon. Friend the Member for Aylesbury was also right to talk about ensuring that we do not overburden schools themselves. I join him in paying tribute to school leaders, schoolteachers and wider staff for the extraordinary work that we have heard is going on and what they are doing to get children into school.”
“Friend the Member for Stoke-on-Trent Central mentioned not only the mentors programme, but the importance of extra-curricular activity and pastoral care. That is really important and we need always to be saying that this is about not only learning and attainment, but everything else that comes with school. Of course, I join my hon. Friend the Member for Aylesbury in congratulating Aylesbury High School. He was right also to ask about costs for local authorities and for us not to overburden schools. In advance of issuing our existing guidance on attendance, we carried out the comprehensive new burdens assessment, which found that the expectations could be implemented by local authorities without additional funding if they had the average number of staff working on attendance.”
“Friend specifically asked about mental health and the possibility of an absence code. I understand his motivation and that of others in raising that point. Let me just say that a practicality question is involved. At the moment someone is taking the register, it is not always practical for them to be able to say that something is one particular type of health issue or another, and there is the risk that we would have inaccurate reporting and a misunderstanding of trends as a result. He also mentioned the wider work on mental health. He will know that we are putting forward a grant for every state school to be able to train a senior mental health lead. In addition, the really important wider work on mental health support teams, supporting clusters of schools, primary as well as secondary, continues to grow. My hon.”
“Of course attendance is one of the great factors and important drivers in narrowing the gap between better-off and more disadvantaged pupils. We are expanding the Supporting Families programme over this spending review period, and addressing attendance at school where there is a problem is a fundamental part of that programme. My right hon. Friend the Member for Ludlow (Philip Dunne) mentioned the lasting effect, sadly, of the pandemic and the importance of socialisation, and he is absolutely right; we often think of the early years and the effect on the youngest children, but this is actually true throughout a child’s or young person’s development. He particularly mentioned the year 6 to year 7 transition point, which we know is pivotal in so many ways, and a lot of schools are doing some very good work there. My right hon.”
“And we have expanded our attendance mentor pilot, as my hon. Friend the Member for Stoke-on-Trent Central (Jo Gideon) rightly mentioned, to reach 15 priority education investment areas. [Official Report, 8 February 2024, Vol. 745, c. 5MC.] (Correction) Of course, much wider work is in place as well. More children are now eligible for free school meals as a result of the protections put in place on universal credit transition; £30 million has been spent on breakfast clubs and it is targeted at where it is most needed—where it can have the most effect. I say to the hon. Member for Newcastle upon Tyne North that that does include secondary schools as well as primary schools. We also have in place the holiday activities and food programme. We are increasing the pupil premium in 2024-25 to £2.9 billion.”
“That is also an important part of this Government’s emphasis on a “support first” approach, meaning that schools and local authorities work together to break down the barriers that can stop a pupil attending. To support schools and local authorities in meeting those expectations, the Government already have a comprehensive attendance strategy, and this aspect of it is only one part of a much wider whole. We have deployed attendance advisers to support local authorities and a number of trusts. We have created a new data tool, with 88% of state-funded schools signed up. At the system leadership level, we have convened the attendance action alliance to work across sectors to remove barriers to attendance and reduce absence. We have launched 32 attendance hubs, to reach more than 1 million pupils.”
“There were 380,000 fewer pupils persistently absent or not attending in 2022-23 than in 2021-22. Overall absence for the autumn term just gone was 6.8%, which is down from 7.5% in autumn 2022. To turn it the other way around, attendance in that term is up, year on year, from 92.5% to 93.2%. However, while we of course welcome that improvement, there is still further to go to get to those pre-pandemic levels and better, and there are still parts of the country where families do not have access to the right support, as my hon. Friend the Member for Aylesbury (Rob Butler) rightly identified. It is important to legislate to end the postcode lottery so that any family can get the support they need, and doing so will give parents increased clarity and level up standards across schools and local authorities.”