PARLIAMENTARY DEBATE
Register of Children not in School - 20 February 2024 (Commons/Westminster Hall)

I beg to move,

That this House has considered the potential merits of a register of not-in-school children.

It is a pleasure to serve under your chairmanship, Sir Christopher. The Prime Minister describes a good education as

“the closest thing we have to a silver bullet”,

and he is right. Education unlocks the door of opportunity, raises aspiration and sets children up for future success. The Conservatives have delivered on education. After successive Conservative Governments, we have more schools rated good or outstanding, we have improved our standing in the international league tables, and the progress made on phonics has been monumental.

However, as the legacy of the pandemic continues to blight our children’s lives, the education system is grappling with huge challenges that could leave untold damage done to the future of our children, society and economy, if left unresolved. Absence rates are at crisis point, suspensions are at record levels and some children are falling off the school roll altogether. The Government have shown leadership in tackling many of those challenges. Last year we outlined an ambitious vision in the “Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan”. We are piloting attendance mentors, rolling out attendance hubs, and increasing the number of mental health support teams working across schools and colleges. But what is of huge concern to me and many colleagues in this House, and what this debate seeks to address, is that no one—not Government, local authorities or schools—can honestly answer the question: how many children are missing from school?

A good education is pivotal to a child’s future success, yet we do not know how many children are not in school, where they are and what quality of education they are receiving, if any. We do not even know if they are safe. That is not acceptable.

From the limited data available, we know that children who are moved out of school are disproportionately likely to be from a low-income household, need SEN support and have a history of school absence and exclusions. Those children and families desperately need our support, but we are unable to offer it because we simply do not know who they are or where they are. While we do not have the data to fully understand where those children are and how many there are, it is thought that many not on a school roll are in home education.

In England, parents rightfully have a choice over where to educate their child, which school to send them to, or even to not send their child to a school but to home educate them instead. The fundamental right to home educate is enshrined in law and always should be, with many home educating parents providing a high-quality home education for their child. However, owing to a lack of oversight, we have no way of knowing whether that is the case for every child in home education. Nine in 10 local authorities believe that they have not been able to identify every child in home education. With vulnerable children disproportionately likely not to be in school, it raises serious questions about whether every child in home education is there because it is in their best interests.

Research by the Centre for Social Justice has uncovered a growing number of parents opting for home education because they feel that they have no other option because of their child’s needs not being met in school. That could be the result of unmet SEND needs, a lack of support for mental health or bullying. Of particular concern is the number of parents who have felt coerced into home education through the scourge of off-rolling. Those parents can be left deliberately uninformed about the consequences of moving off roll and ill-prepared to deliver a suitable home education. That cannot be allowed to continue.

As Conservatives we must make sure that all parents can freely and informedly choose how to best educate their child and that every child thrives in their education, whether in school or the home. A register of children not in school is the first step to achieving that.

Educating children at home is no small task for anyone. I thank the many parents who are doing an admirable job providing their children with a high quality home education. I want to reassure those parents that a register would not seek to disrupt their right to home educate or add extra burden. Quite the contrary, it would allow us to offer assistance and resources to those who are home educating at great personal cost, time and effort, should they want such support. But not every child is your child. Not every child is in home education because it is in their best interest. Not every parent feels equipped to provide the quality of education they feel their child needs. Not every child is safe at home.

For a parent who felt coerced into removing their child into home education against their better wishes, the prospect of home educating their child, without any support or advice, can feel overwhelming. A number of organisations, including Ofsted, the Children’s Commissioner and the Centre for Social Justice, have uncovered worrying reports of home-educated pupils being left without access to an appropriate quality of education, and of parents left struggling to cope with the demands of home education.

A register would allow us to find and support those families who have been left on the fringes of the education system. Most importantly, it would help us uncover those children whose safety is at risk. In 2020, the child safeguarding practice review panel uncovered 15 incidents of harm involving children reported to be in home education. Those included severe harm, such as serious neglect, emotional abuse and intrafamilial harm. In three of those cases, the children had died. The panel concluded that those children were often invisible. They were not in school and did not receive home visits.

Such safeguarding concerns have been echoed by local authorities, which have spoken about a range of concerns, including county lines involvement, gangs and exploitation, as well as child employment. We cannot continue as we are, unable to guarantee the safety, welfare and basic educational progress of every child. Across Europe, oversight of educational progress is commonplace. England is an international outlier in that respect, and this change is well overdue.

The limited data available suggest that home education is on the rise. As the number of home-educated children increases, so should our drive to ensure that parents are able to exercise their right to choose how best to educate their child, that every child is supported to achieve the best educational outcome, and that all children are protected equally, whether at home or at school.

That is not to infringe on a parent’s right to home education or to add any extra burden to those who are doing it well. A register of children not in school would not change much for those families who are already doing an excellent job, but it would make a big difference to the small number of children on the fringes of our education system, who may be at risk of harm. It is time to bring those children who are out of sight and out of mind back into view.

This is not just an educational issue but one of social justice and national economic importance. Education is a major route out of poverty, opening doors to greater employment and lifelong learning. If children do not receive a suitable education that allows them to develop the skills to gain meaningful employment, that will cast a long shadow over their lives and over the economic wellbeing of the country. Education is key to the country’s continued prosperity and must remain the focus of any Government. I hope, therefore, that all colleagues will back my private Member’s Bill to introduce a register for children not in school, due for Second Reading on 15 March.

I am grateful that education Ministers have repeatedly voiced their support for such a register. It is time to turn those words into action. I call on the Minister to confirm that the Government will fully back my Bill, which would allow us to legislate for a register of children not in school, without any further delay. By implementing that register, which is so important for ensuring the welfare and education of every child, we will continue to build on the success of driving up standards, and unlock that all-important door of opportunity and aspiration for all children.

It is a pleasure to serve under your chairship, Sir Christopher. I thank the hon. Member for Meon Valley (Mrs Drummond) for bringing forward this debate. We had a wee chat beforehand to discuss our thoughts, and she and I are very much on the same page in what we are trying to achieve.

As you know, Sir Christopher, I always give a Northern Ireland perspective; I think that it adds value to the debate. I know the Minister does not have responsibility for that, but the idea is to support the hon. Member for Meon Valley and give some examples and stats about what happens in Northern Ireland. This issue is really important. I have many constituents—I suppose when we add on the education numbers it is perhaps not that many, but I will speak about the figures later—who come to me who want to self-school. There are issues that occur through that, so I am pleased to be here.

Education is an essential component of every childhood. Some of my fondest childhood memories are those in the schoolyard in Ballywalter. Some Members may ask whether I can remember that far back. It was a long time ago, but I remember with fondness Ballywalter Primary School in the early ’60s, so I can give my perspective. I would refer to it as a rite of passage. My parents were determined to send me away to boarding school, as they did, when I was 11 years old. I remember it quite well. That was a big decision for my parents, because ultimately it meant that they could not have a holiday, and had to keep their old banger of a car forever and use their money to educate me. I am eternally grateful to my parents for making that happen when they were on a financial budget that made it increasingly difficult.

Boarding school, by its very nature, can make you or break you. My brother also went there, but unfortunately he did not like it. He left after about a year and a half. I did my five years. It was almost like a penance, but I loved it. I would never send my children to boarding school, by the way, just for the record, because it can build you or bring you down.

I have watched my children go through school, enjoying their formals and school trips, and now my grand- children—six of them, of course—are waiting to see what schools they get into after their transfer test. It is all very exciting, but incredibly worrying as well. We want the best for our children and grandchildren; that is what parents and grandparents do. However, I am also aware that that is not the journey that all families follow. The hon. Member for Meon Valley has set that scene, and I am going to give some examples of what they have to go through.

I know of several families personally who have made the decision to home school—I say these things very gently, but I think that they have to be said—due to the increasingly secular manner of teaching. One parent said to me that if they want their children to go to school, they have to accept that they do relaxation yoga, mimicking sun god poses, and that they are taught in a manner that they do not agree with. That family considered sending their child to a small private Christian school due to concerns about the push of ideologies in schools, yet the cost was prohibitive and it could never happen, so they are now in home schooling.

I was able to put that family in contact with a group of home schoolers. One idea that I want to put forward to the hon. Lady and the Minister is that some home schoolers can collectively work together. They may be on their own when they are at home at school, but collectively they can come together to do things. To give an example, in my area of Strangford, home schoolers collectively are able to undertake trips to places of interest, such as the council chambers and local museums. When I asked parents what they had to do to register their children, they told me, “We are asked for nothing.” I think it is important that there is a register, and it does not seem to be the case in Northern Ireland as far as I am aware. Many people are registered, but not everybody is, and I will give some stats later that illustrate that only too well.

Parents said to me that they told the GP that their children were not going to school, and they get their injections and dental checks at home, through the GP surgeries or through the dental practices rather than school. They are not neglected for any health issues, so it is important that home schooling does not deprive children of any opportunities and safeguards. However, they have no support and no help, and there is no register. That is where we are.

Does my hon. Friend agree that it is important that wider society understands the distinction drawn by the hon. Member for Meon Valley (Mrs Drummond), and by my hon. Friend himself, between the very small number of children who have been, and may well be, at risk because of neglect shown by parents, and the very effective home schooling that is the choice of parents whose only concern is the future wellbeing of their children?

I thank my hon. Friend for his intervention; he is absolutely right and has highlighted one of the issues that I wish to refer to as well.

In past years, home schooling was important to some people due to their health issues. In my capacity as a Member of the Legislative Assembly, and latterly as an MP, I was able to make that happen—I helped people go through the process to have the self-schooling that they wanted. All those young boys and girls from those days now have very active adult lives because they got the opportunity of home schooling through their disabilities and medical issues.

Regarding the register, it is all well and good for the family who purchase their curriculum online and steadfastly teach their children in a structured way that suits the needs of the family. On the other side—and I mention this to the hon. Member for Meon Valley as an example— I was once approached by a local church asking for help to ascertain how it could ensure that a child who was attending its youth groups was being taught at home. That 10-year-old child could neither read nor write, and she told her leader in the youth group that her mummy did not believe she needed to do that. Therefore, there is unfortunately a need to have a register for the purposes of ensuring that things are progressing in the way that they should.

I wholeheartedly support the mechanism for children retaining the right to be home schooled, because I see the benefits of that. But I also believe that there should be help and support to ensure that children are getting the education that they need and deserve. I believe the first step is to create an online register so that someone is able to know that a child is being home schooled, and to monitor their progress. It is not about intrusion or about Big Brother keeping an eye; it is about ensuring that a child’s progress is happening in the way that it should.

The daughter of one of my staff members is a trained teacher who runs a forest school. This is another great example of collective home schooling that I often tell. She was recently vetted by Ofsted and received the level of outstanding, such is her talent and ability. She teaches children their early years development through nature, come rain or shine, and does a phenomenal job. She is registered and vetted; and the process works, and works well. Collectively, the school brings together all the children from families who home school them individually, and it teaches them well.

For that reason, I believe that children who are home schooled should have help and support to ensure they receive an education that will help them in the future. It is so important—and when we say that, we mean it. All the Members who are here, and many others who unfortunately could not make it, are convinced that the early years of a child’s schooling are vital.

While home schooling used to be obscure in Northern Ireland, the number of home-schooled children has steadily been increasing—indeed, it has trebled in the last five years. The stats are as follows: there were 287 children recorded by the Education Authority as home educated in 2017-18. That number had risen to 796 children in the 2021-22 school year—an increase of 175%. I do not know whether it was due to covid—it probably was partially—that home schooling became an objective for many parents. However, we think that the true figure is much higher, as parents are not legally required to register with the Education Authority if they want to home educate their child.

In 2021, a total of 710 children were recorded by the Education Authority as being taught at home. Three hundred and thirty nine were of primary age, and 371 were of post-primary age. In the most recent school year of 2021-22, that number rose to 796, with 329 children being of primary age, and 467 being of post-primary age. Clearly, therefore, parents have a deep interest in, and commitment to, home schooling.

To conclude, I just want to say how important this debate is. It is clear that we must begin to look at this matter to ensure that a register system is in place, although not for monitoring alone. It is not about breathing down somebody’s neck and ensuring that education is happening. It is about support, help and guidance and how we can make the situation better. Every parent has the right to provide education, but every child has the right to be educated, and we must ensure that that takes place.

Well done to all the home schoolers in my constituency, in that of the hon. Member for Meon Valley and across this great United Kingdom of Great Britain and Northern Ireland. It is not something that I could manage; unfortunately, I probably do not have the patience, but well done to all those co-ordinated groups that meet to share information and experiences and work collectively. That engagement and interaction is a vital school in, and a vital part of, the home-schooling journey.

It is a pleasure to speak under your chairmanship, Sir Christoper. I congratulate my hon. Friend the Member for Meon Valley (Mrs Drummond) on securing this debate.

Parents are responsible for ensuring that their child receives an appropriate full-time education, and when a child is registered at a school, parents are responsible for securing their child’s attendance. Children can be taught at home full or part time, but no legislation deals with home education as a specific approach.

A not-in-school register is needed specifically to target children who are not enrolled in formal educational institutions. This will address the gaps in our education system and ensure that every child receives the opportunity that they deserve. Legislation matters, as it provides accountability and oversight. A not-in-school register would provide a systematic way to track children who are not attending school and it would ensure that parents, guardians and local authorities were aware of their educational choices. By having a centralised record, we could identify patterns, intervene early and prevent children from slipping through the cracks.

Legislation would also safeguard children’s rights. Education is a fundamental right. A register would ensure that no child was left behind because of circumstances beyond their control. A register would allow us to monitor vulnerable populations, such as those with disabilities, refugees or those from disadvantaged backgrounds. Legislation would improve data and data-driven decision making, because accurate data would enable policymakers to allocate resources effectively. By understanding the scale of the issue, we could tailor interventions.

Elective home education is one of the fastest growing forms of schooling in the UK. In East Sussex, the number of children being home educated rose by 50% in the five years to 2022. Most parents do an incredible job in this endeavour, and I take my hat off to them for doing it in the best interests of their children. Many children perform much better if home schooled, and are happier. Figures show that more than 1,500 East Sussex children were educated at home in the last academic year. Data suggest that the number of home schooled children has increased across England since the coronavirus pandemic, although the figures are incomplete—that is the issue. However, it appears that covid is not behind the rise. Philosophical reasons accounted for the largest number of children being withdrawn from school. That was the main motivation for home schooling in East Sussex, with about 460 children involved. Concerningly, the reasons for home schooling were not known in 39% of cases. I know from my inbox that far too many parents cannot get the right SEND provision for their children and therefore home educate them. Data also show that older children are more likely to be taught at home across England. In East Sussex, 68% were of secondary-school age, compared with 32% at primary level.

Hastings and Rye is a unique blend of coastal beauty and historical significance. However, it still faces huge educational challenges. Despite its rich heritage, some children still struggle to access quality education. In one school in Hastings, 47% of children were persistently absent before the current head came in and took a grip of the situation; but at least there is a register for that. We do not really know whether home educated children are receiving an education at all, or whether they are safe. Sadly, it is all too common for some parents to put no value on education because they cannot see what benefits it would bring their children. It is our job—my job—to change that in Hastings and Rye.

There are other reasons, too: economic hardship, physical and mental health issues, and so on. Hastings and Rye has a diverse demographic, including families with varying needs. Legislation would allow us to tailor support services, ensuring that every child has equal access to education. Requiring parents or guardians to register their child with the local authority if they are not enrolled in state-funded schools would ensure transparency and accountability, as well as safeguarding children. The register would enable outreach programmes that could provide support and address barriers, and schools, social services and community organisations could collaborate to identify and assist children who fall through the gaps. We can learn from successful models in other areas or countries and adapt them to our local context.

A school register for children not in school is not just a bureaucratic formality, it is a lifeline for our future generations. Let us champion the legislation, which ensures every child’s right to education regardless of their circumstances, and together we can build a stronger, more inclusive society where no child is left behind. The great man, Churchill, said:

“Healthy citizens are the greatest asset any country can have.”

I would add that educated, healthy citizens are the greatest asset any country can have.

I had not intended to speak in this debate, but I was inspired to do so by the opening speech of my hon. Friend the Member for Meon Valley (Mrs Drummond). I congratulate her not just on securing today’s debate, but on her Children Not in School (Registers, Support and Orders) Bill, which I will certainly support and which I hope the Government will pick up.

I should declare an interest: I chair the safeguarding board of the National Fostering Group, which is relevant because of the access of children in care to education. One of the things we do is monitor the attendance in school of children in foster care. We have consistently had well above the national average, which shows that even more challenging children in the care system, when properly monitored, can get a full education, and it is perhaps even more important that they do.

This subject is really important, so it is somewhat surprising that there is not a single Labour Back Bencher or Liberal Democrat MP here, such is their constant criticism of the Government’s education policy, which, as my hon. Friend the Member for Meon Valley set out at the beginning of the debate, has been a largely unsung success story for literacy and numeracy rates and the improvements that we have seen over the last 14 years. That was helped substantially by the drive for phonics and making sure that children in schools have a grasp of the basic skills that are needed for every job and for success in life.

I am glad to report that in my constituency, every single primary and secondary school bar one is rated “good” or “outstanding”. Across the UK, and certainly across England, the figures are now something like 86% or 88% against 66% back in 2010, so there is good progress there—but it is not progress for everybody. We must be particularly concerned for children whose progress is much more difficult to monitor because they are not within the conventional, mainstream school sector. That is the purpose of this debate.

That problem has absolutely been exacerbated during and since covid. The Children’s Commissioner has done work on identifying more than 100,000 so-called ghost children who are at school less often than they are absent from school, and in some cases are not at school at all. That is a really worrying phenomenon. We have only just started to see the consequences of lockdown and the closure of our schools. That was such an error, which the Government were forced into. I have to say, there was triumphalism—I remember it well, receiving the press releases from the National Education Union, which forced its members not to turn up at school. I think something like 8,000 schools had to close simply because the NEU staff did not turn up. That was the beginning of a slippery slope, supported by the Labour Opposition, of keeping our schools closed.

There was no evidential base on which children were more vulnerable than anybody else; indeed, they were far less vulnerable. The consequences for their education, socialising and mental health of not being in a regular school setting are only now coming out of the woodwork. The impact of that will be with those children for many years to come. It is deeply worrying that, quite aside from the academic catch-up, there are many other consequences. It has led to a lot of children not going back into mainstream school since covid. They are supposedly being home educated in most cases, but we are not sure how well they are being home educated, and if they are getting any reasonable education at all.

The problem of children not in school and, hopefully, being educated outside a school setting is not new, although it has been exacerbated since covid. When I was the Children’s Minister some while ago, we looked at regulating out-of-school provision and keeping tabs on children who were not attending school, particularly from a safeguarding point of view. I absolutely echo the points made earlier by my hon. Friends the Members for Hastings and Rye (Sally-Ann Hart) and for Meon Valley about the generally high quality of care, and hopefully education standards that go with it, provided by parents who choose actively to home educate their children for whatever reason. There are some, however, who cannot and do not sufficiently, adequately and appropriately provide that education to their children.

There are also establishments setting themselves up as unregulated schools, often with a religious bent. Some years ago, there was a big scandal about madrassahs exposed, I think, by “Panorama”. There was some really worrying treatment of children attending those schools, either in place of regular school or as religious schools available at weekends and evenings, in completely unregulated settings. It applies to other unofficial faith schools as well. I was keen to bring in some form of regulation of those establishments at the time, but alas I was thwarted. The issue has returned, but I am pleased to note that the Government are at last taking action on it.

There is also the issue of what we more formally know as alternative provision. Again, there are some really good examples of this—I can cite some in my own constituency—but they are not regulated. Many of them actually want to be regulated, but there is not the facility to do that. It would give them a degree of respectability and status, from which many of them would benefit. It is a bit of a wild west out there, and it absolutely needs to be addressed.

The reasons parents choose to home educate, as my hon. Friend the Member for Meon Valley has said, are varied. In some cases, they do not want to send their children to faith schools, and there are no alternatives available. Increasingly, it is because of problems with special educational needs. Despite the good reforms that the Government have brought in, with the use of education, health and care plans, there is still a serious problem with the number of children identified with special educational needs who are waiting to be assessed for an EHCP. If it goes to appeal, the vast majority of appeals by parents are upheld. There has been something like a 24% increase in appeals between 2022 and 2023, and parents usually win them. Even when they get that status, the support that is supposed to come with it is not always forthcoming, and certainly not to the level that certain children need. It is no wonder that some parents choose to take their children out of school because their special educational needs are not being provided for in those schools.

I recently held a summit with the heads of SEN provision for every primary school in the Adur district in my constituency. Most of the heads turned up as well, such was the seriousness of the subject. I arranged a follow-up meeting with the cabinet member for schools and the director of children’s services in West Sussex because this is a real problem, and it is driving more children out of the mainstream system.

There are other reasons why parents keep their children out of school—for example, because their child is suffering from mental health problems. We know how bad that has gotten—again, exacerbated by covid. Something like one in six school-age children now demonstrate some form of mental illness. Again, the Government have done good work on mental health support in schools, but they are not keeping up with the demand. The threshold for identifying children with mental health requirements is quite high. Even when a child does reach it, they need to access the support in a timely manner, and it is not always as forthcoming, and certainly not as urgent, as it needs to be.

There are also problems with bullying and the impact of social media, which is why I very much welcomed the announced yesterday by the Secretary of State for Education about limitations on mobile phones, which have an awful lot to answer for in our schools. Good schools, such as Worthing High School, which the Secretary of State visited yesterday in launching the new programme, have been practising that for some time, and it is clear for all to see how it has benefited the children. Another reason is eating disorders—a fast-growing phenomenon. Again, that was exacerbated by the pandemic for those children who now feel they cannot attend school because of it. There is a whole raft of reasons why children are being home educated and effectively going under the radar.

There is also the question of parents not being able to get their children into their school of choice. I have a particular problem, which I have raised in this Chamber before—and my right hon. Friend the Minister of State has agreed to meet me shortly to discuss it—as children in Adur, in Shoreham, in particular, have to go out of district because the county council has effectively messed up its calculation of secondary school place need in the area. A lot of parents—from one school, about 50 children are faced with this—have chosen to home educate their children rather than sending them to a school they know little about and which is a long way from home. It is important that we can monitor how many and which children are being home educated, what sort of home education they are getting and who is providing it.

Part of the Bill that I propose to introduce will give support to parents who are home educating and put the burden on local authorities to provide that support and funding. I assume that that would help my hon. Friend’s constituents.

I hope so. I hope those parents will be helped because the local authority will get its figures right and provide the number of places needed, because by and large they want their children to go to one of our excellent local secondary schools; it is just that the places are not there. They have almost been forced to make the decision to home educate their children.

It is important that we get a handle on this matter. We closely regulate our schools—some would say over-regulate, and some of the recent problems regarding Ofsted have raised the question of whether we are regulating the right things—and impose stiff penalties on parents who fail to send their children to school on a regular basis without good reason. Once a child is deemed to be home educated, all that regulation and all those checks fall away, and it is down to trust with the parents.

As I say, it is important that we identify what is going on outside of the school setting because there is a safeguarding issue. That was highlighted during lockdown, when social workers with children on their radar were in many cases unable to make home visits, and the amount of abuse against children behind closed doors went up substantially—the number of calls to Childline and other services absolutely skyrocketed. I am in no way trying to say that all home educated children are subject to safeguarding concerns, but there is a high propensity for children who are out of the sight of teachers, who can spot signs that something is not quite right at home, to suffer safeguarding issues under the radar, so we need to be absolutely assured that they are safe.

The point of having a register and greater sight of those children is to ensure their parents receive appropriate support. Statutorily, they are entitled to just five hours of supported education at home, if it is available and they choose to take it. That does not go far, and its quality is rather patchy. There are also serious question marks about children accessing public exams. A lot of parents of home educated children have complained to me that they cannot access schools to take public exams—GCSEs, A-levels or whatever—and if they can, they have to pay a substantial premium.

There is also an issue with access to the very successful Government school holiday programme. The additional support available for school meals, and the activities, exercise and everything else that goes with it, are again not automatically available to home educated children. Children are not just missing out on the academic advantages of being at school; being at school is also about socialising, integrating, engaging with other children, learning to work as a team, regulating one’s mental health, and getting involved in sport and all sorts of other physical activities. Team games do not appear to be readily available to home educated children, so there is much more to this issue than just academic achievement. As I say, it is also about ensuring children are safe and on the radar.

When we provide that support to parents, it is important that we ensure that flexible arrangements are available too. Some children may not be able to go into mainstream school full time because of mental health challenges, bullying or whatever, but they may be able to have a blend whereby they combine home or alternative-provision learning with going to regular school for one or two days or sessions a week to gradually get them back to a full-time school schedule. That flexibility is just not there, but a full register that tells us what the child’s standard is, what their problems are and what support is and is not being provided would enable us to provide a much better wraparound solution.

Last year, the fantastic Red Balloon school charity, which I dealt with a lot when I was a Minister, set up a new school in Worthing. That was largely down to the munificence of one of my constituents, Nick Munday, whose daughter benefited from an alternative provision school. The charity has a small number of schools throughout the country and offers places to kids who cannot go into mainstream school for all sorts of reasons. It gives them a really good education and, in many cases, enables them to go back into school part time and, hopefully, ultimately full time. We need more places like that.

Like other alternative provision establishments, Red Balloon would love to be regulated. Part of this debate is about ensuring that we have eyes on the support that every child is getting, on what alternative provision establishments and others are able to offer and on whether they are up to the task. There are something like 40,900 children in alternative provision across the United Kingdom. Ultimately, as the hon. Member for Strangford (Jim Shannon) said, this is not about intruding or meddling: it is about supporting, monitoring and tracking. Even if children are not on the school register, and are not presenting at school on a daily basis and getting all the advantages school offers, because they are unable for the sorts of reasons I have set out, we must ensure that they are being properly looked after and that the appropriate support is provided to them and their parents. They should not be prevented from getting the very best start in life simply because they are not in a physical school establishment; they deserve that just as anybody else does.

It is a pleasure to serve under your chairmanship, Sir Christopher. I congratulate the hon. Member for Meon Valley (Mrs Drummond) on securing this important debate and on her campaigning work on the issue of persistent school absence. She rightly highlighted the lack of transparency about the numbers of children not in school and some of the wider drivers of that in our education system, such as the damaging use of off-rolling by some schools. She was right to point out that a register would have little impact on the families of children receiving a high quality of home education.

The hon. Member for Strangford (Jim Shannon) took us down memory lane to his own childhood, and spoke about the importance of having a register so that help and support can be provided to families whose children who are not in school, where that is needed.

The hon. Member for Hastings and Rye (Sally-Ann Hart) highlighted the situation in her constituency, where there is a school in which 47% of the children were persistently absent. That highlights the shocking scale of this issue and the urgency of addressing it.

We heard from the hon. Member for East Worthing and Shoreham (Tim Loughton), for whom I have a huge respect due to his long experience and his work in this field. However, I have to say that he gave a disappointingly partisan speech on an issue on which there is a broad cross-party consensus. It was his Government who chose to reopen pubs before schools during the covid-19 pandemic, so the Opposition will take no lectures from him on schools policy during the pandemic. Nevertheless, he rightly highlighted that significant problems with the SEND system and with poor mental health are factors that contribute to persistent absence. On that, we can agree.

Everyone who has spoken agrees on the importance of children and young people accessing a high-quality education. Education is vital in giving them the best start in life and opening up future opportunities, whether through employment or discovering new interests and passions, yet increasing numbers of children and young people are out of school. The rate of persistent absence has doubled in just six years, with more than one in five children missing at least 10% of the school year in 2022-2023.

The situation could not be more urgent. On the current trajectory, developed using Department for Education data, more than 2 million children will be persistently absent from school by 2025-26—a generation tragically lost from England’s schools. More than 130,000 children are already missing more than half their time in school, and recent research by the Children’s Commissioner found that pupils who are persistently absent in years 10 and 11 are half as likely to pass five GCSEs as their peers with good attendance records. That is embedding lifelong disadvantage and limiting the opportunities that young people can pursue later in life.

Although many parents throughout the country lawfully and properly deliver an effective and high standard of education at home, far too many children are now falling through the cracks and not getting the education they need. We need action to ensure that if a child is not in school, the local authority is clear about where they are and what education they are receiving. Members have raised their support for a register of children not in school; the Opposition are clear that we support this objective. As this debate has evidenced, there is broad cross-party support for legislating for a register.

Earlier this month, a motion tabled by the shadow Secretary of State for Education—my hon. Friend the Member for Houghton and Sunderland South (Bridget Phillipson)—and the Leader of the Opposition sought to make parliamentary time available to legislate for a Bill as soon as possible. The hon. Member for East Worthing and Shoreham raised the question of the attendance of Opposition Members at this debate. I gently say to him that all Opposition MPs voted for our motion earlier this month; that is the indication he needs of the strength of commitment and support for this matter on this side of the House. It is extremely disappointing that, despite voicing their support this morning, when they were faced with that motion in that debate, Government Members voted it down.

One of the reasons why I did not vote for the Labour party’s motion was that it conflated persistent absence with the not-in-school register. Children with persistent absence are on the school register already, and the local authority knows exactly where they are. A register of children not in school is for those children who are not on any other register. That is why I was unable to support the Labour motion: because it was not correct.

I am grateful for that intervention. On persistent absence, it is not enough to say that schools know who those children are; a more comprehensive strategy is needed, and that is what I will move on to talk about.

We will of course study carefully the wording of the Bill introduced by the hon. Member for Meon Valley when it is published, but it should not be the responsibility of Back Benchers to force the Government to act. There have been plenty of opportunities for Ministers to act. The only thing missing is the sense of urgency and ambition for our country’s children.

We must also be honest that the crisis of persistent absence requires much wider action. We need a comprehensive strategy to address the challenges to children attending school. The Opposition has set out our fully funded plans to break down the barriers. We will introduce free breakfast clubs for every primary school pupil in England, providing every child with a nutritious meal at the start of the day. We know that breakfast clubs can improve children’s learning and development, boost their concentration and help to improve behaviour. They take the pressure off parents in the morning and give children a chance to play and socialise.

Will the hon. Lady give way?

I will not; the hon. Gentleman has had plenty of time this morning.

Good mental health and wellbeing are vital for school attendance. We will ensure that there is mental health support available in every school and that children and young people can visit an open-access mental health hub in every community, no matter where they live.

Absence rates are highest for children with special educational needs and disabilities and we recognise that that is often because the needs of children with SEND are not being properly met. Labour will work with parents and schools to make mainstream schools inclusive, and to make inclusivity part of the Ofsted inspection framework. We will ensure that teachers have the skills and training they need to support children with complex needs and we will introduce a new annual continuing professional development entitlement for teachers, to boost their expertise.

We will reform the school curriculum and, as part of our reforms to Ofsted, we will move away from the outdated and unhelpful one-word judgment. We will empower Ofsted to look at absence as part of the annual safeguarding spot checks.

Labour is committed to ensuring that every child receives a first-class education, but children need to be in school to access that education. We will break down the barriers to opportunity that are keeping so many children and young people out of education and, as the previous Labour Government did, we will put children first, prioritising their education and their wellbeing.

I am grateful to the Minister for that response. I suggested to him some of the things that my constituents did in Strangford. Although they were individually home schooling, they came together collectively for visits—every child loves a visit—to the council, the museum, the leisure centre or wherever, and that was something that was encouraged. Is there any possibility that the Minister, who is putting forward very positive thoughts, could consider that suggestion?

Will the Minister give way?

I am grateful to the Minister for giving way. “Conflate” is the wrong word, because these issues are linked. For many parents, the causes of persistent absence, which we have talked about—poor mental health, poor SEND support, off-rolling and pressures on families—result in their decision to home educate. Theirs could be the home-educated children about which local authorities know nothing. The issues are linked and we need a comprehensive strategy, including a register of children not in school. That is our position.

The register would enable intervention on the quality of the education being received by children at home. Knowing who those children are enables local authorities to understand how they are being educated and to make a determination about the quality of that education. That can help local authorities to support some families to return their children to school, where the choice to home educate was not a positive choice to do that and do it well, but was made due to the unacceptable pressure that those families have been under.

I am very happy to clarify our position, which is well publicised. A mental health professional will be based in every secondary school in the country, with mental health support available to every primary school in the country. Perhaps the Minister might say what he is doing in the same area to improve the mental health of our children and young people.

I thank everybody for their contributions today, and again pay tribute to all home educators, including my niece, Emma Loder-Symonds, who runs a farm school to bring home-educated children together. The hon. Member for Strangford (Jim Shannon) mentioned that that happens in his constituency too.

The Bill is backed by local authorities, which currently do not have the statutory power to meet face to face with children who are out of school to identify whether they are receiving an effective education, or where families may benefit from additional support. I mentioned those children who are invisible and may be at risk of harm, Sara Sharif being a recent example. A young man who had had to educate himself wrote to me to say that the Bill will help people like him get the necessary support. I look forward to bringing this important Bill through Parliament, and particularly to working with the Department for Education and Ministers to ensure that we get it absolutely correct.

Question put and agreed to.

Resolved,

That this House has considered the potential merits of a register of not-in-school children.