Written evidence submitted by The BUSY Group UK (SFC0063)
1.1. The BUSY Group UK is a not-for-profit organisation that is committed to delivering impactful services that address the critical needs of today’s diverse communities through innovative strategies that promote engagement in skills, education and career enhancement initiatives.
1.2. Building on nearly fifty years of successful operation in Australia and recent initiatives in New Zealand, The BUSY Group is now establishing a dedicated presence in the UK to offer a comprehensive suite of employment and education services tailored to the unique landscape of the UK.
1.3. In Australia, we have successfully support 100,000+ jobseekers and delivered over 300,000 apprenticeships, and have recently opened our ninth BUSY School which provides alternative provision for young people who struggle in engage in a mainstream setting.
1.4. The BUSY Group’s mission is to support children and young people through the delivery of inclusive alternative provision (AP) to deliver sustainable employment pathways, enhance workforce capabilities, and promote health and wellbeing. By focusing on the individual needs of each student and adopting a trauma-informed approach to schooling, coupled with providing clearly defined training or employment opportunities, The BUSY Group continues to provide positive outcomes for young people.
1.5. Given the findings of the National Audit Office report, and the ongoing crisis in special educational needs (SEN) provision, and its implications on AP, we are pleased to make this submission to support the development of an SEN system that is fit for the future.
1.6. The BUSY Group’s experience in sustainable alternative provision, health and wellbeing measures, and employment support makes us a key delivery partner to the Government and the Department for Education in tackling this crisis.
2.1. It is widely accepted that the SEN system has been struggling for years, in the face of increasing need and severe underfunding. The sector has been calling for reform since 2009 following an inquiry which found the SEN system needed a radical overhaul.
2.2. Whilst the Children and Families Act 2014 and SEND Code of Practice: 0 to 25 Years’ were designed to address these concerns, Ofsted’s SEND inspections have found that many local areas have struggled to successfully implement these reforms.
2.3. A fundamental challenge facing the SEN system currently is the limited funding allocation for schools and colleges to support the scale of demand. As a result, there is a lack of coordination between responsible bodies, with the system being seen by many as adversarial and hard to navigate, and parents needing to fight for the support that they are entitled to.
2.4. There is also a mismatch in the focus of schools and local authorities assessing needs, and schools have varying tendencies and likelihood to recognise and identify children and young people with SEN.
2.5. Importantly, the COVID-19 pandemic worsened the long-standing issues within the SEN system. In particular, mental health, attendance, loneliness and future employment potential all severely declined under the pandemic and subsequent lockdowns and are yet to recover.
3.1. The Commissioning Framework, which is the system by which AP is planned, purchased and monitored, is one of the biggest challenges facing the sector. Local Authorities should have oversight of commissioning to ensure that demand is met, but the vagueness in the system has arguably led to inconsistencies.
3.2. Until January 2023, for example, there was no coherent overview of how AP was commissioned at a local level which has led to a lack of clarity on responsibilities for AP commissioning and inconsistent practice.
3.3. As such, there are high levels of unregistered AP not inspected by Ofsted with inconsistent oversight from local authorities. Most importantly, children and young people in AP often have negative experiences, with partners unclear on the intended outcomes for placements or how to measure outcomes.
3.4. Outcomes for children who fall out of education are below average, often not receiving the qualifications needed to find secure and stable employment. These poorer outcomes compound existing inequalities, as children and young people who are absent from school are disproportionately from disadvantaged backgrounds, making it critical to address these challenges.
4.1. To create an SEN and AP system which works for children leaving mainstream education, whether from exclusion, absence, or home-schooling, there needs to be a shift in focus from centring re-introduction to mainstream education to providing tailored support focused on life after school. It must be the end destination for the student. The current system often leads to students and families experiencing feelings of social exclusion and further disengagement with the education system due to the perception that students have been ‘dumped’ there.
4.2. Whilst the UK model is focused on re-inclusion and re-integration in mainstream schooling, The BUSY Group’s Australian model emphasises the importance of an individual, tailored approach, with learning programmes that accommodate students’ needs and divergences.
4.3. The first step to reforming the system is to move away from transitional AP, which focuses on re-introducing students to mainstream education, to making AP the destination of choice. When parents and students attend a BUSY School, they have decided that this is the right place for them.
4.4. The second step is to prioritise employability and skills. AP success should be measured on long-term outcomes such as employability, a stable income and career preparation. Mainstream education, and by proxy AP (as it is perceived as a temporary measure to aid a return to mainstream), is focused on academic qualifications. This approach does not work for all students, and we need to have institutions designed to support young people who are disengaged with traditional education but still have ambitions for life beyond school.
4.5. At The BUSY Group, we firmly believe that a strong focus on achieving vocational outcomes at school plays a crucial role in driving students’ success. This vocational pathway, whether through securing a job or pursuing further training, serves as a powerful incentive for students to remain engaged in their education. The clear link to future employment or skill development motivates students to continue, even when faced with challenges.
4.6. Coupled with our trauma-informed approach, which tailors education to meet the individual needs of each student based on their background and experiences, this dual focus creates an environment where students not only thrive academically but are empowered to build a better future for themselves. Together, these elements create a holistic approach that delivers meaningful outcomes for our young people, equipping them with the skills and confidence to succeed in both their studies and future careers.
4.7. The BUSY Schools in Australia, a network of AP schools focused on delivering education provision, employment training and apprenticeships, continue to support disengaged youth by adopting this holistic approach to assisting students, understanding their needs and tailoring support to help them finish school and find meaningful employment.
4.8. We have been able to make a significant difference to the lives of the young people who attend our schools. In our recent impact report 86 percent of parents said they would recommend The BUSY Schools to young people who do not fit into mainstream education.
4.9. As a result of The BUSY Group’s focus on wellbeing, mental health, and SEN needs, the outcomes for these students are remarkable. In the recent impact report, The BUSY Schools found the overwhelming majority of students felt they had a stronger sense of purpose after attending a BUSY school, and almost 9 in 10 parents strongly or somewhat agree that their young person has a stronger sense of purpose after attending a BUSY School.
November 2024
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