HED0766

Written evidence submitted by [a member of the public]

[Note: This evidence has been redacted by the Committee. Text in square brackets has been inserted where text has been redacted.]

THE DUTIES OF LOCAL AUTHORITIES WITH REGARDS TO HOME EDUCATION, INCLUDING SAFEGUARDING AND ASSURING THE QUALITY OF HOME EDUCATION;

Local Authorities are responsible for the safeguarding of children at risk of harm. This has nothing to do with home education. Education is the responsibility of the parents and should remain so. The Local Authority rarely understands this distinction, I have had many meetings with them that have demonstrated this. In addition, they seem to think that there is only one pedagogy, that which is currently used in schools, so they are not qualified to assess the quality of home education.

I have often heard and read that local authorities believe that school is the best place for children, this is at odds with making any kind of judgement about home education as they clearly disapprove of it through conscious and stated bias.

The conflation of home education with safeguarding has been fulfilled by the mis-reporting of cases in the media that imply home education may have been a factor in these cases. It was no more a factor than the race or religion of the child and it is usually discovered that opportunities missed by safeguarding teams are more relevant. Thus, there is a general suspicion of home educators and a potential subconscious bias towards thinking that those who home educate are odd, and therefore a risk to their children.

There are numerous examples of Local Authorities overstepping their powers with regards to home education, for example insisting that home visits are a requirement. This is probably due to confusion on the part of the Local Authority as to their actual responsibilities, alongside their conscious and subconscious biases.

WHETHER A STATUTORY REGISTER OF HOME-EDUCATED CHILDREN IS REQUIRED;

The term register is usually used for those who are a risk to others, like sex offenders etc. this should not be used to refer to those who home educate.

There is no evidence that I am aware of that supports the case for any kind of register, therefore I cannot see why it is required. Required for what exactly? First decide what you intend to do with the data before you collect it.

THE BENEFITS CHILDREN GAIN FROM HOME EDUCATION, AND THE POTENTIAL DISADVANTAGES THEY MAY FACE;

I expect much of this is covered in other submissions, but one of the things that I feel my children benefitted from, that was lacking in my school education, was the normalising of the differences of others.

We attended a group with a family who fostered children with Down’s syndrome with varying degrees of disability, they we accepted into the group by our children without prejudice. No one saw them as different and everyone made discreet accommodations for them.

Disadvantages are mostly caused by the prejudice of others. Also, some may experience a lack of opportunities that schools offer, because they would require too great a financial outlay. However, many parents of home educated children and the children themselves have expertise that they offer that overcomes this. My own daughter taught music for pocket money from the age of [age] to other home educated children, she is a gifted musician and inspired others, even organising concerts at Christmas for her pupils.

There are now lots of extra-curricular activities run by people who actively encourage home educators to take part. My son, who is currently [personal information], has enjoyed the benefits of [organisation] since he was [age]. This has provided him with numerous learning and development opportunities at an affordable cost.

THE QUALITY AND ACCESSIBILITY OF SUPPORT (INCLUDING FINANCIAL SUPPORT) AVAILABLE FOR HOME EDUCATORS AND THEIR CHILDREN, INCLUDING THOSE WITH SPECIAL EDUCATIONAL NEEDS, DISABILITIES, MENTAL HEALTH ISSUES, OR CARING RESPONSIBILITIES, AND THOSE MAKING THE TRANSITION TO FURTHER AND HIGHER EDUCATION;

We have always been able to fund the activities for our children, though I am aware this can be prohibitive for others, especially the costs associated with exams. Support is non-existent and on the whole home educators have not requested it, as they do not want to be bound by any conditions associated with it.

WHETHER THE CURRENT REGULATORY FRAMEWORK IS SUFFICIENT TO ENSURE THAT THE WELLBEING AND ACADEMIC ACHIEVEMENT OF HOME EDUCATED CHILDREN IS SAFEGUARDED, INCLUDING WHERE THEY MAY ATTEND UNREGISTERED SCHOOLS, HAVE BEEN FORMALLY EXCLUDED FROM SCHOOL, OR HAVE BEEN SUBJECT TO ‘OFF-ROLLING’;

I am aware of many home educated children who are leading successful lives going into adulthood, be they in higher education, self-employment or employment. This has been the experience of my own children three of whom are now post compulsory education age.

I am not aware of home education resulting in problems for children’s wellness or in pursuing their chosen paths (and certainly not in comparison to schooled children). It is only evidence of this that would indicate that a review of the current frameworks would be necessary.

I have no experience of ‘unregistered’ schools, this is nothing to do with home education, it is to do with unregulated ‘school education’. I am not a supporter of unregulated schooling.

THE ROLE THAT INSPECTION SHOULD PLAY IN FUTURE REGULATION OF HOME EDUCATION;

This feels like the wrong approach, especially in light of the comments I have made in the first question.

WHAT IMPROVEMENTS HAVE BEEN MADE TO SUPPORT HOME EDUCATORS SINCE THE 2010-15 EDUCATION COMMITTEE PUBLISHED THEIR REPORT ON ‘SUPPORT FOR HOME EDUCATION’ IN 2012;

None

THE IMPACT COVID-19 HAS HAD ON HOME EDUCATED CHILDREN, AND WHAT ADDITIONAL MEASURES MIGHT NEED TO BE TAKEN IN ORDER TO MITIGATE ANY NEGATIVE IMPACTS.

Covid 19 restrictions have meant that home educated children could not meet socially.

Exams – children who were home educated were left disadvantaged by Ofqual unless they had a tutor or exam centre to assess them. These children had prepared for exams, but were let down, and forced to consider alternatives.

November 2020