7 Minute Briefing Educational Neglect
Contents
Educational neglect
What is Educational Neglect?
Professor Jan Horwarth describes educational neglect as “involving a carer failing to provide a stimulating environment, show an interest in the child’s education (at school or otherwise), support their learning, or respond to any special needs, as well as failing to comply with state requirements regarding education and attendance".
The Department for Education has stated that ‘persistent failure to send children to school is a clear sign of neglect’.
The NSPCC cites ‘not making sure a child receives an education’ as one of their four main types of neglect.
School attendance has a positive impact on children and young people’s wellbeing. Research shows poor school attendance can impact a child’s future, not just through their educational achievement but also socially and developmentally.
Why it matters?
Educational neglect, persistent (>90%) and severe (>50%) absence are recurring themes in Safeguarding Practice Reviews. In contrast, regular school attendance is a protective factor for the most vulnerable children and young people, providing opportunities for support whilst giving them the best possible start in life. Poor attendance increases the risks of children:
- not meeting their academic potential and underachieving
- becoming NEET (not in employment, education or training)
- being victims of harm, abuse or exploitation
- becoming involved in criminal or gang-related activity
What the data tells us
There is a demonstratable link between absence and attainment at the end of KS2 and KS4. Pupils with higher attainment at KS2 and KS4 had lower levels of absence over the key stage compared with those with lower attainment.
Research shows associations between regular absence from school and extra-familial harms. This includes crime (90% of young offenders had been persistently absent) and serious violence (83% of knife possession offenders had been persistently absent in at least 1 of the 5 years of study (Working together to improve school attendance).
Indicators/warning signs
- Being absent from school regularly or for long periods of time
- Not being provided with suitable home education if not on a school roll
- Falling behind age-related expectations Parents failing to maintain or secure provision
- Failing to engage in school meetings
- Failing to provide reasons for absences
- Not engaging in interventions to improve attendance
- Child ‘refusal’ to attend
Things to consider
- Is a full-time education offer in place?
- Are the child’s educational development needs being met?
- Are learning needs being addressed so learning and progress can be seen appropriate to identified needs?
- Are there aspects of the provision that are impacting negatively on the educational development of the child?
- Has each child in a family had an application made for a school place or has a parental decision to Electively Home Educate been made?
Have other agencies who may be able to support a young person been notified e.g. Inclusion services, School Attendance Support Service (SASS), health, housing or Police?
Actions for agencies to take
- Consider the significance of educational neglect if they become aware of persistent and/or severe absence from school
- Demonstrate professional curiosity in relation to children not in school including those who are Electively Home Educated / not on school roll
- Challenge parents and carers as to why children are not attending school or are frequently late
- Consider how they and others might resolve the absence from school. E.g. Screen for Emotionally Based School Avoidance (EBSA) or form a Team Around the Family (TAF)
- Ensure that where a child has a child in need plan or child protection plan, and there are concerns around their attendance, that this is reflected in the plan
- Contact the School Attendance Support Service to discuss
