How can local authorities monitor elective home education pupils?

Elective home education (EHE) has been on the rise since the COVID-19 pandemic and its aftermath. A recent report by Schools Week suggests that elective home education has risen by 60% since the pandemic. Up to 125,000 children now educated in this way. There are obvious safeguarding issues for local authorities to follow up on, from children missing education to ensuring that those children who are being home educated are in a safe environment and receiving an appropriate education. There are significant barriers to this for local authorities, however, not least in the form of there being no legal requirement for parents to inform local authorities that they are educating their child(ren) at home. So how can the challenge of monitoring these children be met?

This challenge is particularly acute for children who simply never enter full time education. Where a child was previously attending a school prior to receiving elective home education, schools have a duty to inform local authorities of their deletion from the school roll. A joined-up data approach is essential in order that correct and robust oversight is available.

As the Schools Week report highlights, however, growing numbers of elective home education pupils will inevitably result in a greater strain on local authorities in relation to monitoring and safeguarding. With more children to keep tabs on not being met with a similar increase in the number of available resources, it is vital that authorities find the most effective and efficient route to fulfilling their obligations.

How can authorities monitor elective home education students?

Data sharing is one obvious area in which authorities can help themselves and each other. Having a technology ecosystem in place that facilitates data capture from schools, local authorities, parents and any other professionals involved in a child’s educational journey plays a significant role in creating the transparency required for local authorities to act.

The background context for each elective home education child is another aspect that helps local authorities. If a child is known to local youth justice services, has identified special educational needs and disabilities (SEND) in England – additional learning needs (ALN) in Wales – or has previously been excluded from school, then there are areas around safeguarding and appropriate provision of education to them. This ties into the emerging area of trauma-informed practice when it comes to dealing with children and young people across the education and youth justice sectors. Put simply, context is vital, yet can only be factored in with a joined-up approach is adopted.

Of course, none of that is to say that every elective home education child has safeguarding concerns around them. Many parents and families opt for elective home education for myriad reasons and do a perfectly good job of educating their children. It is still important, however, that is satisfied in the eyes of the local authority.

Fulfilling obligations to elective home education students

So, how can local authorities fulfil their obligations for elective home education children? Making the capture of relevant data as easy as possible is the first step. If a child is taken off the register at the school, the school has an obligation to inform the local authority. How is this data received by the appropriate personnel at the authority? Once visits are scheduled to families, how are the outcomes of such visits recorded within the authority? If a child moves into or out of a local authority, how is that data received or shared with their next authority?

Technology is at the forefront of this. Removing the need to manually trawl through records makes the process far more efficient. If practitioners can easily access full case records, they can pick up and understand a child’s journey quickly. They can then record the outcomes of their own work against a child’s record. This maintains a single thread of information relevant to the child.

Conclusion

Portals can play a significant role, too. For example, IMPULSE Nexus from CACI is a modular system which features school, parent, provider and professional portals. Each touchpoint with the child has the ability to record relevant information which is then stored against a single record. This helps to maintain a holistic view of every child, with relevant data being made available to relevant parties. In the case of elective home education children, local authorities being notified instantly when a child is taken off register or excluded will trigger the appropriate follow up activities for the relevant personnel.

Ultimately, treating each family and child fairly and transparently is paramount. Every child has a right to access education, ensuring that families are appropriately providing this ultimately falls to the local authority. The tools exist to make this process more effective and efficient for everyone. Our data sheet takes a closer look at elective home education, what local authorities need to do inline with the Education Act and how they can best support children and families. You can read it here.