Nadhim Zahawi – 2019 Statement on Disadvantaged Children in Education

Below is the text of the speech made by Nadhim Zahawi, the Parliamentary Under-Secretary of State for Education, in the House of Commons on 18 June 2019.

Education should give every child, no matter their background, the opportunity to reach their full potential. To this end, we are announcing the conclusion of the children in need review, delivering the Government’s manifesto commitment to better understand how we can improve the educational outcomes of children who have needed a social worker.

Through our reforms to social care and across Government, we are already taking action to improve safety and stability for these children: strengthening families and tackling domestic abuse, poor mental health and substance misuse, which are prevalent drivers of need. Through our action to drive up the quality of services in local authorities and to develop a highly capable, skilled social work workforce, we have seen the number of local authorities judged inadequate decline by around a quarter since 2017—providing consistently better services for thousands of children and families across the country.

We have also delivered significant work to raise the educational attainment of our most disadvantaged children. This includes the Timpson review of school exclusions, reforms to alternative provision, delivering on the 2014 SEND reforms, and ensuring a system of advocacy and support for looked after children.

Children in need are those who need a social worker for help or protection, including children on a child in need plan or a child protection plan, looked after children, and disabled children. The children in need review set out to assess the educational outcomes of this group of children and what actions and interventions are needed to improve them. As part of the review we have developed new data and analysis, conducted a broad programme of qualitative evidence gathering, including a call for evidence and literature review, and engaged with practitioners working in education and social care, as well as children and young people with experience of being supported by social care.​

The review has evidenced, for the first time, the prevalence of children who have needed a social worker currently or previously, and the extent of these children’s lasting poor educational outcomes. We now know that 1.6 million children have needed a social worker at some point, equivalent to one in 10 last year. This group do significantly worse than others at all stages of education. Of young people who needed a social worker in their GCSE year, by age 21, half had still not achieved level 2 qualifications (which include GCSEs) compared to 12% of those not in need.

The review has developed four priority areas for action, and identified where we can start work immediately. These are: promoting visibility and recognition, not only for the purposes of safeguarding but in education; keeping children in school, making sure education is a protective factor against abuse, neglect and exploitation; raising aspiration to believe that more is possible of this group of children; and finally, supporting schools to support children themselves—recognising the consequences of childhood adversity on attendance, learning, behaviour and mental health.

The immediate action we will take includes:

Clarifying and strengthening our expectations around information sharing between and within schools and social care;

Continuing to improve our national data on this group;

Improving clarity, timeliness and transparency around in-year admissions;

Developing much-needed new research on tackling absence;

Consulting on strengthening the role of the designated safeguarding lead in schools, and exploring whether there is a case for extending and adapting the scope of virtual school heads;

Building on reforms to mental health support, by identifying and sharing best practice around responding to the lasting impacts of childhood adversity;

Working with What Works for Children’s Social Care to analyse which interventions, trialled by the education endowment foundation, are most effective for children with a social worker.

This action aims to ensure that every child can benefit from their education, ensuring they have the knowledge and skills to fulfil their potential, and the resilience they need for future success. However, it is only a start. To support families and communities, the whole of Government will continue to work together in preventing and tackling the causes of need, from the early years through to adolescence.

The report “Help, Protection, Education: concluding the children in need review” has been published alongside a companion data and analysis document on I will place a copy of the documents published in the Libraries of both Houses.