Evaluation of pushing out of children from all English state schools: Administrative data cohort study of children receiving social care and their peers

Jay, Matthew A; Grath-Lone, Louise Mc; Stavola, Bianca De; Gilbert, Ruth

doi:10.1016/j.chiabu.2022.105582

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…Many schools, including most secondary schools, now operate with much greater autonomy because of their 'academy status', under which they are only accountable to their own trustees or those of a wider multi-academy trust which they are part of, and not to the LA (see Brighouse and Waters, 2021;Baginsky et al, 2022). These changes have made it more difficult for LAs to respond to the practice of 'off-rolling' that can involve schools encouraging parents to home educate (Children's Commissioner, 2019;Jay et al, 2022). One respondent to our survey of education safeguarding leads observed: 'The duties and guidance in relation to EHE is way out of date, particularly with the autonomy of schools/academies'.…”

Section: What Needs To Changementioning

confidence: 99%

“…In England this practice has become known as 'off-rolling', a form of illegal exclusion used by some schools to deal with children they see as 'difficult'. In the context of a school accountability system that emphasises exam performance, this practice commonly affects children in years ten and eleven (aged fourteen to sixteen) whom schools do not think will perform well in GSCE exams (Jay et al, 2022). Furthermore, some children labelled as 'home-educated' are attending illegal schools or 'tuition centres' that are not registered with the government inspectorate (The Office for Standards in Education, Children's Services and Skills (Ofsted)) (Ofsted, 2015(Ofsted, , 2018ADCS, 2019;Children's Commissioner, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Home Education in England: A Loose Thread in the Child Safeguarding Net?

Purcell

Baginsky

Manthorpe

et al. 2023

Social Policy and Society

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For a small number of parents home education is a preferred alternative to school and in England more parents are taking up this option. This has refuelled a long-running debate about the adequacy of a regulatory framework under which parents are not required to register their children as home educated and provision is not routinely monitored. This article highlights concerns regarding the ability of local authorities to fulfil their duty to safeguard these children, drawing on interviews with sixty-eight officials working in twenty local authorities, national surveys of local education and safeguarding agencies and interviews with thirty-eight staff working in twenty-five schools. We argue that, although the Government’s Department of Education is committed to introducing compulsory registration of home-educated children, more is needed to strengthen local authority powers and to address the reasons why some parents choose, or feel pressured, to take their children out of school.

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Section: What Needs To Changementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Home Education in England: A Loose Thread in the Child Safeguarding Net?

Purcell

Baginsky

Manthorpe

et al. 2023

Social Policy and Society

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“…The study population will be followed-up from the January census in year one (age five/six) until the first chronological event of: end of primary school (year six, age 11 at exit), lost to follow-up or end of study (30 th July 2019). Children will be considered lost to follow-up if they no longer appear in any NPD school census; this may be due to transfer to a non-government funded school or alternative provision, off-rolling (where pupils are illegally excluded from school) (Jay et al, 2022), emigration or death. We begin follow up in year one rather than reception (the first year of primary school in England) as it is the first full school year when education is compulsory for all children.…”

Section: Population and Follow-upmentioning

confidence: 99%

Impact of special educational needs provision on hospital utilisation, school attainment and absences for children in English primary schools stratified by gestational age at birth: A target trial emulation study protocol

Nguyen,

Lewis,

Gilbert

et al. 2023

NIHR Open Res

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Introduction One third of children in English primary schools have additional learning support called special educational needs (SEN) provision, but children born preterm are more likely to have SEN than those born at term. We aim to assess the impact of SEN provision on health and education outcomes in children grouped by gestational age at birth. Methods We will analyse linked administrative data for England using the Education and Child Health Insights from Linked Data (ECHILD) database. A target trial emulation approach will be used to specify data extraction from ECHILD, comparisons of interest and our analysis plan. Our target population is all children enrolled in year one of state-funded primary school in England who were born in an NHS hospital in England between 2003 and 2008, grouped by gestational age at birth (extremely preterm (24-<28 weeks), very preterm (28-<32 weeks), moderately preterm (32-<34 weeks), late preterm (34-<37 weeks) and full term (37-<42 weeks). The intervention of interest will comprise categories of SEN provision (including none) during year one (age five/six). The outcomes of interest are rates of unplanned hospital utilisation, educational attainment, and absences by the end of primary school education (year six, age 11). We will triangulate results from complementary estimation methods including the naïve estimator, multivariable regression, g-formula, inverse probability weighting, inverse probability weighting with regression adjustment and instrumental variables, along with a variety for a variety of causal contrasts (average treatment effect, overall, and on the treated/not treated). Ethics and dissemination We have existing research ethics approval for analyses of the ECHILD database described in this protocol. We will disseminate our findings to diverse audiences (academics, relevant government departments, service users and providers) through seminars, peer-reviewed publications, short briefing reports and infographics for non-academics (published on the study website).

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“…The study population will be followed-up from the initial January census in Year One (to account for time to apply for SEN) until the end of primary school (end of July of Year Six), lost to follow-up, or end of study, whichever occurred first. Children will be considered lost to follow-up if they no longer appear in any NPD school census during primary education; this could be due to a variety of reasons including, transfer to a non-state-funded school, emigration, death, or off-rolling (Jay et al, 2022).…”

Section: Follow-upmentioning

confidence: 99%

Early special educational needs provision and its impact on unplanned hospital utilisation and school absences in children with isolated cleft lip and/or palate: a demonstration target trial emulation study protocol using ECHILD

Nguyen,

Lewis,

Gilbert

et al. 2023

NIHR Open Res

Self Cite

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Background Special educational needs (SEN) provision is designed to help pupils with additional educational, behavioural or health needs; for example, pupils with cleft lip and/or palate may be offered SEN provision to improve their speech and language skills. Our aim is to contribute to the literature and assess the impact of SEN provision on health and educational outcomes for a well-defined population. Methods We will use the ECHILD database, which links educational and health records across England. Our target population consists of children identified within ECHILD to have a specific congenital anomaly: isolated cleft lip and/or palate. We will apply a trial emulation framework to reduce biases in design and analysis of observational data to investigate the causal impact of SEN provision (including none) by the start of compulsory education (Year One – age five year on entry) on the number of unplanned hospital utilisation and school absences by the end of primary education (Year Six – age ten/eleven). We will use propensity score-based estimators (inverse probability weighting (IPW) and IPW regression adjustment IPW) to compare categories of SEN provision in terms of these outcomes and to triangulate results obtained using complementary estimation methods (Naïve estimator, multivariable regression, parametric g-formula, and if possible, instrumental variables), targeting a variety of causal contrasts (average treatment effect/in the treated/in the not treated) of SEN provision. Conclusions This study will evaluate the impact of reasonable adjustments at the start of compulsory education on health and educational outcomes in the isolated cleft lip and palate population by triangulating complementary methods under a target-trial framework.

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Evaluation of pushing out of children from all English state schools: Administrative data cohort study of children receiving social care and their peers

Cited by 6 publications

References 27 publications

Home Education in England: A Loose Thread in the Child Safeguarding Net?

Home Education in England: A Loose Thread in the Child Safeguarding Net?

Impact of special educational needs provision on hospital utilisation, school attainment and absences for children in English primary schools stratified by gestational age at birth: A target trial emulation study protocol

Early special educational needs provision and its impact on unplanned hospital utilisation and school absences in children with isolated cleft lip and/or palate: a demonstration target trial emulation study protocol using ECHILD

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