Children's Wellbeing and Schools Bill

Written evidence submitted by Sarah Bingham to The Children’s Wellbeing and Schools Bill Committee (CWSB256). 

I am writing in response to the current Call for Evidence regarding the Children’s Wellbeing and Schools Bill. I am concerned at the potential impact the proposed measures are likely to have on the wellbeing of children, particularly those who are educated outside of formal school settings.

I am first and foremost a parent and a home educator. All three of my children have long term health conditions, autism, ADHD, dyslexia amongst other diagnoses. I have home educated my youngest 2, who both have EHCP’s, for the last 9 years. I cannot rate highly enough the freedom this gave them to develop and mature at their own rate. My daughter attended school until she was 11, and in the years between the ages of 8 and 11 she had gone from a happy, motivated child who was enthused by anything to a nervous wreck who was tearful every morning and evening. I tried to access support for her from school, but they were dismissive of her needs and didn’t put any frameworks in to help. I was heartbroken and the daily battles to get her there become overwhelming until I decided something needed to change. After researching Home education thoroughly I deregistered her, and within 6 weeks we had our contented and enthusiastic child back. We soon after deregistered her younger brother who was a school refuser - his sensory issues were overwhelming, he couldn’t tolerate the classroom atmosphere, and was not toilet trained due to his high levels of anxiety. Within a year of full time home education, his sensory behaviour was more manageable and he was fully clean and dry.

My daughter has now completed her home education journey and has a place at university. Her mental health is intact, and she has a level of maturity noted by many. My youngest is loving learning but most importantly he is content and his mental health is good. I am certain he will be able to find his role in society. My eldest, who was already part way through his GCSEs when we deregistered his brother and sister, struggled through school, and in hindsight he would have been far better off educated at home like his siblings.

Summary of concerns

· Flexibility in Education

· Supporting mental health and wellbeing

· Preserving parental autonomy in education

· Failure to address fundamental issues within the school system

· The Role of Local Authorities

· Safeguarding and Wellbeing concerns

The Importance of Flexibility in Education

One of the main aspects of home education is the ability to tailor a child’s learning to their unique needs, interests, and abilities. This allows the child a level of autonomy over their learning and development, they have far greater opportunity to study the things that fascinate them most, and in the ways that suits them best. Children don’t stick to ‘childish’ or ‘irrelevant’ things. My children have studied , of their own choosing, other cultures, times, languages, sciences , designers, artists an d ideas, most are not on the national curriculum. Th ey have attended a vast number of activities over the years, and have true, deep and meaningful friendships. They have retained a not only a love of learning but also their emotional wellbeing.

Any measures that impose rigid curriculum requirements or standardized testing may undermine the diverse and child-centred approaches that home educators offer, which are essential for the wellbeing of many children who thrive outside of traditional school environments.

Supporting Mental Health and Wellbeing

Home education can be vital to addressing mental health issues in children. Many home-educated children – including my own - have experienced anxiety, bullying, or other challenges in school, and benefit from a more relaxed , individualised and nurturing learning environment. This can be crucial for a child’s recovery from the trauma of school, which for many, is not a positive experience .

The Bill’s proposals should consider that one-size-fits-all solutions may not apply equally to many – but especially to who are home educated. Policies should recognise that home educators often prioritise mental health and emotional support, allowing children to learn at their own pace, free from the pressures of formal school assessments.

Preserving Parental Autonomy in Education

Parents are the best people to understand their child’s needs, strengths, and weaknesses , and to assess their wellbeing . Home education is more often than not - and certainly was on our part - a direct response to the need as well as the desire for a learning environment far better suited to the child's individual needs, social and emotional development.

It is essential that the Bill upholds the right of parents to make decisions about their children’s education without excessive governmental interference. The introduction of invasive regulations or bureaucratic procedure s, such as mandatory registration, home visits and detailed reporting requirement s, are very likely to diminish trust between parents and authorities, and create unnecessary stress for both children and families.

Failure to Address Fundamental Issues Within the School System

The Bill does not address the deep-rooted issues within the education system that contribute to the challenges children face. It merely considers ‘sticking plaster’ solutions, such as increasing access to wellbeing services and advocating for a ‘standards level of care’, overlooking or ignoring the underlying causes of the issues to properly deal with the implications. Overcrowded classrooms, underfunded resources, and the pressure of standardized testing. Teachers who are over worked and undervalued - I personally have met a huge number of ex-teachers who have chosen to home educate their own children , having actively decided from the outset that they will not put their children into the system that they had to work in – this alone speaks volumes . Real, tangible improvement in children's wellbeing can only be achieved by addressing these deeper issues, ensuring that schools are well resourced, educators are supported, and learning environments are wholistic in their approach to learning .

The Role of Local Authorities

Local authorities should provide support for home educators in a collaborative and non-intrusive manner. Any changes to the role of local authorities should be designed to empower them, through increased training, to offer guidance and resources to parents who are educating their children at home, rather than focusing on regulatory enforcement.

Safeguarding and Wellbeing Concerns

While it is important to safeguard children’s welfare, home education is not inherently unsafe or damaging. The existing safeguarding frameworks are already capable of identifying at-risk children, whether they are in school or educated at home.

Instead of additional surveillance, the focus should be on strengthening existing support systems that enable parents to access advice on safeguarding, mental health, and wellbeing. These measures would be far more effective in supporting children than additional burdens on home educators.

Recommendations for Further Action

It would be extremely beneficial for the government to undertake a full and proper consultation with the home education community, I would heartily suggest having consultations with Home Education experts such as Dr. Naomi Fisher, Michael Charles and Jenn Hodge before releasing the next draft of the bill.

Conclusion

In summary, I urge the government to ensure that the Children’s Wellbeing and Schools Bill recognises the diverse and varied educational experiences of children, including those who are home educated. The wellbeing of these children is often best supported through flexible, tailored, and parent-driven educational experiences.

I t is important to ensure that home education remains a viable and positive choice for families, free from excessive regulation that could negatively impact children’s development. I hope that the Bill’s final provisions will reflect a balanced approach, recognising the value of home education and supporting both children and parents in achieving the best possible educational and wellbeing outcomes.

FEBRUARY 2025.