NEWS UPDATES

Take a look at what's been happening in the world of education and health and safety since our last issue...

England’s Special Educational Needs Bill Reaches Record £10bn Annually, With No Improvement in Outcomes

A recent report by the National Audit Office (NAO) has revealed that spending on special educational needs (SEN) in England has reached a record £10bn per year. Despite this unprecedented expenditure, there has been little improvement in the lives of children and young people with SEN. The number of students requiring education, health, and care plans (EHCPs) is expected to nearly double within the next decade, from 576,000 to 1 million.

The NAO’s investigation highlights that rising demand for special school placements and high-needs funding for support staff like therapists and teaching assistants is pushing local councils toward insolvency. Gareth Davies, head of the NAO, noted that while the Department for Education (DfE) has increased funding, the current system is still failing to meet the needs of SEN children and families. He warned that local authorities’ mounting deficits related to SEN costs will not be resolved by current savings programs, urging the government to rethink how resources are used and focus on creating a more inclusive education system.

Education Secretary Bridget Phillipson acknowledged the "crisis" in the system, blaming previous administrations for the neglect. She emphasized her commitment to long-term reforms, including a greater focus on mainstream education and early intervention, to restore confidence in the system.

The NAO report projects that the fastest-growing area of need will be children with autism spectrum conditions. Diagnoses in state schools have surged from 57,000 in 2015-16 to 132,000 last year, though the reasons for this rise remain unclear. The report cites increased awareness of autism and possibly the effects of the Covid-19 pandemic as contributing factors, alongside schools seeking EHCPs to access additional funding.

Education experts and leaders, including Tom Rees of Ormiston Academies Trust and Richard Kramer of the charity Sense, echoed concerns about the system’s breakdown, with costs and responsibilities falling heavily on families and schools. Kramer noted that many families are using savings or leaving their jobs to fight for their children’s basic rights.

Warnings from the County Councils Network and the Local Government Association (LGA) also underscored the financial strain on local authorities. Many councils are using a statutory “safety valve” to keep SEN-related deficits off their accounts, but this provision expires in 2026, raising fears of significant service cuts if government intervention is not secured.

Arooj Shah, chair of the LGA’s children and young people board, called for urgent reform and proper funding of the SEN system in the upcoming budget, including writing off high-needs deficits to prevent councils from facing a financial “cliff edge” after March 2026.

Push for Law to Ban Smartphones in Schools Gains Momentum

Calls to legally ban smartphones in England’s schools are growing as education experts and unions support a new bill being introduced by Labour MP Josh MacAlister. The proposed legislation, set to be debated in Parliament, aims to combat the negative effects of excessive smartphone use among children, which MacAlister describes as "doomscrolling for hours a day."

While most schools in England already enforce phone restrictions following government guidance introduced earlier this year, MacAlister wants to formalize the ban into law and extend it further by regulating children’s social media usage. Dubbed "seatbelt legislation" for social media, the proposed Safer Phones Bill seeks to protect children from the harmful impact of constant online exposure.

The bill proposes:

• A legal requirement for all schools to become mobile-free zones.

• Raising the age at which online companies can collect data from children without parental consent from 13 to 16.

• Strengthening Ofcom’s authority to enforce a code of conduct preventing apps and services designed to be addictive from targeting children.

• Further regulations on the design, marketing, and use of smartphones by under-16s, if needed.

MacAlister, a former teacher and the MP for Whitehaven and Workington, believes urgent action is needed to address the risks of unchecked smartphone use among children, saying, "Countries around the world are taking bold action, and our children risk being left behind."

The bill is unlikely to pass without government support, but private members' bills like this often help raise awareness of important issues. The Safer Phones Bill adds to a growing movement advocating for stricter regulations on children's smartphone use, with some schools already tightening their phone policies and parents delaying when their children receive smartphones.

Not everyone agrees with restricting smartphones in schools, with some arguing that phones provide valuable opportunities for social development. However, supporters like Pepe Di'lasio, general secretary of the Association of School and College Leaders, believe more regulation is needed, stating, "We have reached a point where regulation is required over the sale of smartphones and the conduct of online platforms."

Ormiston Chadwick Academy in Cheshire recently became a phone-free school, locking students' phones away during the school day. Principal Jennifer Lowry-Johnson reports positive changes, including fewer safeguarding concerns related to inappropriate social media content and a rise in students engaging in activities like lunchtime football. Year 11 student Emilia, initially skeptical, now says, “It's basically taken my anxiety away from me,” adding that social media had caused drama and stress in her friend group.

Social media platforms like Snapchat and Meta have implemented additional protections for under-18s, and Instagram recently introduced "Teen Accounts," which default to private for users aged 13 to 15. These companies continue to emphasize their efforts to help parents manage what their children see online, though concerns about the impact of social media on young people persist.

MacAlister's push for mobile-free schools is part of a broader conversation on how to protect children from the harmful effects of digital technology. The debate on this issue is expected to continue into the new year.

Company Fined After Crane Collapse at Falmouth Docks

As a result, A&P Falmouth Limited, based in Hebburn, Tyne and Wear, pleaded guilty to breaching Sections 2(1) and 3(1) of the Health and Safety at Work Act 1974. The company was fined £750,000 and ordered to pay £26,792.30 in costs by Truro Crown Court on 11 October 2024.

HSE inspector Melissa Lai-Hung stated, "This was a very serious incident, and it's fortunate that no one was injured or killed. Our investigation found that A&P Falmouth’s maintenance system was inadequate in preventing the crane's collapse. Regular proactive maintenance and inspection of lifting equipment are essential for safety."

This prosecution was led by HSE enforcement lawyer Vicki Hanstock, with support from paralegal officer David Shore. Further guidance on lifting operations and equipment regulations can be found on the HSE website.

An investigation by the Health and Safety Executive (HSE) revealed that A&P Falmouth had failed to properly maintain the crane. Although a third-party inspection had identified defects and provided recommendations, the company had not acted on them.

A&P Falmouth has been fined following a crane collapse at its Falmouth Docks site, which put over 250 workers at risk. The incident occurred on 10 May 2017, prompting emergency services to declare a major incident and evacuate the surrounding area.

The crane was operating above the Royal Fleet Auxiliary (RFA) ship Tidespring when the operator noticed that the jib was descending uncontrollably. In a quick response, the operator managed to move the crane away from the ship and over the dockside before it collapsed. The crane's jib ultimately fell onto a cage containing acetylene cylinders, but fortunately, no one was harmed. At the time, 258 workers were present at the site.

Rebuilding Trust and Transparency: Strengthening Ofsted’s Relationship with Parents and Carers

The Big Listen, commissioned by Ofsted and led by the National Centre for Social Research (NatCen), focused on gathering the views of parents, carers, and professionals across early years, schools, and further education settings. A central theme in the research was trust—how it is formed, sustained, and, in some cases, eroded.

Trust in Ofsted among parents and carers varied. While nearly half of parents surveyed expressed trust in the organization, 26% disagreed—especially those who claimed to know a lot about Ofsted. According to the survey, parents were more likely to trust Ofsted if they believed it acted in the best interests of children or contributed to raising educational standards.

This aligns with broader trends in public trust: the 2023 Trust in Government Survey by the Office for National Statistics found that perceptions of competence are key to maintaining trust in institutions. Parents’ trust in Ofsted, therefore, hinges on the belief that it can effectively fulfill its mission of improving education quality.

Trust in Ofsted doesn’t exist in a vacuum. Broader societal trends, including declining trust in public institutions, may influence parents' views. The 41st British Social Attitudes report highlights this, revealing that trust in government is at an all-time low, with 45% of respondents saying they almost never trust the government to act in the nation’s best interest. This erosion of trust extends to non-ministerial departments like Ofsted, with some parents conflating its role with that of the Department for Education.

More directly, parents' trust in Ofsted is shaped by their experiences with how inspections are conducted and reported. Personal experience was the most frequently cited reason for distrust among survey respondents. Many parents used Ofsted's reports to make decisions about education providers, yet felt these reports didn’t always align with their own impressions. A significant concern was that parents’ feedback didn’t seem to be adequately considered during inspections—nearly one-third of respondents believed their views weren’t taken into account at all. This disconnect between parents' experiences and Ofsted’s reports undermined their confidence in the organization’s ability to provide accurate, useful information.

The survey included 4,349 parents and carers, recruited via the education providers their children attended. Due to the sampling approach, the results are not generalizable to the entire population of parents and carers in England. In addition to the survey, seven focus groups were held with 42 parents and carers from early years, schools, further education, and SEND settings. These focus group participants were selected from the survey respondents who had consented to be recontacted. A separate survey of the general public was also conducted. For full methodology and detailed findings, download the report here.

Free School Meals Pilot Feeds 20,000 More Children Across England

A new trial scheme is providing free school meals to thousands more children from England’s poorest households. The initiative, led by the Fix Our Food research programme in collaboration with numerous local councils, is identifying children eligible for free meals and automatically enrolling them.

Typically, families must register their children for free school meals even if they qualify. However, the pilot project aims to streamline this process by registering eligible children automatically. This has helped overcome barriers such as language difficulties, misunderstanding of the criteria, and concerns about sharing financial information, which often prevent families from signing up.

Currently, around 2.1 million children in England receive free school meals, accounting for 24.6% of the pupil population. However, estimates from think tank Policy in Practice suggest that as many as 470,000 additional families may be eligible but are not enrolled.

Mirzan, a sixth-form student from north London who has received free school meals since Year 7, highlights the importance of this support. He recalls classmates who relied on their free school meal as their only meal of the day. "Instead of focusing on lessons, you're left worrying about what you'll eat when you get home," he said.

The trial has already been implemented by around 20 local authorities, with 20,000 previously unregistered children now receiving free school meals. Councils like County Durham, Wakefield, Lambeth, North Yorkshire, and Middlesbrough have registered thousands of additional children, bringing millions of pounds in extra funding for schools through pupil premium grants. Schools receive £1,455 annually per primary pupil on free meals and £1,035 per secondary pupil.

An additional 40 councils are currently exploring the possibility of joining the scheme, which aims to ensure no child misses out on the support they need.

Philosophy Could Help Pupils Discuss Difficult Topics Like Gaza Conflict, Says NEU Chief

“Many students are hearing about the conflict from the news and adults around them, leading to anxiety,” Kebede told The Guardian. He also acknowledged that teachers themselves are dealing with the personal impact of the conflict, making it a sensitive issue in the classroom.

The general secretary of the National Education Union (NEU), Daniel Kebede, has called for philosophy to be integrated into England's school curriculum to give students the space to discuss challenging global issues, such as the ongoing conflict in Gaza. As schools navigate how to address the first anniversary of the 7 October Hamas attack on Israel and the subsequent war in Gaza, Kebede emphasized the need for more room in the curriculum to address such difficult subjects.

While some schools have facilitated open discussions in tutor groups and assemblies, others have been more hesitant, with some teachers feeling uneasy about addressing the conflict. Kebede noted that both pupils and teachers with family ties to the Middle East are particularly affected, creating a tense and emotional atmosphere in many schools.

Despite the sensitivity, Kebede argued that political neutrality is crucial but discussing world conflicts is valid and aligns with several parts of the curriculum. He highlighted the pressure teachers face from an overcrowded curriculum focused on performance targets, which limits opportunities for broader, meaningful discussions on complex topics.

Kebede advocates for embedding philosophy into the curriculum to provide a "dialogic approach" that would help students form their own opinions and understand the world more clearly. He shared that when he taught philosophy to children, it allowed them to engage in open-ended discussions, fostering deeper understanding, though time constraints often prevented such teaching in today's system.

The call for more philosophical engagement comes as incidents of antisemitism and anti-Muslim hate have been on the rise in schools. According to reports from the Community Security Trust (CST) and Tell Mama, Jewish and Muslim students have experienced hate incidents linked to the war in the Middle East. Bridget Phillipson, the education secretary, announced £7 million in funding to combat antisemitism in education in response to these rising tensions.

Primary Schools Encouraged to Teach About Misogyny

Pupils at Seven Sisters Primary School in north London are among the first to participate in a new program aimed at countering misogyny. The initiative, backed by London Mayor Sadiq Khan, calls on all primary schools in the capital to educate children about healthy, respectful relationships to combat the "pernicious influence" of figures like Andrew Tate.

City Hall has allocated £1 million to fund this program, part of a broader effort to reduce violence against women and girls (VAWG). The initiative, developed with the charity Tender, follows a similar scheme for secondary schools and comes amid growing concern that children as young as nine are being exposed to misogynistic content online.

The program offers online resources for teachers to run workshops, drama sessions, and interactive classes for children aged 9 to 11. It is designed to help students recognize harmful behaviors, challenge sexism, and promote equality among their peers. While optional and not part of the national curriculum, the program provides support from Tender’s trained workshop leaders if needed.

Mayor Khan emphasized the importance of starting early to foster respect and fairness, stating, "We must ensure that young people understand healthy relationships before they encounter harmful online content."

Headteacher Emma Murray of Seven Sisters Primary noted that discussing misogyny and sexism with young children can be challenging but necessary. Students, like Year 6 pupils Taiba and Ege, said the sessions have helped them understand equal rights and recognize unfair treatment or pressure.

The program, which contains no sexual or pornographic content, is tailored specifically for primary school children. Susie McDonald, CEO of Tender, highlighted the importance of addressing gender inequality and problematic attitudes early to prevent a culture of abuse.

This initiative comes at a time of heightened attention on tackling VAWG, particularly following the 2021 murder of Sarah Everard in south London. In July, the National Police Chiefs’ Council declared violence against women and girls a "national emergency" after over one million such crimes were recorded in 2022-23, making up 20% of all reported crimes. The Labour government has also announced plans to halve VAWG over the next decade, with a focus on education and holding perpetrators accountable.

Construction Firm Fined After Fatal Incident Leaves One Worker Dead and Another Injured

Balfour Beatty, a major construction company, has been fined £285,000 following a tragic incident in which a 62-year-old worker lost his life and another was seriously injured during the construction of a new facility at the University of Birmingham. The incident occurred on 7 January 2020, when two contractors, Igor Malka and Edmund Vispulskis, were working on a scissor lift installing cladding. Both men fell approximately 10 metres after their lift was knocked over by a nearby crane, resulting in Malka’s death and severe injuries to Vispulskis.

Vispulskis, who survived the fall, sustained spinal injuries, broken ribs, and had to wear a neck brace for seven weeks. He also required surgery to insert pins in his pelvis and thigh.

Balfour Beatty, acting as the principal contractor during the construction of the National Buried Infrastructure Facility at the university, was found to have failed in its duty to ensure proper communication and coordination between contractors on-site. The crane that caused the fatal accident was being used to move hydraulic equipment at the time, while another team was simultaneously installing cladding. The Health and Safety Executive (HSE) investigation determined that the incident could have been avoided with better planning and control measures. Additionally, there was no lift supervisor present during the operation.

As a result of breaching Regulation 8(1) of the Lifting Operations and Lifting Equipment Regulations 1998, Balfour Beatty was fined £285,000 and ordered to pay £21,768.88 in costs during a hearing at Birmingham Crown Court on 16 September 2024.

HSE inspector Gareth Langston described the case as a "tragic incident" that underscores the importance of properly controlling lifting operations, emphasizing that all such activities must be carefully planned and executed to prevent similar accidents.

The University of Birmingham was not prosecuted in relation to the incident, but the case serves as a reminder of the need for strict adherence to health and safety regulations on construction sites.

Researchers from Fix Our Food, based in York, are calling for the government to adopt automatic enrolment nationwide, allowing families to opt out if they choose. This would save families an estimated £500 annually in lunch costs.

Pandemic-Era School Starters Struggling with Communication Skills, Ofsted Reports

The council will also work with the chief scientific adviser to identify and share emerging scientific trends with officials and facilitate effective links between the department and the wider scientific community.

New team of experts to provide the latest scientific advice across a range of specialisms to support the department’s work.

From the Department for Education

Published:17 October 2024

A panel of scientific experts is set to provide education policy makers with advice on strategic and emerging issues through a new Science Advisory Council, the Department for Education announced on17 October 2024.

Professor Russell Viner, the Department for Education’s Chief Scientific Adviser, has established a team of 12 experts with a range of specialisms to ensure access to the best and latest scientific advice – helping the department’s work to break down the barriers to opportunity by protecting children and ensuring the delivery of higher standards of education, training and care.

Led by Professor Dame Athene Donald as chair, the independent panel will provide scientific advice to the Department for Education on matters relevant to its policy and operations. This will include areas such as early identification and support of children with special educational needs and disabilities (SEND), mental health support, online harms prevention, a sustainable and secure school estate and artificial intelligence and education technology.

Professor Russell Viner, Chief Scientific Adviser at the Department for Education, said:

"We are the department for opportunity, working to deliver better life chances for all – and that means being at the forefront of cutting-edge scientific evidence to ensure we are doing everything we can to break the link between background and success.

We must keep pace with technological and scientific advancements if we are to deliver the highest standards for the people we serve. Science alone can’t address the challenges the department faces – but it can inform robust, evidence-informed decision making."

Chair Professor Dame Athene Donald, Professor Emerita of Experimental Physics and former Master of Churchill College, University of Cambridge, will be supported by Deputy Chair, Professor Mark Mon-Williams. Mark is the Chair of Cognitive Psychology at the University of Leeds and the Founder Director of the Centre of Applied Education Research.

The other 10 members have expertise in fields including economics, social science, statistics, operational research and engineering, physical and life sciences, ethics, and data science. Between them they have worked on studies looking at school health interventions, the impact of AI on learning, how digital technologies affect adolescent mental health, how childhood circumstances influence child development and early interventions.

Plenary meetings will be held quarterly and will include attendance by the chief scientific adviser, a non-executive board member and other relevant officials. Smaller, task-relevant meetings and workshops will occur as needed in response to departmental requests and needs.

Department for Education establishes Science Advisory Council

According to a recent Ofsted report, primary schools are now tasked with teaching basic communication skills to young children who are struggling to make friends or engage in lessons due to speech and language difficulties. The report highlights that the Covid-19 pandemic continues to affect children's behavior and social development, with many starting school behind in key areas.

Based on visits to schools rated as "good" or "outstanding" across England, inspectors found that children entering reception classes are showing signs of delayed communication, poor self-help skills, and emotional challenges—largely due to the impacts of pandemic-related lockdowns.

To address these challenges, some schools are modifying their reception class curriculums to offer additional support for children with speech, language, and communication difficulties. The report noted that the growing number of children facing these issues is making it harder for them to communicate their needs, make friends, or engage in meaningful play.

Ofsted's Chief Inspector, Martyn Oliver, expressed optimism about improvements in early reading and mathematics instruction but acknowledged that many children are still catching up from the pandemic’s disruptions. He stressed that children from vulnerable backgrounds particularly benefit from a strong educational foundation, but many remain behind in key developmental areas.

Inspectors also observed that children from less privileged backgrounds struggled to share personal stories when asked to write about their weekends or holidays, highlighting the gap in experiences between students.

In response, teaching unions have called for additional support for schools to provide specialized help for children at risk of falling behind. James Bowen, assistant general secretary of the National Association of Head Teachers, pointed out that many children in key stage one missed critical preschool experiences due to the pandemic. He also criticized the previous government for not investing adequately in Covid recovery efforts and early support services, leaving schools to manage the fallout with limited resources.

The report was particularly critical of schools that failed to teach young pupils good behavior, noting that classrooms often became chaotic when children were not shown how to properly care for toys and equipment. Even play-based learning was sometimes ineffective, lacking the structure needed to teach problem-solving, collaboration, and persistence. In such cases, children were busy but not mentally engaged, the report concluded.

The findings underscore the continuing challenges schools face in supporting young children as they recover from the developmental setbacks caused by the pandemic.