Other Education: The Journal of Educational Alternatives ISSN 2049-2162 Volume 8 (2019), Issue 1 · pp 58-67.

OTHER CONTRIBUTIONS

Flexischooling in : What We Did and Why Dumfries and Galloway Parenting Science Gang Citizen Scientists, UK

Abstract Parenting Science Gang enables parent A study on flexischooling in Scotland groups (this is 1 of 8 PSG groups) to come designed and carried out by a user-led up with scientific questions, then design, citizen science group using a variety of carry out and complete the research methods to ascertain flexischooling themselves. It is user-led citizen science. numbers and local policies in Scotland, The core team at Parenting Science parents views, and teachers views. Gang found us experts to consult with. This Findings include: an estimation of proved difficult because there was, at that flexischooling numbers in Scotland; the time, no published research into over-representation of Additional Support flexischooling, no-one even knew how for Learning pupils in flexischooling many children were flexischooling in numbers; the motivating factors for why Scotland. One educational researcher parents choose to flexischool their estimated there may be around 500 children children; the surprisingly positive in the UK as a whole. This was despite the experiences of teachers with experience of fact that, between the four of us mums, we teaching flexischooling pupils. could think of around 20 flexischooling children in Dumfries and Galloway alone. What We Did and Why We wanted to know: How many children In 2017 a group of parents came together really are flexischooling in Scotland? Why on a Facebook group entitled “Dumfries do families choose to flexischool and what and Galloway Parenting Science Gang.” is the effect on the child? Our anecdotal We were asked, “What do you wish evidence suggested that often teachers and scientists studied about parenting?”; “What schools seemed wary of flexischooling. We would you like to study?” None of us were interested to know what teachers with considered ourselves “scientists” or experience of teaching flexischooled “experts.” children think of it? After much discussion we coalesced We designed our study to comprise of around an interest in flexischooling which three elements: is defined by the Scottish government as 1. Freedom of Information Requests to where a child attends school part-time and all 32 Local Authorities in Scotland to is home educated for the remainder of the ascertain the numbers of week. Funded by the Wellcome Trust, flexischoolers in Scotland and what 58

Dumfries and Galloway Parenting Science Gang

their policies and procedures relating 17 responses were complete, with the to this were. remaining 12 being partially answered. 2. Parent Survey to ascertain families’ reasons for and experience of Total Local Authority flexischooling. Areas 32 3. Interviewing teachers with experience Local Authority Areas 2 reporting flexischooling (Aberdeenshire, of teaching flexischooling children to unavailable North Ayrshire) explore their views. Local Authority Areas 9 Ethical oversight and approval was from reporting 0 flexischooling the University of York Environment pupils Department Ethics Committee, via Dr Local Authority Areas that 11 declared at least 1 Sarah West, who is one of Parenting flexischooling pupil* Science Gang’s evaluators. All survey Local Authority Areas that respondents and interviewees consented to provided no or limited data their comments being quoted due to s.38 exemption, used s.17 exemption or did (anonymously) in this report. not respond to request 10 345 The Scottish Picture: Freedom of (0.05% of a total Total flexischooling pupils school roll of Information Requests reported across Scotland 682,305) In order to establish some baseline data on *Note that only accurate pupil numbers are flexischooling nationally, we submitted included here. Where approximate figures FOI requests to the 32 Local Authorities. have been provided (some LAs responded Although flexischooling is briefly with e.g. <5 pupils), they are not included. provided for in Scottish law, there are no accompanying national regulations, nor The top five councils for flexischooling guidance. Furthermore, there is no central numbers requirement to report flexischooling statistics. We therefore anticipated Council No. %age of Total %age significant regional variation in all aspects flexi national pupil of flexi of flexischooling management. pupils total roll pupil in LA Method 49,6 0.31% Fife 156 45% 60 Freedom of Information requests contained Dumfries 0.33% questions on the following areas: How the and 18,7 local authority manages flexischooling; Galloway 62 18% 52 (policies, processes, personnel and 50,6 0.09% information); Flexischooling numbers in Edinburgh 45 13% 07 Argyll & 10,3 0.37% the Local Authority area. Bute 38 11% 03 30,7 0.04% Findings Highland 12 3% 34 30 Local Authorities responded, although one response was unclear, leaving 29. Only

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There are difficulties with definition one Local Authority, Fife, accounting for Only 17 Local Authorities recognise the 44% of those numbers. This equates to term “flexischooling.” Four Local 0.05% of all Scottish school aged pupils. Authorities did not practise part-time school attendance. There were eight Flexischooling requests are an upward different terms used by the remaining Local trend Authorities. Of the 11 Local Authorities who recorded requests during the past three academic Establishing meaningful data was sessions (year), seven showed an upward challenging due to partial answers trend. The most notable increases occurred Of those 30 of 32 who did respond where Local Authorities are actively using (excluding the one unclear response) three flexible arrangements to meet pupils’ needs Local Authorities said they do not permit such as in Fife and Argyll. flexischooling and a further eight said they had no flexischooling pupils. Seven Local Flexischooling at level Authorities claimed either full or partial is policy-driven exemption on data. Two Local Authorities 10 Local Authorities provided a phase confirmed they have flexischooling pupils breakdown of flexischooling pupils. Eight but do not collect data. Local Authorities reported flexischooling occurring completely or predominantly There is significant variance in within primary level. Only two Local managing flexischooling Authorities recorded significant numbers of Three Local Authorities said they did not secondary pupils: Fife (61) and Argyll (38). permit flexischooling. 16 Local Authorities Both Local Authorities report actively manage flexischooling as part of their using flexible learning models. Home Education system, (and only four directly reference flexischooling in Additional support for learning needs guidance or information). Three Local are a significant factor Authorities manage it at Director/Head of Exempting the figures for Local Education Level. Four Local Authorities Authorities who did not report ASL data, manage it within their Additional Support nationally 35% of flexischooling pupils for Learning Team. Four Local Authorities were recorded as having ASL needs. Pupils manage it at Officer Level in other with ASL Needs make up approximately educational specialisms. Six Local 24% of the total school population, Authorities manage it within Quality therefore the figure of 35% of the Improvement. Six Local Authorities defer flexischooling population is significant. the process to Head Teachers. Several local authorities noted alternative educational arrangements that were “not Flexischooling numbers are very small flexischooling” that they did not include in In 2017 the pupil population of Scotland their figures. This raises the possibility that was 682,305. The data submitted to us some councils have used a second records in the region of 352 flexischooling classification for part-time attendance of children nationally within Scotland, with Dumfries and Galloway Parenting Science Gang pupils with Additional Support Needs, not These councils may be open to legal included in this data. challenge from any parent in the region who has had a request for flexischooling A special case: Fife Council turned down. One response stood out from the other The data likely does not accurately submissions and merits individual reflect flexischooling numbers. The overall consideration. Fife actively uses Flexible quality of responses was poor and it seems Educational Arrangements across the local unlikely well populated areas like Glasgow authority. They submitted significant have no part-time attendees. The lack of policy, procedure and support documents; statutory collection of this data is likely to they recorded 156 flexischooling pupils: be a contributing factor. 44% of the total recorded; they have This data would suggest that although significant uptake in both phases; 61 numbers of flexischooling pupils are small, Primary pupils and 94 Secondary; they they are on the increase, particularly within recorded a 330% increase in requests Local Authority areas that support flexible between academic year 2015-16 (43) to education. 2016-17 (142). All flexischooling requests The data would also seem to support for the past three academic sessions have the theory that Additional Support for been accepted. It would be of interest to Learning (ASL) needs are a significant look at this local authority in more detail. factor in requests for flexible learning arrangements. Analysis The primary conclusion is that there Parent’s Views remains a lack of clarity about We received 23 completed surveys, relating flexischooling. There are significant to 30 children ranging in ages between five regional variations in how government (the starting age for school in Scotland) to guidance is interpreted and implemented. 13 years. Six children represented in the What guidance does exist makes clear surveys were identified as having that “The feasibility of each request [to Additional Support for Learning (ASL) flexischool] should be considered on its needs. These were the six oldest children own merit” (see: covered in the parent survey and also those https://www.gov.scot/publications/home- starting flexischooling later in their school education-guidance/pages/3/) career. This guidance has statutory status. “It The motivations for choosing is not the law that local authorities must flexischooling fell into two categories: consider each flexi schooling request, but it those responding to the needs of their child, is the law that they should have regard to either due to ASL needs (six children) or the guidance which tells them that they due to a perception of the school week should do this.” It would appear that the being too long for their young children: two local authorities who told us they do “He couldn’t cope with full time school so not allow flexischooling—Aberdeenshire flexi schooling enabled him to have an and North Ayrshire—are unlawfully education he could cope with.”; and those “fettering their discretion” in this matter. led by their own values and wishing their 61

Flexischooling in Scotland: What We Did and Why children to have a broader experience of education: a sense that their child chose education than mainstream schooling could learning, rather than it being compulsory. offer alone: “Knowing that there are However, drawbacks were also different possibilities than just ‘the one recognised. Some expressed concern their way.’” child may miss some learning or activities Children’s time educated outside of at school, although others pointed to the school ranged from a day a fortnight to two flexible nature of the arrangement enabling days a week, with most out of school for a children to attend school for particular day a week. The most common activities planned events. A couple of parents were were free play, and alternative teaching also concerned that their children missed with six specifically mentioning Forest out socially by being regularly absent from School. Others used the time for child led the playground: “I wonder if that learning or educational outings. A contributed to their being excluded or significant proportion focussed on meeting picked on in .” ASL needs or therapy. None said they Others perceived that the school or followed the school curriculum. teacher found the arrangement difficult to accommodate. In fact many stated that Benefits and drawbacks bravery was required when approaching the Overwhelmingly the parents completing school to arrange flexischooling: “Schools our survey stated that flexischooling are so rigid, the teachers really struggled to benefitted their child. Specifically, they work around even one day flexischooling.” recognised the benefit to family life of spending more quality time together and Thematic Analysis parents having a greater input into their The first of the two main overarching child’s education. It allowed for ASL needs themes identified in our Parent Survey’s to be met or for the stress of mainstream was in relation to parents’ motivations for schooling to be alleviated: “Less tired, flexischooling being either needs led or stopped crying about going to school, values led. Many parents felt flexischooling happier and less anxious.” enabled them to respond to their child’s Flexischooling changed the way needs and provide alternative education or children related to the world: enabling experiences, with a particular focus on broader social experiences, improving spending time outdoors, or finding relationships at home, and opening their additional support or space for their child minds to alternatives from the mainstream: to cope better with their ASL need. There “It made her realise school isn’t a was also strong evidence of parents being completely compulsory activity, and there led by their values and using flexischooling are other options.” as a way to encourage their child to relate Parents also noticed an improvement differently to the world including their in their children’s relationship to school peers, their family, their school and, more and learning related both to the reduction in broadly the institutions or systems of stress, and to allowing their children’s authority. interests to lead elements of their The second theme to emerge from our Parent Survey was in relation to parents’ Dumfries and Galloway Parenting Science Gang perception that the consequence of any negative effects, which might support flexischooling (whether intended or this decision to reject it by schools? We unintended) was to enable more balance. foresaw three possible avenues of negative This related to the balance of time spent effect—an effect on the child themselves, between family life and school life. It also or an effect on the teacher (perhaps related to the balance of forms and areas of increased workload), or an effect on the education. A few parents also stated the rest of the class (perhaps from disruption). desire for homeschooling and the desire or When explicitly asked this question, necessity of mainstream schooling. These the teachers all said there were no negative two themes were closely interlinked as effects on them as a teacher: those parents led by either needs or values described, in different ways, the balance I wouldn’t say there’d be a negative flexischooling enabled. impact on that at all….I wouldn’t It was clear that parents completing suggest there was any extra our survey did not want to reject workload. I haven’t found any mainstream schooling altogether. They saw negative points in my respect that benefits of it which they wanted their child make it trickier or make it more to experience. However, whether motivated difficult for me to do my job. I by responding to their child’s needs, or due wouldn’t suggest there would be any to their own held values, flexischooling more paperwork. offered a balance that neither exclusively homeschooling nor mainstream schooling Or on the rest of the class: could offer on their own. I don’t think it has an impact on the Teachers’ Experiences rest of the class. Kids are very in We interviewed four teachers with your face, it’s like here and if you experience of flexischooling. All four are not there to talk to [them], they teachers taught in rural primary schools in will just talk to somebody else.” Dumfries and Galloway. For practical reasons, we conducted Missing out? two interviews by telephone and two in When asked about the effects on the person. Recordings were then transcribed, flexischooled child, the first thing teachers and analysed using a thematic analysis talked about was children potentially approach. We identified four main themes. missing out in various ways. Missing out academically, i.e., missing parts of the Flexischooling doesn’t negatively impact curriculum, would seem to be an obvious anyone else worry, and most of our teachers discussed Anecdotally (for example in posts in the it as such, but then concluded that with the Flexischooling UK Facebook group), many children they’d taught it wasn’t, in practice, parents would like to flexischool, but have an issue: “I’ve not seen a difference in their requests turned down by the school. attainment in flexi-school children across We were interested to know, do teachers our cluster”: who experience flexischooling encounter 63

Flexischooling in Scotland: What We Did and Why

It tends to be the end of the week Two teachers thought that although that flexi-schoolers have their days flexischooling presented social challenges at home which, to be honest, works for the child, it brought potential benefits, better I would say. We tend to do the but that it would depend on the child: more teacher input, the more “Now, that said, it’s what comes of that. If teacher-led sort of experiences in the child gets past that or overcomes that lessons in the beginning of the week. then it is resilience. If they don’t, then it can feel excluding” and “They are very One teacher did feel that with one student it good at listening and tuning in to what’s had been an issue: gone on and filling in gaps. I would say they are better at that because they have In my experience, and I’m thinking to.” of a particular child, there was [an issue]. When I got them sort of in Benefits to flexischooling? the , so like P3/4, it Some teachers felt that the extra time with became apparent that there were their parents, more one-to-one attention, things there [about phonics] that and the fact that parents were taking a they hadn’t picked up on. conscious interest in their child’s education had positive effects for the child. But this Teachers spent more time talking about the depended on the quality of the parent/child possibility of students missing out socially. relationship and how the parents behaved: One teacher seemed to feel this was a significant problem and talked about it a You can tell the kids who’ve had lot: time, somebody spending time sitting with them reading and In my experience I’ve found that a following up at home, they gallop flexi-school child can find it that bit away, they are miles ahead, miles more difficult to sort of fit back in to ahead, and it makes a huge the social groupings, so week on difference. week. And: “I think the children that I’ve taught One teacher felt that actually it wasn’t that do have some flexi-schooling, they’re really an issue with young primary aged quite... personalities and quite confident children: children, I think.” They also felt different learning In P2 I find that they have a group of environments and experiences like forest friends and they move about still school were positive. Teachers mostly quite with the friendships...certainly, articulated reasons for wanting to with the age range I teach, I’ve not flexischool which aligned with what the noticed that that causes a problem parents said. with friendships or socially.

Dumfries and Galloway Parenting Science Gang

Barriers to flexischooling Discussion and Conclusion Given that many flexischooling requests The overall result of our evidence shows are turned down, but our teacher sample that flexischooling is a significant and who have experienced it seem broadly growing issue in Scotland, with both supportive, what is the reason for refusals? teachers and parents broadly seeing a Several possible barriers emerged variety of benefits and limited drawbacks. from our analyses. Comparing the teacher interviews and First, expectations of the child the parent surveys gives an interesting missing out—even though mostly our insight into where these two perspectives teachers concluded this wasn’t an issue in converge and diverge. Teachers focussed practice, it was usually the first thing any more on what children might be missing of them talked about, and they discussed it out on at school such as social interaction quite extensively. Teachers who haven’t and the potential for missing elements of experienced flexischooling, and haven’t the curriculum. Whereas parents focussed had a chance to see it work out OK, may more on what children might be gaining see that as a significant risk. such as more time outdoors, reduced stress, Second, the idea that “School is what broader educational experiences, and learning looks like”—teachers focused improved relationships with peers, family more on what children might be missing at and institutions. Teachers assumed parents school, than what they might be gaining would focus on curriculum at home, but no with their home school days. parents said they did. Both recognised the Third, teacher defensiveness: significant benefits of parents having a greater involvement in their child's I think there’s an element of being a education. Parents felt empowered by this little bit defensive...we are and that they were being led by their developed in the mould that says children's interests. Teachers described that we can provide something for those children who’s parents spent time children that is valuable and if you engaged in their education as being ahead believe that then you are always academically, and more confident. going to be slightly protective Significantly, the majority of the data from thinking, “Yes, I can do this job parents, and all the data from teachers possibly better than you.” related to Primary aged children and may not be transferable into Secondary School. Fourth, lack of clarity and guidance—most The FOI data, however, indicated a slightly teachers were hazy about the process of greater incidence of flexischooling in agreeing requests for flexischooling in their Secondary aged children than Primary aged school, what policies might be in place and children. they weren’t aware of any guidance on how Both parents and teachers shared they as a teacher should handle a concerns regarding children missing out flexischooling pupil. socially. However some parents noticed the benefits of broadening children's social experience by being involved in activities such as Forest School. Similarly, teachers 65

Flexischooling in Scotland: What We Did and Why downplayed social exclusion in practice, around flexischooling, which may focus on noticing instead a social resilience in risk management rather than the potential flexischooled children as a result of benefits to children and families. This is learning to be more adaptable. particularly concerning as the FOI requests Parents perceived a negative effect on indicated an increase in the numbers of teachers’ workload but teachers stated flexischooling requests over recent years. none. Both parents and teachers stressed Our evidence points to the lack of clarity the need for good communication and a and consistency in statutory guidance partnership between schools and parents. It causing additional stress both to families was felt that flexischooling parents were and schools. often more engaged in their child’s learning In relation to ASL needs, our and that this had a positive effect on evidence showed a mixed picture in children, and on the relationship between comparison to the national figures. ASL families and schools. There was some pupils make up 24% of the Scottish school evidence from parents that this led them to roll. Only 20% of the children represented have a greater involvement in their in our parent survey were identified as children's schools. having ASL need. However, our survey The lack of clarity and confusion figures were relatively small and our about flexischooling policy which the FOI sampling method not carefully designed to results reveal is echoed by teachers. It, and get a representative cross section. The FOI could be one reason why flexischooling results indicated 35% of flexischooled requests are often turned down. Only one children with ASL needs. Although the parent said they found out about FOI figures may undercount because some flexischooling from the school. Many ASL pupils will be in school part time parents also referred to bravery or courage without being recorded as flexischooling. when asked what their advice would be to As we did not ask teachers about any other parents, rather than to legislation, ASL needs we do not know how their which indicates inconsistency of policy and experience relates to this evidence. It is a sense of pioneering spirit felt in each clear from our data that children with ASL case. This was backed up in the FOI results needs represent a significant proportion of by the lack of consistency about what is flexischooling children, probably over- considered as flexischooling, even what represented in comparison to the national term is used to describe part time school role. Additionally, our parent survey schooling, whether ASL pupils are counted would indicate, that they access in their flexischooling numbers, what flexischooling later in their schooling and policies local authorities have relating to it, possibly continue until they are older. and who has responsibility for The evidence we gained from both flexischooling within each local authority. parents and teachers indicated that Both teachers and parents are flexischooling enabled a bespoke and child operating somewhat in the dark in most centred arrangement for pupils which fits local authorities. Given this lack of well into the Scottish policy of Getting It structural information or guidance, teachers Right For Every Child, relating to most of and heads need to make up mental models the wellbeing indicators. The FOI data Dumfries and Galloway Parenting Science Gang showed small but significant and Talk to SLT’s/Heads as they presumably potentially growing numbers of are the ones who say yes or no. Further flexischooling pupils in Scotland. Both of explore the special case of ASL needs these factors warrant further research in children who flexischool. this area. The parent and teacher data in our study almost exclusively relates to primary aged Suggested Future Research children. It would be interesting to do Talk to the children, what is their similar research around flexischooling at experience? Talk to more teachers. secondary level. Deliberately talk to teachers in Fife and Argyll and Hollinsclough School in , as well as other places - are teachers views or experiences different when they are in a flexischooling- Acknowledgements supportive setting. Talk to staff at Fife and With many thanks for the kind assistance Argyll Councils about how they manage of Dr Tara Jones and Dr Conney Gollek of their flexible learning approach, what the University of the West of Scotland. they’ve learned, and what challenges and Tara who helped us to plan and structure benefits they have found is suggested. Talk the research, and Conny who helped us to teachers with no flexischooling and over the finish line. And to the many compare. Get clearer insight into what teachers and parents who gave up their might be making schools say no. time to help us with this research.

Author Details The Dumfries and Galloway Parenting Science Gang consists of the following participant researchers in alphabetical order by first name: Ally Baker, Demi Powell, Jo Mallet, Lorraine Ishak and Sophia Collins. Contact: [email protected]

This written work by Dumfries and Galloway Parenting Science Gang is licensed under a Creative Commons Attribution 4.0 Unported 67