The Safeguarding and Education Overview and Scrutiny Committee of Staffordshire Council met on Thursday 26 February 2026 to discuss safeguarding concerns related to self-neglect, school absenteeism and exclusions, and school attainment. The committee reviewed current responses to self-neglect, noted improvements in school attendance and reductions in permanent exclusions, and examined detailed attainment data across primary and secondary education.

Safeguarding Concerns on Self-Neglect

The committee received a report detailing Staffordshire's response to concerns surrounding self-neglect, a growing area of concern nationally and locally. The report highlighted that self-neglect, defined under the Care Act 2014 as behaviour such as neglecting personal hygiene, health, or surroundings, and including hoarding, has risen to become the fifth most common type of abuse reported in Staffordshire. National Safeguarding Adult Reviews (SARs) between 2019 and 2023 indicated that self-neglect featured in 60% of reviews, often linked to mental health needs, substance use, and diabetes. Local SARs, including those concerning David, Andrew, and Gillian, have emphasised the importance of understanding an individual's history, considering all legal options, and fostering multi-agency working.

Carmel Warren from Staffordshire Fire and Rescue Service explained their involvement, noting that hoarding presents significant fire risks. The fire service fits additional alarms, including linked alarms, and works with partners like housing providers and environmental health. They also refer cases to social workers for assessment. While the fire service can no longer assist with cleaning hoarding properties, they provide advice and support, including fitting alarms and offering home fire safety visits.

Councillors raised questions about the reporting of neglect and omission, with clarification provided that rates can appear high due to population density and that data is being analysed per 100,000 population to better target areas. Concerns were also raised about the time taken for the council to respond to referrals from the fire service, with assurances given that responses are risk-based, with high-risk cases addressed on the same day. The committee also discussed the role of technology in supporting individuals, with ongoing work to explore assistive technology and AI for check-in services and data analysis. Cultural awareness was identified as a barrier to effective professional curiosity, and work is underway to address this through initiatives like the RES race equality work.

School Absenteeism and Exclusions

The committee reviewed the approach and progress in safeguarding pupils who are regularly absent or excluded from school. The report indicated that while Staffordshire's overall attendance figures are better than national averages, there are concerns for specific groups, particularly at Key Stage 4. The council has implemented campaigns such as Little Heroes for primary schools and I'm Here for secondary schools to encourage good attendance habits.

Regarding exclusions, the report showed a significant reduction in permanent exclusions, falling from 110 in the autumn term of 2024-25 to 65 in the same period of 2025-26. This reduction was noted across all districts, although challenges remain in areas like Cannock. The data also highlighted that children in care and those subject to a child protection plan have not experienced permanent exclusions during the autumn term of 2025-26, which was welcomed.

Discussions covered the responsibilities of schools and the local authority in managing exclusions and absenteeism. The role of headteachers in making exclusion decisions was clarified, along with the statutory duties of the local authority's Education Inclusion Officers (EIOs) and Education Welfare Officers (EWOs) in supporting schools, pupils, and families. The Alternative Provision Panel (APP) was highlighted as a key forum for agreeing and monitoring suitable education for excluded pupils.

The committee also addressed the challenges faced by children with special educational needs and disabilities (SEND) and those who are electively home-educated, sometimes to avoid exclusion. The Department for Education's white paper on inclusive mainstream schools was mentioned, and the need to balance school responsibilities with the needs of the child was emphasised. The council is working with schools to support children with SEND within the education system and is developing programmes like Relational and Restorative Practice (RRP) and Raising Attainment of Disadvantaged Youngsters (RADY) to support vulnerable pupils, including those in care.

School Attainment 2025

The committee received a comprehensive report on school attainment across Staffordshire for 2025. The data revealed that while primary pupils in Staffordshire generally perform above national averages at the Good Level of Development (GLD) and phonics stages, and at the expected standard in reading and maths, performance at the higher/greater depth standard is below national averages across all areas.

In the secondary phase, Staffordshire pupils are performing below national averages for GCSE Attainment 8 and for grades 9-4 and 9-5 in English and mathematics. A significant concern highlighted was the attainment gap for disadvantaged pupils, who perform considerably below both national disadvantaged pupils and their non-disadvantaged peers in Staffordshire at both primary and secondary levels. The report also detailed gender differences, with female pupils generally outperforming male pupils in primary education, except in maths, and a similar trend observed in secondary attainment.

The report noted that 77% of Staffordshire schools now have academy status, meaning the local authority's direct role in school improvement is more focused on intervention where concerns arise in maintained schools and liaison with regional directors for academies. The council's risk analysis and categorisation process for schools was explained, with secondary schools showing a higher proportion in Category 3 (high concerns). The committee discussed the challenges of raising attainment, particularly for disadvantaged pupils, and the role of the local authority in sharing best practice and supporting schools, even with the shift towards a self-improving school system. The introduction of the Department for Education's Regional Improvement for Standards and Excellence (RISE) programme was also mentioned as a source of targeted support.

The committee also reviewed the work programme, noting the visit to Burton Pupil Referral Unit and the inclusion of an item on Return Home Interviews.