Fall in Surrey primary school numbers due to lower birth rates – BBC

Report on Primary School Enrollment Decline in Surrey and Its Alignment with Sustainable Development Goals

Introduction

Recent council papers reveal a significant decline in the number of children starting primary school education in Surrey, equivalent to the loss of 56 classes. This trend is detailed in the School Organisation Plan 2025-2035, which outlines Surrey County Council’s (SCC) strategy to ensure sufficient school places over the next decade.

Key Findings on Enrollment Trends

1. Between 2003 and 2012, Surrey experienced a 22% increase in births.
2. Since 2013, birth rates have declined, impacting Reception to Year 2 cohorts.
3. Reception enrollment dropped from 13,438 children in October 2016 to 11,735 in October 2024, a 12.7% decrease.
4. This decline corresponds to a reduction of 56 classes across the county.

Implications for School Capacity and Sustainability

• There is currently an oversupply of infant, junior, and primary school places relative to demand.
• Some schools may face closure if pupil numbers remain low and are not projected to increase.
• Funding challenges arise as government allocations are based on pupil numbers, potentially affecting resources for staff, equipment, and maintenance.

Case Study: St Mary’s Church of England Infant School

St Mary’s Church of England Infant School in Shackleford exemplifies the impact of declining enrollment, with pupil numbers falling from 81 in October 2021 to 44 in October 2024. A consultation on the school’s future is underway, with a decision expected on 7 July. Local residents have expressed concern over the potential closure.

Strategic Response and Collaboration

Jonathan Hulley, SCC’s cabinet member for children, families, and lifelong learning, emphasized the evolving demographics affecting school populations. SCC is committed to working collaboratively with schools, academy trusts, and dioceses to develop innovative solutions that promote long-term sustainability and maintain high-quality education provision.

Future Projections and Special Educational Needs

• By 2029, Surrey anticipates the need for over 2,000 additional specialist school places, including for children with special educational needs and disabilities (SEND).
• Planning efforts include ensuring adequate resources and infrastructure to meet these specialized demands.

Alignment with Sustainable Development Goals (SDGs)

SDG 4: Quality Education

• Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all is central to SCC’s strategy.
• Maintaining sustainable school settings supports the goal of providing quality education despite demographic changes.

SDG 10: Reduced Inequalities

• Addressing the needs of children with SEND aligns with reducing inequalities within education systems.
• Equitable allocation of specialist school places ensures vulnerable populations receive appropriate support.

SDG 11: Sustainable Cities and Communities

• Planning for sustainable school infrastructure contributes to resilient and inclusive communities.
• Community engagement in school consultations reflects participatory decision-making processes.

SDG 17: Partnerships for the Goals

• Collaboration between SCC, schools, academy trusts, and dioceses exemplifies effective partnerships to achieve sustainable education outcomes.

Conclusion

The decline in primary school enrollment in Surrey presents challenges and opportunities for sustainable education planning. Surrey County Council’s proactive approach, grounded in collaboration and innovation, aims to align with the United Nations Sustainable Development Goals by ensuring quality, inclusive, and sustainable education for all children over the next decade.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on primary school education, school capacity, and sustainability of educational institutions, which directly relates to ensuring inclusive and equitable quality education.
2. SDG 3: Good Health and Well-being
   • Falling birth rates and demographic changes impacting school populations imply concerns related to health and well-being of children and families.
3. SDG 10: Reduced Inequalities
   • The mention of specialist school places for children with special educational needs and disabilities (SEND) relates to reducing inequalities in education access.
4. SDG 11: Sustainable Cities and Communities
   • School closures and community impact, especially in rural areas, connect to sustainable community development and infrastructure planning.

2. Specific Targets Under Those SDGs Identified

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including children with disabilities.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive.
2. SDG 3: Good Health and Well-being
   • Target 3.7: Ensure universal access to sexual and reproductive health-care services, which influences birth rates and population trends affecting school enrolment.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, disability or other status.
4. SDG 11: Sustainable Cities and Communities
   • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning.

3. Indicators Mentioned or Implied to Measure Progress

1. SDG 4 Indicators
   • Indicator 4.1.1: Proportion of children and young people achieving minimum proficiency in reading and mathematics (implied through focus on school enrolment and quality education).
   • Indicator 4.5.1: Parity indices measuring disparities in education access (implied by mention of SEND specialist places).
   • Indicator 4.a.1: Proportion of schools with access to basic facilities and disability-friendly infrastructure (implied by commitment to sustainable school settings).
2. SDG 3 Indicators
   • Indicator 3.7.1: Proportion of women of reproductive age who have their need for family planning satisfied with modern methods (implied by birth rate trends affecting school populations).
3. SDG 10 Indicators
   • Indicator 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities (implied by focus on inclusion of SEND children).
4. SDG 11 Indicators
   • Indicator 11.3.1: Ratio of land consumption rate to population growth rate (implied by planning for sustainable school infrastructure and community impact of closures).

4. Table of SDGs, Targets and Indicators

Source: bbc.com