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

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

Overview of Enrollment Trends

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. The School Organisation Plan 2025-2035 outlines Surrey County Council’s (SCC) strategy to ensure sufficient school places over the next decade.

The report identifies falling birth rates and demographic changes as primary factors leading to an excess of infant, junior, and primary school places. Consequently, some school closures are being considered.

Statistical Data and Demographic Changes

• Between 2003 and 2012, Surrey experienced a 22% increase in births.
• From 2013 onwards, birth rates declined, impacting Reception to Year 2 cohorts.
• Reception intake dropped from 13,438 children in October 2016 to 11,735 in October 2024, a 12.7% decrease.

Implications for Education Sustainability

SCC emphasizes its commitment to collaborating with schools to develop innovative solutions aimed at achieving long-term sustainability. However, where child numbers remain low without projected increases, all options, including school closures, must be evaluated.

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

• Pupil numbers declined from 81 in October 2021 to 44 in October 2024.
• A consultation process is underway, with a decision on the school’s future expected by 7 July.
• Local community members have expressed concern about the potential closure.

Financial and Resource Considerations

The report highlights that government funding is allocated based on pupil numbers. High vacancy rates can reduce financial resources available for staff, equipment, and maintenance, impacting the quality of education.

Specialist Education Needs

SCC projects the need for over 2,000 additional specialist school places by 2029 to support children with special educational needs and disabilities (SEND), underscoring the importance of inclusive education.

Alignment with Sustainable Development Goals (SDGs)

SDG 4: Quality Education

The council’s efforts to maintain high-quality education through sustainable school provision directly support SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Collaborative work with schools, academy trusts, and dioceses to secure sustainable education settings.
• Focus on adapting to changing demographics to maintain educational access.
• Provision of additional specialist places to support SEND children.

SDG 11: Sustainable Cities and Communities

By managing school capacities and considering closures where necessary, SCC contributes to creating sustainable communities that adapt to population changes while preserving essential services.

SDG 17: Partnerships for the Goals

SCC’s collaborative approach with multiple stakeholders exemplifies SDG 17, fostering partnerships to mobilize resources and expertise for sustainable education solutions.

Conclusion

Surrey County Council is proactively addressing the challenges posed by declining birth rates and changing school populations. Through strategic planning and stakeholder collaboration, SCC aims to uphold the principles of the Sustainable Development Goals by ensuring quality, inclusive, and sustainable education for all children in the region.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article discusses the number of children starting primary education, school closures, and the need for sustainable school settings, directly relating to ensuring inclusive and equitable quality education.
2. SDG 3: Good Health and Well-being
   • The mention of specialist school places for children with special educational needs and disabilities (SEND) relates to promoting well-being and inclusive support for vulnerable groups.
3. SDG 11: Sustainable Cities and Communities
   • School closures and community impact, such as in rural villages like Shackleford, connect to creating sustainable and resilient communities.

2. Specific Targets Under Those SDGs

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 3.8: Achieve universal health coverage, including access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all (implied through support for children with SEND).
3. SDG 11: Sustainable Cities and Communities
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces, particularly for vulnerable groups (implied through maintaining community infrastructure such as schools).

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 populations and quality education).
   • Indicator 4.2.2: Participation rate in organized learning (one year before the official primary entry age) (implied by the data on children starting reception classes).
   • Indicator 4.a.1: Proportion of schools with access to disability-friendly facilities (implied by the mention of specialist places for SEND children).
2. SDG 3 Indicators
   • Indicator 3.8.1: Coverage of essential health services (implied by the provision of specialist education for children with disabilities).
3. SDG 11 Indicators
   • Indicator 11.7.1: Average share of the built-up area of cities that is open space for public use (implied through maintaining community infrastructure such as schools).
4. Additional Implied Indicators
   • Number of children enrolled in primary education (explicitly mentioned: drop from 13,438 in 2016 to 11,735 in 2024).
   • Number of school closures or schools at risk of closure (implied by discussion of school sustainability and closures).
   • Number of specialist school places available for children with SEND (explicitly mentioned: expected increase by 2029).

4. Table: SDGs, Targets and Indicators

Source: bbc.co.uk