Innovative package of support to drive further progress on attendance for all pupils

The government has unveiled an innovative package of support arming schools with the knowledge of how to break down barriers to attendance.

The government has provided schools with game-changing AI-harnessed attendance reports that will help them to know where to provide targeted interventions by identifying groups of pupils – like those with SEND or on FSM – who have the highest absence and identify those at risk of becoming persistently absent in their schools.

The reports will help drive up attendance for all children to achieve and thrive as part of its Plan for Change by benchmarking schools against 20 peers with similar characteristics to clearly reveal each school's strengths and weaknesses.

It comes as secondary schools have also been provided with their incoming Year 7 attendance data to help them identify which pupils might need support and ensure that is in place for them from the very first day.

This will ensure further progress in turning the tide on school attendance, with green shoots already being seen with students attending over three million more days in schools so far this year than last. 

The news comes as stark new government analysis also highlights a sharp decline in attendance for pupils with SEND as they transition between primary and secondary schools - significantly higher than the proportion of peers without SEND. This highlights the need to better support children with SEND with better inclusion to help drive up attendance across the board.

The latest data reveals that a quarter of pupils with SEND (35,660) missed at least 19 days or 10% at the end of primary school - surging to around a third in Year 7 (40,109) and Year 8 (46,488).

In comparison, 13% of children without SEND (72,824) were persistently absent in Year 6 and 17% of children in Year 7 (95,709).

The government is already paving the way for significant, long-term reform of the SEND system by investing £1 billion and £740 million to encourage councils to create more specialist places in mainstream schools.

Education Secretary Bridget Phillipson said:

“We are beginning to turn the tide on school attendance, but there is much, much further to go and nowhere is that more true than for children with SEND or on free school meals.

“Information is power – and schools' access to these world-leading AI tools will put the data they need at their fingertips, so they can target support to the pupils who need it most.

"We're getting on and delivering our Plan for Change, making sure every child has the chance to achieve and thrive.” 

ENDS

Background on attendance measures:

• On top of this support, the Secretary of State has challenged trusts and local authorities which have schools with high absence rates compared to similar schools to set out a plan of action to increase attendance as fast as possible. As a result of the engagement, trusts and local authorities agreed to a series of actions including further work to identify the potential causes of poor attendance by data analysis and setting attendance targets for schools, for example for children eligible for free school meals and with SEND.
• Additionally, in March, thousands of secondary school teachers across the country were brought together in conferences to identify barriers in the system and turn the tide on absence.

Quotes on AI-harnessed attendance reports:   

• Deputy Head at Macmillan Academy in Middlesborough, Andy Jordan, said:

“The similar schools comparison report allows us to see our data in a realistic context. It's the best use of data I have seen in a long time.”

• Director of Safeguarding and SEND at Three Spires Trust in the West Midlands, Sarah Milne, said:

“I am genuinely appreciative of the reports we are getting this year about attendance - they are having an impact on the work that we are doing and the way that we are working.

“These reports mean that, drawing on the recommendations in the 'areas of relative strength' and 'areas to focus on', we have been able to start to further sharpen our strategic approach to attendance across the trust and within each academy.”

Quotes on the transitions data:

• Attendance Improvement Manager at Oldham Council, John Gilmore, said:

“In Oldham council we used primary attendance data from the Department last year to support families as their children transition from primary to secondary school, this brought about a significant improvement in attendance rates in year 7 this year.

“This national approach will support a positive to a child's secondary school life that will have a lasting impact.”

• Education Director at Cabot Learning Federation in the South West, Kate Richardson, said:

“The sharing of this data will allow our secondary schools to be far more proactive in working with children and families where attendance is a barrier to them thriving.

“We are already exploring how we might use it to further relationships and support consistency in expectations for children and families around the importance of attending school.”

• Director of Education at Stockport Council, Tim Bowman, said:

“Here in Greater Manchester, we have been working with the DfE over the last year to improve school attendance and we know that making the best and earliest use of Year 6 data supports the best transition to high school for children and can have a transformatory impact on their attendance.

“This new national approach is fantastic news because it is going to make easier to do this, helping us to ensure every child has a well-planned and successful transition to secondary school.”

Background on SEND:

• The Government is paving the way for long-term reform of the SEND system to ensure mainstream schools are more inclusive which will help to tackle high absence.

Case study on SEND:

• Putteridge High School of the Chiltern Learning Trust in Luton, is an example of a school that has bucked the national trend of declining attendance for pupils with SEND through effective inclusion. The school's absence rate for children with SEND is 9%, notably lower than the national average during the spring term for pupils with an EHC plan of 14%. Visits are organised and led by staff members in the secondary school while the students are still in their primary settings to secure relationships. Meetings are held with SENCOs from primary schools to relay students' needs and create specialised comprehensive packages of support, from hybrid timetables to classroom access arrangements. A set of specialised interventions including a summer school, SEND transition day and personalised tours, photos and videos of the school and key workers which are shared with students ahead of September to begin familiarising them with their new environment before they join, supports a strong start. In addition to this, there is a group of SEND students with high level needs that receive one to one support with specialist staff members to enable them to access the learning and subject curriculums in an environment best suited to their needs. These students may require high levels of support at different times throughout the school year. The support they receive will be reduced and enhanced to develop periods of independence and confidence. If vulnerable students are missing or do not arrive at school, attendance officers, pastoral officers and family workers call home and visit to understand the specific barriers to attendance and support home and school routines.

Assistant Headteacher responsible for attendance, Laura Bartoletti, said:

“We are extremely proud of our inclusive environment where all students have access to quality first teaching. We have extremely high expectations of all our students in relation to standards, attendance and outcomes.

“Our culture and ethos instils values and secures progress that enhances the life chances of our students.”

Hasnain attends the schools and has an EHC plan as he is partially sighted and suffers from bilateral renal kidney failure. As a result, has had very poor attendance historically and consequently had huge gaps in his learning.
The tailored support provided by the school led to increased attendance and his global developmental delay has noticeably improved along with his ability to concentrate in lessons.

His mother, Umera, said:

“Hasnain has had very poor attendance historically and consequently had huge gaps in his learning. This was particularly noticeable last year when he had to be hospitalised on several occasions to avoid further medical complications.

“From the moment Hasnain joined Putteridge High School, his learning journey has been nothing short of remarkable. He has made incredible progress, both academically and personally.

“One of the most significant turning points before Year 7 was when Child B underwent a kidney transplant. It was a challenging time for our family, but thanks to the unwavering support of Mrs Solanki, Mrs Shah, the SEND staff and entire school staff, Hasnain began to focus on his learning once again.

“The school's dedication has truly made a difference in Child B's life.”

Quote on SEND:

• Strategic Director of Education at National Association for Special Educational Needs, Lorna Beard, said:

“The significant difference between attendance and persistent absence rates between children and young people with SEND and those without, is a symptom of a system that is not working for those with additional needs.  

“Many schools are acting through creative and effective targeted support.  Many are rethinking about how they can work differently to improve provision for their learners who are find the reality of their school experience too overwhelming on a daily basis. 

“A tool that will support them to understand the needs of their cohorts on a wider scale will be a welcomed addition enable them to better support their most vulnerable learners.”