Five years since schools went into lockdown, attendance crisis at record levels - New IPPR report

A major new report from the Institute for Public Policy Research (IPPR) and The Difference today sets out a plan to end the rapid rise in absence, exclusions and the special educational needs crisis that all drive lost learning. 

Five years on from schools going into lockdown, the report brings together more than 100 teachers, leaders, students, parent groups and charities to pinpoint the root causes of lost learning, and to find solutions.  

New analysis for the report finds that children lost 6.8 million days of learning in the autumn term before the Covid pandemic (2019/20) due to suspensions and absences, but this rose sharply to 11.5 million days in the same period in 2023/24 - an increase of 67 per cent. Each year, more children lose out on more days of school: there was a rise of 10 per cent between the autumn terms of 2022/23 and 2023/24 alone. The most vulnerable and disadvantaged children are impacted the most. 

For every child that is permanently excluded, 10 other children experience an “invisible” move that isn't recorded in national data, or overseen by local authorities or trusts. This includes “managed moves” - which are informal agreements between schools - as well as the illegal practice of off-rolling. One third of children who experience one of these hidden moves goes to an “unknown destination” - meaning the Department for Education has no idea where or whether they are still being schooled. 

The report finds that the challenges of attendance, exclusion and the current special educational needs crisis are deeply related – and are all increasing. Exclusions are up by over a third in a single year, home education has increased by over 20 per cent between 2022/23 and 2023/24, and there has been a 140 percent increase in the highest level of special educational needs support plans since 2015. 

The plan to address this crisis is backed by education leaders and the charities Impetus and Mission 44, who have helped develop the recommendations in consultation with the 'Who is Losing Learning Council'. The Council included experts such as general secretary of the Association of School and College Leaders Pepe Di'Iasio, Bishop Rose Hudson-Wilkin, former education minister Edward Timpson, and children's commissioner Dame Rachel de Souza. 

The 10-point plan to end the crisis of lost learning includes: 

• Investing £850 million for inclusion over five years, which the report says would support half a million children, reduce their lost learning and improve outcomes – saving as much as it costs 

• Introducing legislation to monitor whenever a child is moved out of their school, to make sure we know where – and whether - our most vulnerable children are being educated   

• Changing schools' admission policies so that school intakes better reflects their local community to offer children from disadvantaged backgrounds the best chance of success in education 

Exclusive new modelling for the report reveals that £850 million of funding for mainstream school inclusion would provide half a million children with quicker support - and pay for itself by 2030 by reducing the need for 35,000 costly Education, Health and Care Plans (EHCP). 

The report also sets out a definition of inclusion – which the Public Accounts Committee called for back in January – that, accompanied by funding and accountability changes, could transform outcomes for a generation of children.  

Efua Poku-Amanfo, research fellow at IPPR, said: 

“Children can't learn if they are not in school or are in some other way lost from the classroom or unaccounted for. Since the pandemic, huge swathes of children have never returned, are being excluded or are mysteriously absent. Without urgent action to tackle lost learning, we risk failing the most disadvantaged children - those who could gain the most from an inclusive education system.” 

Kiran Gill, associate fellow at IPPR and founder and CEO at The Difference, said: 

“Our education system is failing the children who need it most. Despite school leaders' efforts, the system works against them. The consequences — rising mental health issues, youth violence, and risks to national growth — should concern us all. 

“The Who is Losing Learning? Coalition is determined change this. This report sets out a sector-backed definition of inclusion and a set of bold new reforms to end the crisis of lost learning and get children back into classrooms where they can learn and thrive. 

“This is the new frontier in education. Without more children in front of their teachers, we cannot raise attainment, improve employment, or give more children the safe, healthy childhood they deserve. It is in everyone's interest to find solutions to the crisis of lost learning.” 

Pepe Di'Iasio, chair of the Who is Losing Learning? Solutions Council and general secretary of the Association of School and College Leaders 

“Children cannot learn if they are not in school and are not engaged. Lost learning is impacting a large – and growing – group of children, with those living in poverty being hit the hardest. This destroys opportunity for those who need it most and is one of the most significant challenges facing the next generation. But this report gives me hope. Over the last six months, I have chaired a council of education leaders and experts to pinpoint the root causes of the problem and find solutions. This pioneering new report sets out a blueprint for an inclusive education system and the practical steps government can take to make sure that more children can benefit from the academic and social opportunities of an excellent education.” 

Anna Maxwell-Martin, actor, parent and supporter of the Who is Losing Learning? Campaign, said:  

“I, like all parents, want my children to feel safe and happy at school so that they can be their best selves. Today's report shows us that too often this isn't happening. I want to see all schools be inclusive and compassionate by design, rather than reacting only once children have reached a crisis point. Schools need to be supported with  training and leadership to make this a reality."