Guidance for Improving School Attendance

Understanding the Current Attendance Challenges

Persistent school absence remains a significant concern for schools across the country. In a November 2023 blog, Lee Owston from Ofsted highlighted the growing issue: nearly 1 in 4 pupils were absent for 10% of school sessions in autumn 2022, a sharp rise from pre-pandemic levels.

The implications of this trend are far-reaching. Research consistently shows a strong correlation between high attendance and positive educational outcomes. Regular school attendance ensures that children engage fully in learning, social development, and extracurricular activities. More importantly, it provides stability, routine, and opportunities for personal growth.

Key Attendance Insights from the Latest Ofsted & DfE Reports

Ofsted’s "Securing Good Attendance" report outlines the most effective strategies for tackling persistent absence.
The DfE’s statutory guidance Working together to improve school attendance (2026 edition) sets out what schools must do to monitor and improve attendance.
The DfE Data Visualisation Tool helps schools identify patterns and trends in attendance to inform interventions.

What the statutory guidance expects (July 2026 edition)

Added 13 October 2026. Paragraph numbers are from Working together to improve school attendance, July 2026, which schools, trusts and governing bodies must have regard to.

Senior Attendance Champion: sets a clear vision, runs the systems for tackling absence, holds a strong grasp of absence data, and regularly monitors and evaluates what is working (para 23).
Attendance policy: as a minimum it sets out expectations and register closing times, how to request leave and report absence, the Senior Attendance Champion's name and contact details, day-to-day contacts, first-day follow-up, how good attendance is promoted, how data is used, and the strategy for persistent and severe absence (para 24).
Leave of absence: consider each request on its own merits; no blanket policy that grants leave automatically (para 5).
Illness: medical evidence should only be needed in a minority of cases; for complex or long-term needs, schools can seek it to plan support (para 62). Remote education is a last resort, as part of a reintegration plan (para 5).
Part-time timetables: only in very exceptional circumstances, agreed with the parent, part of a wider plan, with review dates and a proposed end date, and recorded as absence, normally code X or C2 (paras 65 to 70).
Governors and trust boards: promote attendance, make sure leaders meet their duties, regularly review and challenge attendance data, and make sure staff are trained (chapter 3, from para 71).
Local authorities: track local attendance data, lead the local strategy, and provide School Attendance Support Teams for advice, multi-disciplinary support and legal intervention; schools work with them on persistent and severe absence.
Penalty notices: schools must consider one, case by case, when a pupil reaches 10 sessions of unauthorised absence in a rolling 10 school weeks, with no blanket position either way (para 184). A first notice is £160, reduced to £80 if paid within 21 days; a second within three years is a flat £160; a third cannot be issued in that period (para 194). Other legal routes are attendance contracts, education supervision orders and prosecution.

What changed in the July 2026 edition

Moved here on 13 October 2026 from our summary of the August 2024 edition. From paragraph 5 of the July 2026 edition, which the DfE describes as clarifications after feedback; the chapter structure is unchanged.

Day-to-day practice: the register is taken at the same time for all pupils.
Analysing attendance: better advice on benchmarking, clearer expectations on identifying key cohorts, and young carers named explicitly.
Managing absence: clearer direction on illness-related absence and medical evidence; remote education only as a last resort, within a reintegration plan.
Leave of absence: each application considered on its own merits, with no blanket policies.
Roles: local authorities' strategic leadership, and clearer expectations of collaboration across trusts, schools and local partners.
Registers and codes: dual registration, flexi-schooling, no fixed abode, access arrangements, and when codes such as Q, D, Y6 and U apply.
Legal and technical points: removing names entered on the admission register in error, "reasonable distance" (Ground G), and reasonable adjustments.

Strategies to Improve Attendance

Schools play a central role in identifying barriers to attendance and implementing proactive solutions. While some factors may be beyond a school's control, there are several evidence-based strategies that can make a significant impact.

1. Identify the Causes of Absenteeism

Regularly meet with parents and carers to understand the challenges they face and collaboratively develop support plans.
Analyse attendance data to pinpoint trends, particularly for vulnerable pupils.
Use pupil and parent voice through surveys or focus groups to identify hidden barriers.

Resource: The School Leader Attendance Monitoring Checklist can help track progress and ensure no pupil falls through the gaps.

2. Strengthen Communication with Parents and Carers

Establish consistent messaging on the importance of attendance through newsletters, social media, and parent meetings.
Provide clear guidance on when a child should stay home due to illness, referencing resources like the NHS guide, ‘Is My Child Too Ill for School?’.
Implement early intervention systems to support families before absences become persistent.

Resource: The DfE Communication Toolkit provides templates for engaging with families effectively.

3. Build Strong Family-School Relationships

Implement parent engagement programmes that involve families in decision-making and school events.
Organise parent workshops on child development, educational support at home, and tackling attendance barriers.
Foster a welcoming school culture where parents feel confident communicating concerns.

Resource: The Barnardo’s Parent Support Programmes offer additional support to families experiencing difficulties.

4. Reinforce the Value of Attendance

Use assemblies, newsletters, and school-wide initiatives to celebrate attendance improvements.
Ensure that the curriculum highlights how each lesson builds on prior learning, emphasising the importance of daily attendance.
Develop recognition schemes such as certificates, rewards, and age-appropriate incentives for good or improved attendance.

Resource: The Ofsted Attendance Webinar provides insights into best practices for motivating attendance.

5. Offer Personalised Support

Mentoring and counselling can support pupils experiencing social, emotional, or academic barriers to attendance.
Provide academic catch-up programmes to ensure absent pupils can reintegrate smoothly.
Develop individualised attendance improvement plans for pupils with chronic absenteeism, engaging their families in the process.

Resource: The Educational Psychology Services offer specialist support to address underlying issues such as anxiety.

6. Collaborate with the Wider Community

Partner with local transport services to ensure access to school for pupils facing logistical barriers.
Work with healthcare providers to support pupils with medical needs.
Engage local charities and businesses to offer resources for families experiencing economic hardship.

Resource: The Local Authority Attendance Support Services can provide additional funding and intervention guidance.

Available Resources to Support Attendance Improvement

Attendance Checklist – A checklist against the statutory guidance.
Audit Tool for Improving School Attendance – A structured guide for schools to evaluate and enhance attendance policies.
DfE Data Visualisation Tool – Helps schools track and analyse attendance trends.
Ofsted's "Securing Good Attendance" Report – Case studies of successful attendance interventions.
NHS Guide: ‘Is My Child Too Ill for School?’ – Practical guidance for parents.
Barnardo’s Family Support Programmes – Resources for families facing attendance-related challenges.
DfE Communication Toolkit – Templates and strategies for effective parent engagement.

Final Thoughts: A Whole-School Approach to Attendance

Attendance improvement requires a whole-school approach, involving teachers, support staff, parents, and community organisations. By fostering strong relationships, understanding barriers, and implementing strategic interventions, schools can ensure that every child benefits from consistent, high-quality education.

What strategies have worked well in your school? Share your insights below.

For additional resources, visit:

DfE: Working together to improve school attendance (this link previously went to the 2022 "School attendance: guidance for schools", which the DfE has withdrawn)

Updated 11/03/2025