Attendance in England’s schools: turning data into action
The latest Department for Education figures confirm that attendance remains a significant challenge nationally and locally. Across the 2025/26 academic year so far, attendance in state-funded schools stands at 93.36%, meaning pupils have missed 6.64% of all possible sessions (DfE, 2026). Although this marks a gradual improvement since the immediate post-pandemic period, absence remains well above pre-pandemic levels of around 4.7%.
Beneath the national headline figure sit marked differences between phases. Attendance in primary schools remains stronger, at 94.6%, while secondary attendance is lower at 91.9% (DfE, 2026). Despite this, absence at primary phase remains above pre-pandemic levels, and persistent absence continues to affect a significant minority of pupils.
These early patterns matter. Research and national guidance consistently highlight that attendance habits form early, and patterns of absence established in primary school often persist into secondary education if not addressed.
Attendance data highlights where absence is happening and who is affected, but it cannot explain why. Without understanding the drivers behind absence, schools risk treating attendance as a compliance issue rather than an engagement issue.
Persistent absence is rarely caused by a single factor. It is often rooted in overlapping barriers such as unmet special educational needs and disabilities (SEND), mental health needs, family pressures, poverty, curriculum access and, crucially, pupils’ sense of belonging in school. Addressing these drivers is essential for sustained improvement.
What this means for schools
Understanding the causes of absence is central to improving outcomes, safeguarding and school culture.
Reduced outcomes
Regular absence disrupts learning continuity and widens gaps in knowledge, confidence and engagement, particularly for disadvantaged pupils. In areas like Kent, where persistent absence is above national levels, this represents a significant risk to long-term attainment.
Impact on safeguarding
Reduced attendance limits daily visibility, pupils who are not in school regularly are less likely to benefit from protective relationships with trusted adults, and emerging needs may go unnoticed. Persistent absence is often an early indicator of vulnerability.
The Department for Education’s Regional Improvement for Standards and Excellence (RISE) programme identifies attendance as a key barrier to raising standards.
What schools can do now
Schools making progress on attendance are focusing on culture before strategy, aligning closely with inspection expectations.
Here are some of the strategies to focus on:
Strengthening belonging and connection
Pupils attend more regularly when they feel safe, known and valued. Consistent routines, inclusive curriculum design and trusted adults are particularly important in areas with high persistent absence.
Using a ladder of support, not a staircase of punishment.
Graduated, supportive responses help address barriers early, especially in secondary schools where over one in four pupils are persistently absent.
Clear leadership ownership
A senior attendance champion ensures attendance remains a strategic priority, with clear accountability for monitoring trends and coordinating support.
Precision with data
Weekly monitoring should identify patterns and trigger support, but always alongside professional curiosity about underlying causes.
Additional support for success
Join my workshop, The Attendance Matters: Strategies for Success, which supports schools to move from identifying attendance patterns to understanding and addressing the underlying drivers of absence.
The training helps leaders and practitioners to:
- interpret attendance data meaningfully
- identify and address barriers to attendance
- embed a culture of belonging and high expectations
- apply a tiered, evidence-informed approach
- monitor impact and sustain improvement.
By connecting inspection expectations, national priorities and research on belonging with practical strategies, the workshop equips schools to deliver sustainable, system-wide improvement. Improving attendance is not about quick fixes. It is about understanding barriers, strengthening belonging and leading a consistent whole-school response.
Register now for Attendance Matters: Strategies for Success and equip your team with the insight, tools and confidence to turn attendance data into lasting impact.
Good attendance is a learned behaviour, and the most effective schools recognise that it is an integral part of their ethos and culture.
Find out more about George here.
