Schools: Persistent Absenteeism

Debate between Lord Sewell of Sanderstead and Baroness Barran

Wednesday 24th January 2024 Lords Chamber

[Baroness Barran (Con)]

Disadvantage has always been, and sadly continues to be, a major element in whether a child attends. However, we really need to look at those schools in areas of particular disadvantage or with particular challenges—for example, in coastal communities—to see which schools are beginning to break the back of this attendance and persistent absence challenge. We should listen and learn from them, which is where our attendance hubs come in. Those are schools which are having greater success in addressing attendance and sharing that insight with their neighbours.

[Lord Sewell of Sanderstead (Con)]

My Lords, can my noble friend the Minister tell us about some of the data analysis that the ministry has managed to work on over the last few years and how that relates to school attendance?

[Baroness Barran (Con)]

I thank my noble friend for his question. The data that the department is now collecting daily from about 88% of schools in the country—we are shortly going to make that mandatory, so that it will be 100%—gives us a real opportunity to have a more granular insight. Understandably, and rightly, there is much emphasis and attention on children who are described as severely absent, who are missing more than 50% of school. However, about a third of children, nationally, have between 6% and 15% absence. That is around the persistence absence threshold, and focusing on those children could make a real difference not only to them but to their teachers, their parents and their peers at school.

Schools: Absenteeism

Debate between Lord Sewell of Sanderstead and Baroness Barran

Thursday 20th July 2023 Lords Chamber

[Baroness Barran (Con)]

I understand where the noble Baroness’s concern comes from. Obviously, the children I meet tend to be hand-picked for perfection, but when I talk to children and suggest to them that not all their friends are in every day, they tell me they need incentives to come in, whether that is fun at the end of the day such as extracurricular enrichment activities or reward schemes. Some of the best reward schemes I have seen are run on a weekly basis, which addresses the point the noble Baroness raises: no child feels they have fallen behind so far they can never catch up.

[Lord Sewell of Sanderstead (Con)]

My Lords, I declare an interest here as somebody who, as a schoolboy, regularly bunked off school. Noble Lords will be happy to know that I want straight to the library and studied medieval poetry—so that was helpful. I would like to ask my noble friend the Minister if she could give us some good practice examples and models of schools or academy trusts that have brought children back to school.

[Baroness Barran (Con)]

I find it hard to believe that my noble friend bunked off school—although, obviously, medieval poetry was the first thing that came to mind. In terms of examples of good practice, there is a lot going on around the country. One of the trusts we work particularly closely with is the Northern Education Trust, which runs schools in places such as Middlesbrough, Hartlepool and Stockton. I went to visit its North Shore Academy in Stockton, where they are identifying children for whom reading is a particular barrier to engagement. They then communicate when children start to catch up with their reading to the parents, so parents are getting a good news story about their child at school and encouraging the child to go back to school. That, in turn, helps behaviour in the classroom because those children are no longer bored and potentially disruptive. That is the kind of thing on which we are encouraging schools to get together and share best practice.