School Attendance

Jim Shannon Excerpts

Tuesday 23rd January 2024 Westminster Hall

[Vicky Ford (Chelmsford) (Con)]

I beg to move,

That this House has considered school attendance.

It is a delight to serve under your chairmanship, Mr Twigg, and thank you for giving us the opportunity to discuss school attendance in this Chamber. I note that a very similar debate is happening in the main Chamber—excuse me for having run from there to here. I understand that that is an extremely unusual occurrence, and Mr Deputy Speaker could not reflect on a time in 21 years when two debates on an identical issue had been tabled in both Chambers at once. Mine was tabled first!

A great deal has been written about school attendance recently. People are right to be concerned, with the number of severely absent or persistently absent pupils having soared since the pandemic. Last spring, nearly 1.5 million children were persistently absent from school, which means that nearly one in five children is missing 10% or more of their school time—the equivalent to an afternoon or more of every week of school. Education is key to giving young people access to skills and opportunities in their future, and the sudden surge in persistent and severe absences risks a profound impact on educational attainment and longer-term outcomes. That is why, before Christmas, I tabled a Bill to tackle the issue.

We should be extraordinarily proud of our nation’s young people. Children in England now rank 11th in the world for maths and 13th for reading. Back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed that cohort of children 27th for maths and 25th for reading. There has been phenomenal progress in children’s school journeys over those 14 years, and we must not let that slip.

The reasons for increased levels of pupil absence are multiple and complex. They include issues such as support for those with special educational needs and disabilities, anxiety and mental health. We know, for example, that if a child’s SEND needs are unmet, that can lead to them missing out on education. I am also concerned about the rise in children being put on part-time timetables, especially children with SEND who may not yet have an education, health and care plan—part-time timetables should be used only for a very short time and in exceptional circumstances.

Changes in attitudes towards minor ailments may be another driving force behind school absences. Parents are now more likely to keep their children at home for minor illnesses such as coughs and colds than before the pandemic. In most cases, children are better off in school, including when they have minor ailments. There may be other changing societal issues. For example, a mental health services provider in my constituency suggested to me that increasingly addictive online gaming is impacting negatively on mental health and resulting in more of the children and young people they see missing out on school. I would like to see more research on that to see whether those societal issues are also driving some of the change.

For the most vulnerable pupils, regular attendance is also an important protective factor. Research shows that regular absence from school can expose young people to other harms, such as being drawn into crime or serious violence. The Education Committee heard that children missing out on school was one of the biggest risk factors in cases of child exploitation. These are yet more reasons why we must find new ways to bring those who are missing out back to school and ensure that young people turn up to class.

Every parent has a legal responsibility to ensure that their child receives an education. If they decide to have their child registered at school, they have a legal duty to ensure their child attends that school regularly. However, in addressing the issue of school attendance, it is important that we do not simply lay the blame at the door of hard-working parents. Most parents want their children to do well, but many need help to support their children to fulfil those aspirations. Securing good attendance requires a holistic approach—an approach that brings together schools, families, the local authority and other local partners.

Much detailed work has already been undertaken. In 2022, following a detailed consultation, the Department for Education published new guidance entitled, “Working together to improve school attendance”. Running to more than 60 pages, it is extremely detailed, with a great deal of emphasis placed on early help and multidisciplinary support. It requires every school to have a senior member of the school’s leadership team acting as an attendance champion and sets out how schools and other partners should work together.

Last year, the Education Committee undertook a detailed inquiry on attendance. Witnesses agreed that that guidance needed to be put on a statutory footing, and that was a major recommendation of the Committee. Making it mandatory for bodies to follow that best practice is supported by the Children’s Commissioner and the Centre for Social Justice, as well as the Education Committee and many other experts.

That is why, before Christmas, I presented a private Member’s Bill to the House of Commons to make that happen, the School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill. It will make the guidance statutory so that all schools, trusts, local authorities and other relevant local partners must follow it. The Bill will contain two clauses. The first will introduce a new general duty on local authorities to exercise their functions with a view to promoting regular attendance and reducing absence in their areas. The second will require schools of all types to have and publicise a school attendance policy. Both clauses will require all schools and local authorities to have regard to guidance issued by the Secretary of State. That will all be achieved by inserting two clauses into the Education Act 1996, under section 443.

Incidentally, I have given copies of the wording of that Bill to the Public Bill Office today. It will be printed overnight and will be available for Members to read tomorrow. The DFE has also told me that it will publish a revised version of the guidance ahead of the new provisions taking effect, and that the guidance will help to reduce unfairness in the amount of support available for families in different areas of the country and level up standards in areas with poorer attendance by providing consistent access to support.

Local authorities will need to provide all schools with a named point of contact for support with queries and advice. They will need to meet each school termly to discuss cases where multi-agency support is needed, work with other agencies to provide that support where it is needed in cases of persistent or severe absence, use their services and levers to remove common causes of absence in their areas, and monitor and improve the attendance of children with a social worker.

[Jim Shannon (Strangford) (DUP)]

I commend the right hon. Lady for bringing forward this important subject for debate. I know that there could be no better person than the Minister to answer the points that she is putting forward. Does the right hon. Lady not agree that the mixed messages over covid about learning from home have left a lot more parents either more complacent about attendance or expecting teachers to provide online learning to help their children catch up? There is no substitute for in-school learning; I think that the right hon. Lady said that, and I agree with her. Teachers cannot be expected to double their prep and delivery on behalf of those children whose parents keep them off and ask for the learning to take place on their schedule. Does the right hon. Lady agree?

[Vicky Ford]

I think that the important message to get to children and their families is that the best place for most children to be is in school. That is best for their education. It is best for their friendships. It is best for their development. It is best for their learning in other extracurricular activities. There is also a separate issue of home education, which I will get to shortly.

Under my Bill, which makes the guidance mandatory, schools will be expected to have an attendance champion, to have robust day-to-day processes for recording, monitoring and following up absences, to use their attendance data to prioritise the pupils and cohorts on which to focus their efforts, and to work jointly with their local authorities and other agencies where the causes of persistent and severe absence go beyond a school’s remit.

The Local Government Association, for which I have great respect, has written to me in advance of the debate, saying that there is urgent need for a cross-government, child-centred strategy to tackle rising disadvantage and the wider factors that contribute towards persistent-absence children missing out on school. It says that that must include reforming the SEND system, expanding access to mental health support and youth services, connecting with hard-to-reach communities and ensuring that schools are resourced, supported and incentivised. The LGA also supports the introduction of a register of children who are out of school due to elective home education. That would improve the data on the visibility of these children so that councils can verify that children are receiving a suitable education in a safe environment.

A register of children who are out of school due to elective home education is not part of my Bill, but it is part of a Bill tabled before Christmas by my hon. Friend the Member for Meon Valley (Mrs Drummond), who is a former Ofsted inspector and just spoke in the debate in the main Chamber. I know that Government Ministers are assisting her with the Bill; it is on the Order Paper and has been since December. It does not need to be overtaken by an Opposition day debate to table yet another Bill, because that would be confusing. We have two Bills, they are going through the House, and they are already on the Order Paper.

The Centre for Mental Health and the Children and Young People’s Mental Health Coalition have written to me to point out the link between mental health and absence from school that I have mentioned. They recommend that a mental health absence code is introduced. The issue of different absence codes was also raised by the Education Committee. It is not specifically addressed by my Bill, but the Minister may wish to comment on it. In their letter, they welcomed the “laudable progress” being made in rolling out mental health support teams to many thousands of schools. They would like its funding to be guaranteed and an assurance that all schools will have access to these teams. It would be helpful if the Minister could address that in his answers to the debate.