School Attendance

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.

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?

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.

Having been born and brought up in her early years in Northern Ireland, the right hon. Member will know of the excellent educational facilities and teaching in that part of the United Kingdom. She makes a valid point about mental health. She will know that one in eight young people in Northern Ireland experience anxiety, which is 25% higher than in the rest of the UK. Does she agree that there needs to be a focus across the United Kingdom on mental health because it is contributing to children’s absence from school?

I thank the hon. Member for her comments. I remember my time in education in Northern Ireland very fondly. I was lucky to have access to a brilliant education in both state and private schools and to benefit from scholarships. I have excellent schools in my Chelmsford constituency. I commend the Government for the increase in recent years in the number of good and outstanding schools across the country.

On mental health, the Schools Minister has just explained in the main Chamber how the mental health support teams have been rolled out already to thousands of schools, and that they are working with the NHS to see that rolled out more widely. That is already in progress, and I have asked the Minister to address more of that roll-out. I know that it makes a difference, and it was a major ask from the coalitions of mental health experts who wrote to me. There is also, often, bespoke local need, such as that addressed by the amazing Kids Inspire charity in Essex, based in my constituency of Chelmsford, which does wonderful work. Part of it is funded by the voluntary sector, and part of it is state funded through grants. It does fantastic work with children who have been at risk of trauma.

I say to the hon. Member for Upper Bann (Carla Lockhart) that it breaks my heart that Stormont is not sitting. If it were, Northern Ireland would be able to make its own decisions to address the particular mental health and other health needs there.

I thank the Centre for Social Justice for all its research on the subject, and the Children’s Commissioner and her team for their research and advice. As well as listening to the views of colleagues today, I have been working with the Children’s Commissioner, who is helping me to host a major roundtable next week so that I can hear the views of schools, social workers, parents and other expert groups directly. That will happen before my Bill has its Second Reading on Friday 2 February. I hope that the Bill will receive cross-party support from all Members in the Chamber and that they will ensure the same from other Members of their parties, which will enable it to pass swiftly through Second Reading and into Committee. Through that, we can make the guidance mandatory so that every school, local authority and body follow best practice. It is a positive legal step that we can take to enable children to get the support they need and help them return to school.

I thank the right hon. Member for Chelmsford (Vicky Ford) for securing the debate. I was unable to attend the Labour Opposition day debate on a similar theme, so I appreciate being able to raise my points here. School absences are a huge problem, and we all agree with that. In County Durham, there were well over 1,000 absences in the 2022-23 autumn and spring terms. That number has sharply risen since the 2016-17 autumn and spring terms, when there were under 250 absences in the county. The Labour party estimates that the number of absences will rise to well over 1,800 by the 2026-27 autumn and spring terms, which would be an increase of 377%—unless, of course, there is a change of policy or, better yet, a change of Government.

My hon. Friend is making an excellent speech. Does she agree that we need a coherent strategy for tackling persistent absence, which includes a new register for home schooling, to keep track of these absent pupils?

I absolutely agree. All children, whether they are in mainstream schooling or not, deserve to have the same importance placed on their education and their life chances. In Durham, we are blessed with incredible educators, and I must mention Mr Byers of Framwellgate School Durham, who publicly shared his recent letter to families highlighting the importance of good attendance. Mr Byers also encouraged families to reach out for support if they were struggling with their children. We must remember that support is key to ensuring that children achieve all that they are capable of, and I will miss Mr Byers’s supportive attitude when he sadly leaves Fram School in the near future.

It would be remiss of me not to mention St Leonard’s Catholic School in my constituency, and I am sure that Members will appreciate that my constituents, especially those affected at St Leonard’s, will want me to use all available opportunities to raise what their children are going through—after all, that is what they sent me here to do when they elected me in 2019. St Leonard’s was ordered to close just days before the autumn term began last year because of the presence of reinforced autoclaved aerated concrete. According to the Government’s own figures, pupils at St Leonard’s only moved back to full-face education learning at the end of November. Before that, they were in a mix of face-to-face and remote arrangements, and for almost two weeks in fully remote learning.

I want to focus on that because, for the weeks that pupils were not in school, they were unable to socialise or receive a face-to-education, and they were placed in a topsy-turvy arrangement of being taught remotely and then off site. Their education was severely disrupted and it still is—they are being taught in inadequate settings. I would wager that the disastrous impact of RAAC is not too dissimilar to the effect of chronic absences. Absences can severely affect a pupil’s future opportunities—just look at the situation at St Leonard’s—and the Department for Education has not offered any dispensations. In fact, Durham University said the following in a report released last week:

Mr Twigg, I am grateful to serve under your chairmanship, and I congratulate my right hon. Friend the Member for Chelmsford (Vicky Ford) not only on securing this debate but on her excellent speech.

I attended the SEND Reform England event last week, which was a great opportunity to speak to specialists in the area. Its manifesto, which was circulated at the event, says that 24% of identified SEND pupils have an education, health and care plan, or EHCP, which meant 390,000 pupils in 2023. Additionally, it reports that 97% of school leaders think that funding for all SEND pupils is insufficient and 95% think that funding is insufficient for pupils with an EHCP.

During the covid period, I had weekly online meetings with county leaders and my fellow Gloucestershire MPs in which the challenges facing schools were often discussed. There was huge concern about some students dropping out of the system, not engaging with online learning through the lockdown period and not returning to schools when they fully reopened.

The hon. Member for City of Durham (Mary Kelly Foy) referred to a school in her constituency being closed through RAAC, which I sympathise with. Of course that situation—of school closure—applied to pupils across the entire United Kingdom when their schools were closed during covid, so I think we are all very familiar with the effects of schools being closed. Nevertheless, as I say, I sympathise with what happened in that school.

The overall absence rate for primary and secondary schools in Gloucestershire during the autumn term of 2022-23 was 7.3%. That compares with a 6.6% absence rate for the autumn term of 2021. Before the pandemic, the rate was consistently below 5%. This pattern of increased absence since the pandemic can be seen in national, statistical neighbour, and south-west groupings. According to the Government website, across England in both the autumn and spring terms of 2022-23, the overall absence rate was 7.3%, with 21.2% of pupils being persistently absent across those terms, meaning that they missed 10% of sessions or more—an exceptionally high percentage of students missing classes.

Order. The sitting is suspended for 15 minutes.

On resuming—

The debate may continue until 5.45 pm.

I am grateful for your forbearance, Mr Twigg, given the debate in the main Chamber, and I am delighted to be able to resume my speech.

Just to quickly recap the last bit of my speech, before we had to suspend the sitting I was praising the Government for their attendance monitoring pilot programmes and particularly for delivering 18 new attendance hubs, which are doing much of what the private Member’s Bill introduced by my right hon. Friend the Member for Chelmsford (Vicky Ford) aims to do, disseminating best practice among all the agencies, and teachers and parents—everybody involved—to try and deal with the problem of absenteeism. I therefore wholly support her Bill.

At county level, Gloucestershire County Council provides support, advice and guidance for schools through the team of inclusion officers. This includes a specialist attendance officer who can support more targeted intervention work where needed. Leveraging technology to improve engagement and accessibility is also essential. Online learning platforms, digital resources and interactive teaching methods can cater to diverse learning styles and help to ensure that students remain connected to their studies, even in challenging circumstances that prevent them from attending in person.

As I and so many others have said, it is vital we do not allow students to be left behind. Regardless of how complex the reasons for long-term absence on an individual level, all children deserve a chance to have the educational, social and physical opportunities that schools have to offer. From my constituency cases, it is clear that many parents need the additional support of schools and others to assist with their children staying in education. By investing in early intervention, mental health support, addressing socioeconomic disparities and embracing technological advancements, we can all work towards creating an education system that is inclusive, supportive and ensures that every child has the opportunity to realise their full potential.