School Attendance (Duties of Local Authorities and Proprietors of Schools) Bill

I beg to move, That the Bill be now read the Third time.

This Bill on school attendance is important to our nation’s children and to their futures. At time when there is so much discord in politics, it has been truly uplifting to know that, when it comes to our children, even Members of Parliament can agree with each other and do the right thing. I want to start by thanking all colleagues, from all parties, for their unanimous support for the Bill at every stage of its proceedings through the House.

As a mum, I always wanted my children to have a wide range of choices available to them, so that they could choose the best opportunities for their future. Getting five good GCSEs gives a teenager a lot of choices. With these grades, they can do A-levels, T-levels or an apprenticeship. Without them, choices suddenly become much more limited. One of the schools in my constituency analysed the performance of two identical cohorts of students. Of the group who had attended 95% to 100% of the time, 82% got five good GCSEs; about five in 30 children did not. Of the group who had attended between 90% and 95% of the time, only 68% of them got good GCSEs; that means that 10 out of 30 did not get good GCSEs. That shows how even a tiny drop in attendance can have long-lasting consequences for our children.

The Children’s Commissioner found that three quarters of children who were rarely absent from school received five good grades at GCSE including in English and maths, but of those who are persistently absent—missing 10% or more of their school time—only one in three were meeting that standard. For children who were severely absent, only one in 20 were doing so. That is why we are all so correct in being so concerned about the rise in school absences.

Before I speak about absences, I want to say that 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, whereas back in 2010, when today’s school leavers were just starting out in reception, the same league tables placed the equivalent cohort of children 27th for maths and 25th for reading. I am really proud that every single school in my Chelmsford constituency is now ranked “good” or “outstanding”; 14 years ago under Labour, one in three kids in my constituency had to go to schools that were not even “good”. Let us be proud of our kids, but absence is a really challenging issue.

The pandemic significantly disrupted school attendance levels, not just here but across the world. About one in five pupils in England are still missing the equivalent of half a day or more of lessons a week. That means that over a million children are missing significant amounts of their education. That is limiting not only their education but their choices, their chances to make friendships and take part in enrichment activities, as well as so many other issues that are so important for their behaviour.

We know that the reasons for absence from school can be multiple and complex. Such issues include support for those with special educational needs and disabilities, anxiety or mental health issues. If a child’s SEND needs are unmet, that can lead to their missing out on their education.

Changes in attitudes towards minor ailments may be another driving force behind the rise in absences. I say to parents, who are now much more likely to keep their children at home for minor illnesses such as coughs or colds than before the pandemic, that they should please be aware that in most cases children are better off at school even if they have a minor ailment. For the most vulnerable pupils, regular attendance is also a really important protective factor. That is why I was very concerned to hear from an expert on alternative provision that attendance has dropped below 60% for the first time in some of the settings he covers.

We know that regular absence from school can expose young people to harms such as being drawn into crime or serious violence. Some commentators have noted that absence is higher among children on free school meals, but one multi-academy trust leader I spoke to who had done a lot of research at his school suggested that was not the case for all ethnic groups. Those schools he looked at with a higher proportion of pupils with English as a second language had a much higher level of attendance than school cohorts with a higher proportion of British white students. That really needs further investigation.

Another head of a multi-academy trust with schools in my area said there had been an uptick in poor attendance particularly among girls in years 8 to 10. Many other school leaders have confirmed similar trends and suggested that that may be linked to lower mental wellbeing and self-esteem. Those of us who attended Tuesday’s Westminster Hall debate on the impact of social media and screen time—particularly on teenagers and particularly on girls—noted the link between poor mental health among teenage girls and social media, and the further link between poorer mental health and higher anxiety and missing school. It is deeply concerning. There have also been stories in the press recently about the links, in some families, between the increase in hybrid working and children missing school. As a mum, I completely understand how much more difficult it must be to persuade a sometimes reluctant child to go to school if you yourself are working from home on the day in question.

All those issues are important, but my Bill will make a significant difference. It will mean that every council will have to use its services to help to remove the barriers faced by some children. It will mean that every school in the country will need to publicise a detailed attendance policy and share it with parents, pupils and carers. All schools and local authorities will have to follow best practice guidance on school attendance, which has put a great deal of emphasis on the importance of early help and multidisciplinary support. We know that some children and some parents face specific challenges when it comes to school attendance, such as transport needs or special educational needs, and the guidance covers those in detail.

Schools will be required to have a named attendance champion, and families will be aware of the expectations incumbent on them before choosing secondary schools. Local authorities will need to meet representatives of each school regularly, and together they will need to discuss cases in which multi-agency support is needed. In that event they will need to work with the agencies to provide that support, especially in cases of persistent or severe absence. The Bill provides a “support first” approach for families to help to ensure that children attend school regularly.

This is very simple but crucial legislation. I hope it will help to transform the lives of all children and young people; I hope it will reduce the unfairness whereby different amounts of support are available to families in different parts of the country by providing for a more consistent approach; and I hope it will open up a new conversation on the timings of holidays. I entirely understand the pressure on families to take time off for family holidays in term time because it is generally much cheaper, but if a child does miss out on school for that reason, it will have an impact on that child’s education and life choice, and it will not help the child in the long term.

I welcome my right hon. Friend’s Bill, and I agree with her that attendance is vital to a child’s education. She has made an important point about the effect that going on holiday in term time can have on an individual pupil, but does she agree that if pupils are missing, that will have an effect on the rest of the class, and that it is not fair on the teacher or the support staff who may have to work extra hard to ensure that the child who was missing can catch up without the whole class being affected?

As ever, my hon. Friend has hit the nail on the head. Some children need to take time off school because, for instance, they have appendicitis and are having an operation. Teachers understand that, and will work with children in that position to help them to catch up. However, we are now seeing an increasing number of children taking time off school—perhaps because it is a Monday or a Friday and they are extending a weekend and perhaps because a parent is working from home. It is impossible for the teachers to help so many children to catch up. They just cannot, much as they would want to. All those missed afternoons and missed mornings add up to a loss of learning. Not only does that hit children’s abilities to get good GCSEs, but teachers have explained to me that if it happens in the early years it can become an ongoing behaviour. We might think, “Oh, it really doesn’t matter, they’re not in an exam year,” but it builds in the habit and it builds in with the class, so it is crucial.

In order to try to solve the holiday issue, I would like to see schools use the powers they already have to vary their term times a bit, which might give more families the opportunity to avoid peak season options. Perhaps we will see more regional changes: for example, different parts of Germany have slightly staggered school holidays so that not all the country is trying to go to the beach at the same time. I have discussed with some of the headteachers in my constituency whether we could have an Essex approach.

We had a slightly different February half-term in Essex: our Essex children had their February half-term a week after the rest of the country, which gave families a bit more flexibility. Having a regional approach meant that, for families who had primary schools kids at one school and secondary school kids at another, the family school holidays still overlapped. I would like to see more work done by schools with their local authorities to see whether they can give a bit more of that flexibility.

I congratulate my right hon. Friend and fellow Essex MP the Member for Chelmsford (Vicky Ford) on her excellent Bill and on the skilful way she has guided it through this place. I was very disappointed not to be there in the Bill Committee, but I am delighted to be here to support her and her Bill on Third Reading.

My right hon. Friend is absolutely right that education is the best way to change our children’s future and thereby our country’s future, giving all our children the opportunity to excel and to develop their true potential. She is right to point out that we have made enormous strides with education, particularly under this Government and over the last 14 years, to a point where we now have the best readers in the western world. She pointed out how we have raced up the PISA tables; we now rank 11th in the world for maths and 13th for reading worldwide. However, I was deeply concerned last year to see reports suggesting that, in Southend, a fifth of school pupils are missing 10% of their lessons over the course of a year. The most recent data from Southend Learning Network suggests that, in primary schools, persistent absence sits at 5.7%, just above the national average of 5.4%. In secondary schools, persistent absence is 7%, which is below the national average of 8.7%. That is good news, but both those figures are still too high.

As my right hon. Friend eloquently demonstrated, only a small diminution in attendance can have a significant impact on exam results and, therefore, pupils’ ability to go on and fulfil their potential. That is why I welcome the action that she has taken. She highlighted how good attendance requires a holistic approach, involving schools, families, local authorities and other local partners, which I wholeheartedly agree with. I also agree with the view of the Education Committee, of which I am a member, that the Department for Education’s 2022 guidance, “Working together to improve school attendance” should be put on a statutory footing. The Bill takes steps to ensure that that happens.

I call the Opposition spokesperson.

I congratulate the right hon. Member for Chelmsford (Vicky Ford) on her Bill and her speech. I think we all agree that the current poor attendance constitutes a crisis that must be addressed as a matter of urgency.

Earlier this year, Labour tabled an Opposition day motion containing a range of possible ways to address the problem, but it is unfortunate that the long-term plan to deal with the school attendance crisis was voted down by Conservatives. Labour supports the Bill but, as the right hon. Lady acknowledged, it is a first step and not a magic wand. She is right to lay out the impact of absence on attainment, why we need to be concerned about that and the long-term impact of absence on children’s opportunity. It is important that our systems all work together to support children to stay in school, which is why we welcome clause 1, which introduces a duty on local authorities and clarifies their role in promoting regular attendance and reducing absence. Clause 2 is also important, as it includes particulars that schools must include in their attendance policies, with guidance on how they should be issued and communicated to parents. The measures are welcome and I hope that they will have a positive impact on the situation in our schools. I pay tribute to the think-tanks and mothers who have been involved in many discussions on how we tackle this issue across the House.

The right hon. Lady also mentioned some ways in which there could be variations in the school holidays, which could support greater attendance where holidays may be part of the challenge. In my constituency, I have talked to schools about the variation they have had, with two weeks for an extended half-term in autumn and one week less in summer, which they say has had a positive impact on engagement and support for learning.

Proper interventions are vital to get children back into the classroom. As the right hon. Lady mentioned, the figures are stark. Last year, under this Government, 21.2% of children were persistently absent from school. That is more than one in five, and double the figure just six years earlier. The number of children missing half their lessons has rocketed, too. In my local authority of Hounslow, it has more than doubled in just six years. Other areas have even higher numbers. How can we properly set up a child for the future if they are missing every other lesson in school?

I commend my hon. Friend for her support for further interventions to support children and young people facing mental health difficulties. It is an issue raised frequently in many MPs’ surgeries, including in mine, so I am very grateful for her support in this important area.

I thank my hon. Friend for that point. The broader point he is also making is that schools must have that support, because it is a part of how they can tackle absence in schools. That is why we need to tackle this issue head-on and not let it spiral further out of control.

Children are not engaging with the curriculum and assessment system, which has been described to us —I also speak on behalf of the shadow schools Minister, my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell)—as “joyless” and “narrow”. The UK now has the second lowest average life satisfaction of 15-year-olds in the OECD. Opportunities for music, art, sport and drama, as well as for discussion and debate, are often squeezed. Our curriculum and assessment review would look at delivering a broad curriculum that prepares children for the future, reflecting children’s desire for learning, as well as reflecting issues and diversity in our society.

Children’s early speech and language development has also suffered over the past few years, and covid contributed other stresses and anxieties. Getting it right at an early stage will lead to better engagement throughout school life. We would equip primary schools with funds to deliver evidence-based early language interventions. Finally, we would introduce a “children not in school” register to ensure that children who are not being taught in a school environment do not fall through the gaps.

Today’s Bill is extremely important and I again congratulate the right hon. Member for Chelmsford. I wish it well as it moves through the other place, but it is important to acknowledge that it shines a spotlight on the Government’s lack of action to deal with the crisis in our schools. Significantly, that was highlighted by Sir Kevan Collins when he resigned as education recovery commissioner in 2021. In describing the Government’s catch-up plan as “feeble”, he highlighted how there was not the intervention that we need to secure our children’s future effectively. That is why we need much more urgent action from Ministers on how they intend to tackle this problem. Tinkering around the edges simply will not do. We need a proper long-term plan, and if the Government will not deliver it, despite the right hon. Lady’s best efforts, the next Labour Government will do so.

It is a pleasure to respond to the debate and outline the Government’s view about the importance of delivering this provision. I thank my right hon. Friend the Member for Chelmsford (Vicky Ford) for her work on the Bill, and congratulate her on the manner in which she has managed to take it through the House and gather so much cross-party support. This is clearly a subject of huge importance to her. She talked passionately about the impact that the Bill will have in her constituency and across the country, and about how her experiences as a mother helped to shape her view about the importance of getting this issue right. I assure her that it is equally as important to me and to the Government more widely.

All evidence points to school as the best place for children’s attainment, wellbeing and development. This important Bill can play a crucial role in ensuring that all children attend regularly, and I am delighted to lend the Government’s support to it today. It has been clear through the passage of the Bill, as my right hon. Friend and the Schools Minister explained, that there has been significant cross-party support and co-operation at every stage. We thank hon. Members for that, including those on the Opposition Front Bench; it speaks volumes about the way that my right hon. Friend has managed to steer this important Bill through the House. Throughout its passage, Members have taken time to contribute and share experiences and views about how important this issue is, and we heard strong examples of the work that schools and local authorities are doing to improve attendance. We must ensure that that work continues and expands across the country.

The Government support the Bill, because we want to give parents clarity and to level up standards across all parts of England—across all 24,000 schools and 153 local authorities, and their 9 million pupils. Thanks to the incredible work of those schools and councils, we are starting to see signs of improvement. Last academic year, 440,000 fewer pupils were persistently absent or not attending than in the previous year, and 375,000 more children were in school almost every day—95% of possible sessions—compared with the year before. That second figure was based on improvements across the country across all phases, including key vulnerable cohorts such as children with special educational needs or those in receipt of free school meals.

Prior to the pandemic, we gradually reduced persistent absence from 17.4% in the school year that ended in 2010, to about 10% or 11% in the second half of the decade, up until the point at which covid struck. We are determined to get back there as quickly as we can, but there is further to go and the Bill will play an important part in that. There are still areas of the country where families cannot access the support they need, but by placing requirements in primary legislation for local authorities to exercise their functions with a view to promoting attendance, for schools to publicise an attendance policy, and for both to have regard to Department for Education guidance in doing so, we are taking another key step forward in ensuring consistency.

I am very struck by the comments that the Minister is making about the improvement in schools. Will he congratulate the schools in Staffordshire Moorlands, where since 2010, we have gone from fewer than 70% of schools being good or outstanding to nearly 90% now?

My right hon. Friend’s intervention demonstrates the on-the-ground importance of the improvements in standards that we have seen over recent years. I have no doubt that that is down to the tremendous hard work of teachers, the local authority, parents and students, and I know that my right hon. Friend has been a strong champion of improving school performance. Of course, it is not just in Staffordshire; all around the country we are seeing that drive for standards and rocketing international comparisons. I thank her for raising that point; she was absolutely right to do so.

Crucially, this Bill will help to make sure that every young person and their family, whatever their background and wherever they are in the country, receives the support they need to be in school, to make sure they are attending, and to benefit from the transformation in educational standards that we have seen over the past few years.

I sincerely thank all right hon. and hon. Members for their contributions today; my hon. Friend the Member for Southend West (Anna Firth) spoke passionately about the importance of delivering this Bill, and I thank her for her contribution. I know that this issue is important to her, and one that she has raised many times with Ministers and with my right hon. Friend the Member for Chelmsford. I thought my hon. Friend spoke very eloquently about the importance of delivering this Bill and its value to her constituents.

Finally, I congratulate my right hon. Friend the Member for Chelmsford on bringing forward this important Bill, which the Government are delighted to support. I commend it to the House.

With the leave of the House, I again thank everybody who has taken part during the passage of this Bill. I may have been a little modest. This is a very short Bill—it is only a couple of pages long—but the guidance that it will make statutory is enormously detailed and wide-ranging. That is why making that guidance statutory was the No. 1 recommendation of the Education Select Committee, and the No. 1 ask from the Children’s Commissioner and many others.

I remember the Opposition day debate to which the shadow Minister, the hon. Member for Feltham and Heston (Seema Malhotra) referred. I remember asking the shadow Schools Minister, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), whether she would support my Bill on that day, and she declined to do so. We have introduced this legislation in the form of a private Member’s Bill; in order to do so, I had to join the back of the queue, because my name did not come up in the ballot. I remind colleagues that not just one but four Labour Members were in the top five of the ballot for private Members’ Bills. If the Labour party really wanted to do something great for our children, it would have taken the Bill through this route itself. Labour Members say that they have a plan for our children, but we can see that they have not. Otherwise, they would have delivered this Bill themselves.