Evidence, Impact and Actions for Consideration 2024-26 report: Key findings

From the evidence gathered for this report, a wide range of successful approaches were identified. These approaches are examples, intended to support local authorities, schools and partners when considering how to further improve attendance and engagement. Absence is multi-faceted, so it is important that they are considered alongside a robust understanding of the local context. 

These approaches have been categorised into seven key themes, which can be seen in the diagram below. Further detail within each theme can be found in Appendix 1. School level specific approaches have been collated and can be found in Appendix 2.

Approaches

Voices of Children and Young People

• learner and family voice shapes improvement planning, strengthens engagement and helps ensure approaches are relevant and inclusive
• supportive, participative approaches lead to better long-term attendance
• keeping poverty and cost-of-the-school-day central to encourage participation

Data-informed systems and strategic use of evidence

• robust data-driven approach
• early identification of trends
• detailed, routine monitoring that supports planning and practice

Relational approaches and family engagement

• strong, early and consistent communication builds trust and reduces absence
• practical and flexible family support that removes barriers to attendance
• a clear, relational and data-informed culture that strengthens partnerships and supports attendance

Curriculum, pathways and learning experience

• flexible, motivating and hands-on learning experiences help sustain daily engagement and reduce dips in attendance.
• personalised and vocational pathways to re-engage older learners and those who struggle with traditional classroom approaches
• supportive routines, nurturing environments and well-planned transitions reduce anxiety and help learners attend more regularly

Targeted support for learners with Additional Support Needs

• personalised, flexible and trauma-informed supports help learners with ASN stay connected to education
• multi-agency and community partnerships provide structured, motivating alternatives and strengthen reintegration planning
• collaborative, evidence-based approaches help mitigate wider systemic barriers such as poverty, mental-health pressures and family circumstances

Policies, planning and multi-agency working

• early, co-ordinated and person-centred multi-agency support helps families overcome practical and emotional barriers to attendance
• shared aims and aligned policies ensure consistent expectations, clear communication and coherent approaches.
• professional learning and collaborative pathways strengthen partners' capacity to use data, understand barriers and provide solutions.

Use of funding and external support

• funding and stable staffing enable schools to maintain relational, nurturing and data-informed approaches
• PEF, SAC and strong third-sector partnerships reduce practical barriers and provide universal and targeted supports.
• external partnerships and national support strengthen data literacy, transitions and evidence-based interventions

Key actions for consideration