10 Strategies to Improve Attendance in UK Primary Schools

1. Build a Culture of Good School Attendance

A strong attendance culture must be led from the top and shared by the whole school community.

School leaders should make attendance a high priority and ensure consistent messaging and policies.

Key actions include:

High expectations from leadership

Successful schools maintain high expectations for every pupil’s attendance and communicate the importance of good attendance clearly and consistently to pupils and parents.

From the earliest years (Nursery onward), families should hear that regular attendance is expected and valued.

A clear, written attendance policy (aligned with DfE guidance) should be in place and regularly publicised to all.

“Everyone’s business” approach

Good attendance isn’t seen as just the job of an attendance officer.

All staff, from class teachers to support staff, share responsibility.

Ofsted found that schools with improving attendance make sure attendance is “everyone’s business” and never treat the issue as “finished.”

Staff training should cover the importance of attendance, legal requirements, and how to track and follow up absences, so that every staff member consistently reinforces attendance expectations.

Consistent policy and follow-through

Ensure procedures for reporting absences, requesting term-time leave, and escalation triggers are clearly laid out and applied fairly.

Parents and pupils should know the start and end times of the school day, registration closure times, and the process for notifying absences.

Consistency is critical!

If policies (e.g. not authorising holidays in term) are not uniformly enforced, families may perceive attendance rules as optional.

Regularly reviewing the attendance policy with governors and adapting it to address any emerging barriers will keep it effective.

A whole-school culture sets the foundation for good attendance.

When leadership continually emphasises that every day counts and models that commitment, it creates a climate where pupils and parents understand that attendance is a non-negotiable part of school success.

Schools that achieved high attendance or major improvements often credit a persistent, school-wide focus on attendance norms and values.

policies-and-procedures-in-folders-on-a-desk-with-a-hand-on-top-of-them

2. Monitor Attendance Data Rigorously and Intervene Early

Effective use of data allows schools to catch attendance issues early and target resources where they are needed most.

Schools should implement systems to record, monitor, and respond to absences in a timely way:

Frequent tracking and analysis

Schools that excel in attendance “systematically analyse attendance information” to spot patterns or concerning trends.

Attendance should be monitored weekly (if not daily), using tools like the DfE’s attendance data reports or school management systems, to identify which pupils or year groups have rising absence.

Research by the Children’s Commissioner highlights that missing even a single day in the first week of term is associated with much higher absence rates later in the term.

Recording absences accurately with proper codes is important for understanding reasons and targeting the response (e.g. illness, unauthorised holiday, etc.)

First-day contact and rapid follow-up

An established practice of promoting good school attendance is first-day calling.

Contacting parents on the first day of an unexplained absence.

This both safeguards children and sends a clear message that non-attendance is noticed and taken seriously.

Prompt follow-up (phone calls or home visits for no-shows) can resolve misunderstandings and deter truancy.

The DfE’s guidance expects schools to have day-to-day processes for managing attendance, like first-day calls and chasing unexplained absences.

Early intervention is critical and by addressing issues when a pupil’s attendance first dips (e.g. below 95%), schools can prevent a pattern of absence from solidifying.

Targeted intervention based on data

Use data to trigger support for those at risk.

For example, if analysis shows a pupil’s attendance falling into the 90–95% range (at risk of persistent absence), initiate a gentle intervention.

This could be a conversation with parents or a letter reminding them of the days missed.

The Westminster Insight report advises prioritising areas with the highest absence rates and tailoring interventions to the specific needs behind the numbers.

Data might reveal patterns like frequent Mondays/Fridays off, or particular classes with more absences.

Such insights allow leaders to focus efforts (for instance, running an exciting assembly on Mondays or checking if a specific subject/teacher is linked to higher absences).

According to an Ofsted study, accurate tracking and “sensitive analysis” of attendance is an essential tool in targeting effective action to improve attendance.

Schools should share relevant attendance data with teachers and pastoral staff so everyone can contribute to solutions for identified children.

By leveraging real-time data, schools can move from reactive to proactive and anticipate problems before they worsen.

The DfE is now collecting daily attendance data from most schools and providing reports to help with early identification of issues.

In summary, regular data monitoring coupled with swift, tailored responses forms a powerful strategy to keep attendance on track.

children-sat-on-the-floor-at-school-smiling

3. Communicate Effectively with Parents

Engaging parents through clear, proactive communication is vital for improving attendance.

Parents are more likely to support school attendance when they feel informed about school life, important dates, and the impact of absences.

Strategies in this area include:

Timely, regular information sharing

Schools should keep parents informed about important school events, key dates, and their own child’s attendance.

This might be through newsletters, emails, texts, or school calendar software like My School’s Events.

The Department for Education’s toolkit highlights that good letters or reminders about upcoming school events or term dates can positively influence parental attitudes.

Ensuring parents have advanced notice of school events allows families to plan accordingly and avoid unnecessary absences.

Using digital tools like My School’s Events can support this goal by making it easy for parents to see what’s coming up and prioritise attendance.

Clear expectations and positive messaging

Communicate the importance of attendance consistently in all outreach.

Messages should be “clear, consistent and continuous” across all channels.

Schools should explain why everyday attendance matters and that missing even one day means missing multiple lessons and social activities that are hard to fully catch up on.

At the same time, messages should be empathetic and solution-focused.

Parents respond well to communication that is supportive rather than judgmental.

For instance, schools might send out NHS guidelines on when a child is too ill for school, to help parents decide appropriately.

Regularly publicising the school’s attendance policy (in plain language) and the procedure for reporting absences can also set a transparent baseline.

Personalised outreach and text reminders

Personalising communications can increase their impact.

The DfE’s research found that parents pay more attention to messages that include their child’s name and specific data about their attendance, rather than generic stats.

One proven tactic is to send attendance text messages.

A pilot in Bristol showed that sending parents a weekly text about their child’s attendance significantly improved attendance rates increasing “good attendance” (over 95%) by 4 percentage points among the targeted group.

Texts can be framed positively, e.g., “We’re excited to see [Child’s Name] in school today the class is starting a new science project,” linking attendance to something the child would hate to miss.

Studies by the Behavioural Insights Team indicate that such “nudge” texts and clear attendance updates can effectively boost attendance when done consistently.

Many schools use automated systems or apps to send these reminders and report that it keeps attendance “on the radar” for parents.

Two-way communication and openness

Keeping parents informed should go hand in hand with inviting their input.

Encourage parents to communicate any issues that might affect attendance.

For example, let families know whom to contact at school if they are struggling to get a child to attend (a named attendance officer or pastoral staff).

Some schools host attendance workshops or coffee mornings where parents can discuss challenges (like morning routines or anxiety) and hear tips.

When parents feel listened to and are collaborated with, rather than just receiving warnings, they are more likely to work with the school to improve their child’s attendance.

Overall, well-informed parents are empowered parents.

Regular communication about school events and attendance expectations helps families prioritise school and feel part of the solution.

By using multiple channels and a positive tone, schools can create a partnership with parents that supports every child’s daily attendance.

children-with-hands-up-at-school-in-a-classroom

4. Create Strong Parent-School Partnerships and Engagement

Beyond general communications, deeper parental engagement is a cornerstone of improving attendance, especially for pupils with persistent or complex attendance issues.

Engaging parents as partners means working together to address the root causes of absence.

Research supports the effectiveness of involving parents in attendance improvement:

Listen and work with families

Oftentimes, poor attendance has underlying causes that families are dealing with (e.g. health issues, transport difficulties, family stress).

Schools should “listen to parents carefully to find out why their children are not attending” and then act on that information.

This aligns with Ofsted’s recommended approach: “listen, understand, empathise and support – but do not tolerate” unwarranted absence

For example, if a parent reports their child is anxious about school, the school might arrange a meeting to discuss support or a phased return.

Building a non-judgmental dialogue can uncover issues that were previously unknown to the school (such as young carers responsibilities or bereavement), enabling targeted help.

Targeted parental engagement programmes

Evidence from the Education Endowment Foundation (EEF) shows promising impacts for interventions that actively engage parents in improving attendance.

In a rapid evidence review, the EEF found that both broad parental communication strategies and more targeted, intensive work with parents of at-risk pupils led to small but positive improvements in attendance on average.

Notably, interventions focused on specific families tended to have a larger effect than one-size-fits-all communications.

This suggests that investing time in the families of persistently absent children pays off.

Even simple steps like holding face-to-face meetings with the parents of a frequently absent child to mutually agree on an attendance action plan can lead to better outcomes.

Parental accountability and support

Engaging parents also means setting clear expectations and holding them accountable, balanced with offering support.

Some schools invite parents to attendance panel meetings if their child’s attendance falls below a certain threshold.

Not as a punishment, but to reinforce that the school and authority take attendance seriously and to jointly develop solutions.

For example, a parent might sign a written pledge to improve attendance with the understanding that continued issues could lead to formal warnings.

At the same time, schools can connect families to support services (like a family support worker, counselling, or transport assistance) to address barriers.

The key is a partnership mindset: both school and parents share responsibility for the child’s attendance.

The DfE guidance emphasises that schools should challenge parents who aren’t ensuring attendance and offer help where needed in the same breath.

When parents see that the school is genuinely trying to help, not just blame, they are more likely to respond positively.

In summary, actively engaging parents, especially the parents of children with low attendance, is an evidence-backed strategy.

5. Provide Targeted Pastoral Support to Remove Barriers to Attendance

Children often miss school for reasons beyond simple disinterest.

There are often more genuine barriers or challenges preventing regular attendance.

Addressing these root causes through pastoral care and support can significantly improve attendance. Strategies include:

Identify and tackle the specific barriers

Every persistently absent pupil has a story behind the absences.

Schools should work to diagnose the reasons on an individual basis.

For some it might be bullying, for others anxiety or unmet special educational needs, or perhaps difficulties at home.

Ofsted notes that absence is almost always a symptom of wider circumstances.

For example, if a child is missing school due to morning anxiety, the school might create a check-in routine with a familiar staff member each morning.

The guiding principle is to “remove barriers to pupils’ attendance” wherever possible.

Pastoral and mental health support

Many attendance issues stem from mental health struggles or emotional needs.

Rather than treating these solely as discipline issues, successful schools provide support.

This can include on-site counselling, play therapy, or sessions with a mentor for children who show school refusal or anxiety.

The Office of the Children’s Commissioner found that students want to receive support in school for issues like mental health, bullying, SEND, and safeguarding needs, and that providing such support quickly and effectively is critical to prevent absences from spiraling.

For instance, if bullying is causing avoidance, the school’s antibullying team must intervene firmly and reassure the child and parent.

If a child has a chronic health condition, coordinating with healthcare providers and possibly arranging a part-time timetable or remote learning for recovery periods can keep them connected rather than entirely absent.

Attendance mentoring and coaching

Some schools have introduced mentoring programs where an adult mentors pupils with poor attendance.

These mentors meet the child regularly, set goals, and provide encouragement and practical problem-solving.

The DfE has launched an attendance mentoring programme nationally to support thousands of persistently absent children, reflecting a recognition that individual attention can make a difference.

While formal evidence on mentoring’s impact is still emerging, case studies suggest that having a caring adult “champion” can improve a child’s attitude towards school.

For example, a mentor might help a pupil organise their homework or simply greet them at the gate to ease morning worries.

By addressing the causes of absences rather than just the symptoms, schools demonstrate to families and students that they care and are willing to help.

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6. Implement Incentives and Rewards for Good Attendance

Many primary schools use incentive programs to motivate good attendance.

From simple praise to certificates and prize draws.

The idea is to celebrate and positively reinforce regular attenders or those who improve.

When done carefully, these reward systems can contribute to a more attendance-conscious school culture:

Attendance awards and recognition

Recognising students (or classes) with excellent or improved attendance can spur friendly competition and pride.

Common approaches in UK primaries include weekly class attendance trophies (awarded to the class with the highest attendance each week), badges or certificates for individual pupils with 100% attendance each term, or end-of-year awards for outstanding attendance.

Celebrating these in assemblies or newsletters sends a clear message that attendance is valued.

Many schools report that these competitions create a buzz as children don’t want their class to miss out on the trophy, so they encourage each other to attend.

Primary schools are often creative in designing such systems, using charts, mascots, or house points to make it fun.

Even small rewards like a sticker or extra playtime for the best-attending class can excite young children.

Positive reinforcement

Some schools have used nudge theory approaches to indirectly encourage attendance through positive messaging and minor rewards.

For example, sending a personalised text to a parent like “We’re really looking forward to seeing Sam in school tomorrow – his friends in Year 3 are excited to start the new project!” links attendance to a positive experience.

Another tactic is to highlight in concrete terms what has been gained by attending: e.g., “Well done to Year 4 – 98% attendance this week, which means as a class you’ve had 150 hours of learning together!”.

This kind of feedback can reinforce norms.

Schools might also offer incentives like a breakfast pastry on Friday for any child who had 100% attendance that week, turning the last day of the week into something to look forward to.

Cautious use of rewards considering fairness

While incentives can motivate, it’s important to design them thoughtfully to avoid unintended effects.

The DfE’s guidance suggests school leaders “may consider implementing rewards for attendance and punctuality”, but experts note that one-size-fits-all rewards can discourage students who, through no fault of their own, cannot achieve 100%.

For instance, a child who was ill or had a medical appointment might feel unfairly excluded from a perfect attendance reward, which could demotivate them.

To balance this, many schools focus on improvement-based rewards (e.g., most improved attendance) or team rewards so that every pupil has a chance to contribute.

It’s also wise to combine incentives with support.

If a child isn’t in the running for an attendance prize due to legitimate reasons, ensure they are praised for the days they can attend, so they don’t feel defeated.

Regularly reviewing the impact of any reward scheme is recommended.

In summary, incentives can be a useful tool to encourage and reward attendance, especially in primary schools where children respond well to prizes and praise.

By thoughtfully implementing rewards and keeping the focus on encouragement (rather than punishment for those who fall short), schools can reinforce the message that coming to school every day is an achievement worth celebrating.

child-high-fiving-teacher-at-school

7. Assign Dedicated Attendance Staff and Work with External Agencies

Having specific personnel and structures in place to focus on attendance can significantly strengthen a school’s efforts.

Additionally, collaborating with local authorities and other agencies ensures that schools can leverage broader support and enforcement mechanisms when needed.

Consider the following:

Attendance lead or officer

The Department for Education recommends that schools (or groups of schools in academy trusts) designate a dedicated attendance lead.

A staff member responsible for driving attendance improvement.

In practice, many primary schools have an Attendance Officer or an Assistant Head/Deputy designated as the attendance lead.

This person monitors attendance data daily, coordinates interventions, meets parents, and keeps attendance high on the agenda.

In multi-academy trusts, some are even appointing central attendance officers or managers who support all schools in the trust.

The benefit of a dedicated role is that attendance doesn’t fall through the cracks.

There is always someone watching the figures and following up.

Ofsted noted that successful schools “have the right people in place to have conversations with parents” about attendance.

Often it’s this attendance lead or a member of the pastoral team who builds those relationships.

Ensuring this staff member has training and time allocated for attendance tasks is crucial.

Engaging the Local Authority

Local Education Authorities (LEAs) have attendance or education welfare services that schools can draw on.

DfE guidance explicitly states that schools should work effectively with the local authority’s School Attendance Support Team and wider local partners.

In practical terms, this means if a child’s attendance doesn’t improve despite school-level efforts, the case can be referred to the Education Welfare Officer (EWO) or equivalent.

These officers can visit homes, hold formal meetings with parents, and ultimately initiate legal action if necessary.

Many councils also offer preventive programs.

For example, mentoring schemes, attendance panels with a local authority representative, or truancy sweep initiatives.

Additionally, sharing data with the LA helps them identify city-wide or area trends and provide guidance.

Schools should proactively seek the council’s help for complex cases (e.g., where there are safeguarding concerns or patterns of persistent absence across siblings).

Sharing best practices through networks

Schools can also benefit from collaborating with other schools or trusts on attendance strategies.

DfE’s attendance hubs and the new Regional Improvement (RISE) teams are designed to spread best practice.

A primary school could join a local attendance network or cluster to compare notes and solutions.

For example, if one school has success with a breakfast club or a texting scheme, others can learn from it.

Headteachers’ forums or trust-wide attendance leads meetings can serve as platforms to share effective techniques).

The aim is not to tackle attendance in isolation but to use the collective wisdom available.

Indeed, DfE’s guidance suggests that academy trusts monitor patterns across their schools and share effective practice between them.

Governance and accountability

It’s worth noting that having a governor responsible for attendance can help keep the school leadership accountable and focused.

This governor can receive regular reports, ask probing questions, and support the school in prioritising attendance.

Some schools have attendance figures as a standing item in governor meetings, reflecting its importance.

By allocating clear roles and collaborating beyond the school gates, primary schools can amplify their efforts to improve attendance.

8. Offer Breakfast Clubs and Morning Programs to Encourage Punctual Attendance

Meeting children’s basic needs and making the start of the school day engaging can have a big impact on attendance and punctuality.

Breakfast clubs and other before-school programs have emerged as effective tools to ensure children arrive at school on time and ready to learn:

Healthy breakfast to start the day

Hunger or chaotic morning routines at home can be a barrier to attendance for some pupils.

Providing a free or low-cost breakfast club on-site can alleviate this.

Many UK primary schools have launched breakfast clubs, often targeted at vulnerable pupils but open to all.

The impact on attendance is well documented.

Carr Mill Primary School in St Helens reported that its universal free breakfast transformed the attendance and punctuality of children who would sometimes be reluctant to come to school.

Knowing that a healthy breakfast (with fun activities and friends to play with) is waiting at school can be a powerful incentive for a child to get up and out the door.

Parents also appreciate the support with childcare and the assurance that their child isn’t starting the day hungry.

Government support and evidence

The Department for Education has recognised the value of breakfast clubs in improving attendance.

The government has introduced free breakfast clubs in every primary school across England, citing evidence that these clubs “ensure children start the day well-nourished and ready to learn” and “improve behaviour, attendance and attainment”.

An evaluation by the Education Endowment Foundation on Magic Breakfast clubs similarly found positive effects on both attendance and student concentration.

Additionally, Parliament has discussed how breakfast clubs break down barriers and are “proven to boost attendance” in disadvantaged communities.

Structured and welcoming environment

A key to success is making the before-school time enjoyable.

Schools often incorporate informal activities during breakfast clubs such as games, sports, or the chance for older pupils to serve as “breakfast monitors” to give children a sense of belonging and responsibility.

In one case, Year 5–6 pupils at Carr Mill acted as “bistro leaders”, serving younger children, which increased their confidence and eagerness to attend.

Other schools have breakfast homework clubs, where pupils can quietly finish homework or read with an adult available, thus reducing stress for those who might otherwise avoid school due to incomplete homework.

The presence of familiar, friendly staff at breakfast club helps build positive relationships.

By the time registration starts, children from the breakfast club are settled, fed, and in a positive mindset to begin lessons, reducing first-lesson lateness or poor concentration.

Breakfast clubs and morning programs are a practical, evidence-supported strategy to improve attendance.

They remove a key barrier (hunger/morning logistics), motivate children to come to school, and put students in the right frame of mind for learning.

All of which contributes to better daily attendance and punctuality.

child-at-school-eating-breakfast

9. Provide Engaging Curriculum and Enrichment Activities to Motivate Attendance

Children are more likely to attend school regularly when they find school engaging, enjoyable, and relevant.

Thus, improving the quality of the curriculum and offering enrichment opportunities can indirectly boost attendance by increasing students’ desire to be in school and parents’ perception of school’s value:

Relevant and exciting curriculum

Ofsted has pointed out that “good attendance does not happen in isolation – there is an interrelationship between attendance and the quality of the school’s curriculum, ethos, behaviour and inclusivity”

In practice, this means schools should strive to offer lessons that capture pupils’ interest and meet their needs.

A rich curriculum with practical activities, interactive learning, and opportunities for success in different areas (arts, sports, academics) gives children reasons to not want to miss a day.

For example, a primary school that incorporates hands-on science experiments, storytelling sessions, or outdoor learning may see kids arriving enthusiastically because something cool is always happening.

Conversely, if the curriculum feels dull or if pupils constantly struggle without support, absences can increase.

Extracurricular clubs and activities

Enrichment beyond the academic timetable can also incentivise attendance.

Schools often schedule popular clubs, sports, or creative activities either at lunch or after school, which has a knock-on effect on attendance.

The Children’s Commissioner’s guidance suggests making a particular high-absence day more appealing by “holding popular clubs or extra-curricular activities at lunchtimes or after school”.

Knowing they have football practice, drama club, or a fun coding class that day can motivate pupils not to skip.

Some schools tie club eligibility to good attendance (e.g., requiring a certain attendance rate to participate in a school play or on a sports team), which can encourage those who are passionate about the activity to maintain their attendance.

That said, care should be taken not to exclude chronically absent children from enrichment.

Instead, use enrichment as a carrot to draw them in.

Trips and special events

Primary schools often find that scheduling educational trips, theme days, or assemblies can spike attendance.

When a class knows that Wednesday is the museum trip or there’s a visiting theatre group on Friday, they are far less likely to want to miss school that day.

Schools can leverage this by planning periodic special events and clearly communicating them to students and parents.

Tools like My School’s Events help to remind parents of upcoming school trips.

A transparent approach to good attendance is to build a rich calendar (book fairs, science week, sports day rehearsals, etc.) so that school life is varied and exciting.

Each child will have different interests, so a broad array of activities means there’s always something upcoming that appeals to each student.

It’s important to note that while curriculum and enrichment improvements benefit all students, they can be especially impactful for those on the cusp of disengagement.

Turning the tide for an apathetic or struggling pupil might be as simple as getting them hooked on a school gardening club or giving them a leadership role in assembly.

Suddenly, school holds value for them.

Thus, investing in an enriching, inclusive school experience is not just about academic outcomes, but also a strategic approach to keep children coming through the door every morning.

children-smiling-and-happy-on-a-school-trip

10. Apply Consistent Follow-Up and Use Legal Measures as a Last Resort

While the emphasis in improving attendance is on supportive and preventative measures, schools and local authorities in the UK also have legal powers to enforce attendance.

Using these measures judiciously can underline the seriousness of attendance and ensure accountability. Key points include:

Clear escalation process

Schools should have a transparent system for escalating attendance issues that haven’t responded to supportive interventions.

This often starts with official warning letters to parents when a student’s unauthorised absence crosses a threshold.

The DfE’s attendance guidance makes it clear that, alongside support, schools and councils can resort to legal interventions when support does not work or is not engaged with.

Communicating this possibility to parents can itself act as a deterrent, as many parents are unaware that they could face fines or court action for their child’s repeated absence.

Penalty notice fines

Local councils have the authority to issue penalty notices to parents for unauthorised absences, such as term-time holidays or persistent truancy.

As of the 2024/25 school year, the standard fine in England is £80 per parent, rising to £160 if not paid within 21 days.

If the fine isn’t paid after 28 days, the parent can be prosecuted in court.

Recent policy changes limit the number of fines (max two per parent per child in three years) before moving to prosecution.

The prospect of a financial penalty is meant to emphasise that attending school is not optional.

Schools should work with their local authority to ensure parents are warned when they near the threshold for a fine.

Many schools will send a letter (often called an “Attendance Concern Letter”) stating that the next unauthorised absence may result in a penalty notice.

This often prompts a change in behaviour, particularly for families considering pulling children out for holidays.

Education supervision and court orders

In more extreme cases of non-attendance, other legal measures can be used.

Local authorities might seek an Education Supervision Order from the court, which appoints a supervisor to help the family secure the child’s regular attendance.

Alternatively, a School Attendance Order can direct parents to register a child at a school if they are not on roll anywhere.

Ultimately, prosecution can lead to heavier fines or even a short jail sentence for parents in the most serious cases of neglecting a child’s education.

These measures are infrequent and considered last resorts when a parent is wilfully non-compliant.

The mere knowledge among the parent community that such actions are possible can encourage cooperation earlier in the process.

Schools should always prefer to resolve issues through support and engagement, but having a close partnership with the council’s attendance officers means that when all else fails, the school can hand over to legal processes.

Consistency and fairness

It’s important that any enforcement is applied consistently and fairly to maintain trust.

Parents talk to each other, so if one family is fined for a holiday absence but another isn’t, it can undermine credibility.

Clear criteria and communication of those criteria are vital.

Likewise, schools often give families the chance to improve (via warnings and meetings) before resorting to fines.

When used, enforcement should be framed not as punishment for its own sake, but as upholding children’s right to education.

Legal measures, when appropriately applied, send a strong message that attendance is compulsory under law.

In many cases, schools report that the threat of a fine or legal action is enough to prompt improvement.

It’s rarely intended to be punitive, but rather to underscore the importance of the issue.

By having an escalation route that includes legal accountability, schools ensure that chronic, unaddressed non-attendance is not allowed to continue indefinitely.

The key is to balance this stick with plenty of carrots (support, encouragement) as described in the previous strategies.

Together, they create a comprehensive approach where attendance is expected, supported, and enforced as a last resort, thereby securing every child’s access to education.

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10 Strategies to Improve Attendance in UK Primary Schools

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