By Margaret Mulholland, ASCL SEND and Inclusion Specialist

In a significant move to improve school attendance and provide clearer guidelines for schools, the Department for Education (DfE) has introduced updated statutory attendance code guidance, effective from 19 August 2024. This new guidance, titled Working Together to Improve School Attendance, aims to encourage collaboration between schools and families, clarify attendance coding, and ensure more accurate reporting of student absences. The changes also emphasise the importance of physical presence in educational settings and introduce a range of new attendance codes to better reflect the diverse reasons for student absences.

The rationale behind the new attendance codes
The introduction of these new codes and the accompanying guidance seeks to address several key issues in the way school attendance is recorded. Previously, schools often used broad categories, such as the ‘other’ code, to classify absences, leading to a lack of clarity and inconsistency across the education system. The new attendance codes aim to provide a more nuanced approach, allowing schools to accurately reflect the reasons for student absences and, in turn, better support students' educational journeys.

One of the major changes involves the reclassification of several existing codes and the introduction of 12 new profile codes. These changes are particularly focused on ensuring that schools can move away from the overly broad ‘other’ category and instead use more specific codes that provide a clearer picture of where students are and why they might be absent. This shift is intended to enhance the accuracy of attendance data, making it easier for schools and local authorities to track and support students.

Key changes to attendance codes
The new attendance codes introduce several significant updates that schools need to be aware of. For example, the ‘J’ code has been replaced by a new code ‘J1’ and its classification for statistical purposes has changed from ‘approved educational activity’ to ‘authorised absence’.

Additionally, two entirely new codes, ‘K’ and ‘Q’ have been introduced:

• Code K: This code is used when a student is attending an educational provision arranged by the local authority (LA), rather than the school itself.
• Code Q: This code applies when a student is unable to attend school due to access arrangements, such as issues with disabled access or when the LA has failed to arrange necessary transport. If the student is unable to attend due to transport normally provided not being available ‘Y1’ should be used instead.

These changes are designed to ensure that attendance records are more detailed and accurate, providing better insights into the reasons behind student absences.

Remote education and attendance recording
With the rise of remote education, especially in the wake of the COVID-19 pandemic, there has been some confusion around how to record the attendance of students who are learning remotely. The DfE has made it clear that if a student is not physically present at an educational setting, they should be recorded as absent. This includes students engaging with the curriculum remotely, who must be marked absent using the most appropriate absence code.

The new guidance emphasises that the ‘B’ code, previously used for a wide range of off-site educational activities, should now only be applied to activities that are strictly educational in nature and supervised by a qualified individual. This clarification ensures that schools do not mistakenly categorise remote learning as an approved educational activity when it should be marked as an absence.

The introduction of additional subcodes, such as ‘C1’ and ‘C2’ under the ‘C’ code, and the division of the ‘Y’ code into seven separate codes, further underscores the importance of precise attendance recording. For example, ‘K’ should be used for absences where education is provided under Section 19 of the Education Act 1996, and ‘M’ should be used for medical absences. The DfE has also provided guidance on how to use these codes for students who are accessing remote learning, ensuring that schools record their attendance accurately.

The importance of face-to-face education
A key message in the new guidance is the prioritisation of face-to-face education. While the DfE recognises the value of remote learning, particularly for students with medical needs or those who face other barriers to in-person attendance, the emphasis remains on physical attendance whenever possible. This approach reflects a broader understanding that being present in a school environment is crucial for students' social and academic development.

However, this focus on physical attendance does raise some concerns. For example, students who are accessing lessons online, whether through a virtual classroom or using technology like AV1 to participate in live lessons, will still be marked as absent. This has led to some criticism that the new codes could disincentivise schools from continuing effective remote learning practices for students who are unable to attend school in person.

Mandatory data sharing and accountability
In addition to the changes in attendance codes, the new guidance also introduces mandatory data-sharing requirements, set to become statutory from September 2024. Schools will now be required to share attendance data with the government, ensuring more accurate and consistent reporting of absences across the education system. This increased accountability is intended to help schools and local authorities better support students and address barriers to attendance.

Moving forward: implementing the new attendance codes
As schools begin to implement these new attendance codes, it is crucial that all staff members and families are made aware of the changes. Schools should consider how to use the updated codes not only for compliance but also as a tool to deepen their understanding of students' needs and challenges. By doing so, schools can better support their students, ensuring that every child has the opportunity to engage fully with their education, whether in person or, when necessary, through remote learning.

In conclusion, while the new attendance codes present some challenges, they also offer an opportunity for schools to improve the accuracy and consistency of their attendance data. By embracing these changes and continuing to support students in the best way possible, schools can help ensure that every child has the opportunity to succeed.

Additional information
ASCL has produced a summary document of the new codes which you may find helpful - download it here.  

Margaret Mulholland is ASCL’s SEND and Inclusion Specialist