The Department for Education (DfE) has launched a new nationwide attendance initiative aimed at significantly reducing pupil absence and restoring attendance rates to pre-pandemic levels. As part of this strategy, every school in England will now receive an individualised minimum attendance improvement target, powered by AI and tailored to their unique context.
The move forms part of the government’s ‘Plan for Change’, following what has been described as the biggest improvement in school attendance in over a decade. In 2024/25, 5.3 million more days of learning were recorded, and the number of persistently absent pupils dropped by 140,000.
Despite this progress, one in three schools saw no improvement, prompting the government to take further action to ensure consistent gains are made across all settings.
What Are Attendance Baseline Improvement Expectations (ABIEs)?
From November 2025, schools will be issued with Attendance Baseline Improvement Expectations (ABIEs) – tailored minimum improvement goals designed to help every school make measurable progress in tackling persistent absence.
These expectations will:
- Use AI-generated insights to identify realistic improvements for each school
- Reflect each school’s context, including pupil needs, location and levels of deprivation
- Serve as a minimum benchmark, not an aspirational goal
Each report also includes comparisons to high-performing similar schools, helping schools learn from those achieving stronger outcomes in similar settings.
What Support Will Schools Receive?
To help schools meet these new targets, the DfE is rolling out a package of new and expanded support measures:
New Attendance and Behaviour Hubs
- 36 new schools have joined the Attendance and Behaviour Hub network
- These hubs will provide one-to-one coaching and whole-school strategy advice
- Peer learning will be supported through events and open days
AI-Powered Reports and Real-Time Data
- Schools will have access to AI-driven attendance reports via the Monitor Your School Attendance portal
- Reports provide tailored recommendations, highlight absence trends and support targeted intervention
Peer School Benchmarks
- Schools will be shown similar institutions with better attendance rates
- This aims to encourage collaboration and replicate successful practices
Transition Toolkit for Key Stage 3
- A new toolkit focuses on improving attendance during critical transition points, such as the move from Year 6 to Year 7
- This includes practical strategies and case studies to maintain engagement through secondary transition
Why Is School Attendance Still a National Priority?
Despite recent gains, overall attendance rates have not yet returned to pre-pandemic levels. Persistent absence remains a significant barrier to pupil progress, especially among disadvantaged pupils.
According to the DfE, every missed day of school matters – affecting academic outcomes, well-being and longer-term life opportunities.
Education Secretary Bridget Phillipson stated:
“We can only deliver opportunity for children in our country if they’re in school, achieving and thriving. That’s why I want every school to play its part in getting attendance back to – and beyond – pre-pandemic levels.”
Real-World Impact: What Schools Are Doing
Two schools featured in the government’s announcement exemplify the types of strategies being encouraged:
- CHS South, Manchester: Builds early engagement through community-based initiatives like family cooking classes before Year 7 begins. Their attendance team blends support and challenge to keep pupils in school.
- King’s Leadership Academy, Warrington: Focuses on daily interactions to make pupils feel seen and valued. Weekly enrichment, such as crochet and sign language, has improved attendance, with one previously severely absent pupil now returning regularly to take part in reading outreach activities.
“At King’s, every day and every lesson counts,” said Headteacher Umar Hussain. “It’s those small, daily moments that build belonging – and belonging builds attendance.”
What Should School Leaders Do Next?
The new attendance expectations reflect the government’s intent to drive a national culture shift, embedding attendance as a shared responsibility between schools, families and support services.
The combination of targeted data, collaborative networks and whole-child strategies marks a change in how absence is being addressed – not just through monitoring, but through meaningful support.
Schools are encouraged to review their ABIE report, explore the new transition toolkit, and consider participating in upcoming Attendance Hub events or the DfE webinar on 25 November at 4:00 pm for further guidance.