Absence and suspensions in schools two-thirds higher than pre-pandemic: IPPR report
A report by the Institute for Public Policy Research (IPPR) has found that absence and suspensions in schools are two thirds higher than pre-pandemic, and that the most vulnerable and disadvantaged children are impacted the most.
According to the report, published today (18 March), children lost 6.8 million days of learning in the autumn term before the Covid pandemic (2019/20) due to suspensions and absences, but this rose to 11.5 million days in the same period in 2023/24 - an increase of 67%.
Meanwhile, for every child that is permanently excluded, 10 other children experience an “invisible” move that isn’t recorded in national data, or overseen by local authorities or trusts.
This includes “managed moves” - which are informal agreements between schools - as well as the illegal practice of off-rolling, the report observed.
Further, it was found that one third of children who experience an invisible move go to an “unknown destination” - meaning the Department for Education does not know where or whether they are still being schooled.
Other statistics highlighted in the report included:
- Home education has increased by over 20% between 2022/23 and 2023/24;
- There has been a 140% increase in the highest level of special educational needs (SEN) support plans since 2015;
- Exclusions are up by over a third in a single year.
The IPPR said: “Exclusive new modelling for the report reveals that £850 million of funding for mainstream school inclusion would provide half a million children with quicker support - and pay for itself by 2030 by reducing the need for 35,000 costly Education, Health and Care Plans”.
The report also recommended the government introduce legislation to monitor whenever a child is moved out of their school, to make sure it is known where – and whether - the most vulnerable children are being educated.
Efua Poku-Amanfo, research fellow at IPPR, said: “Children can’t learn if they are not in school or are in some other way lost from the classroom or unaccounted for. Since the pandemic, huge swathes of children have never returned, are being excluded or are mysteriously absent. Without urgent action to tackle lost learning, we risk failing the most disadvantaged children - those who could gain the most from an inclusive education system.”
Responding to the IPPR’s findings, Cllr Arooj Shah, Chair of the Local Government Association’s Children and Young People Board, said: “Good attendance is crucial for children’s development, but councils have lacked powers to ensure children who miss school are supported.
“The Children’s Wellbeing and Schools Bill will give councils the ability to maintain Children Not in School registers, but additional funding is needed for this responsibility.
“Registers should also be accompanied with powers for councils to meet face-to-face with children to verify they are receiving a suitable education in a safe environment.
“We also fully support calls for greater mainstream inclusion of children with SEND. It is vital the Government pushes forward with this as part of wider reform of the SEND system in the Spending Review.”
The Department for Education has been approached for comment.
Lottie Winson
