Attendance and absence from schools: September 2023 to August 2024

The data in this bulletin relates to attendance of pupils of compulsory school age (ages 5 to 16) in maintained primary, middle, secondary, and special schools. The data is derived from the statutory returns provided by local authorities following the end of the academic year, known as the Attendance Data Collection. The collection of this data was suspended at the start of the coronavirus (COVID-19) pandemic in March 2020 and no data is available for the school years 2019/20, 2020/21 and 2021/22. The data used in this bulletin is a combination of the data published in two previous releases, Absenteeism from primary schools: September 2023 to August 2024, and Absenteeism from secondary schools: September 2023 to August 2024. This enables the analysis of attendance and absence for all pupils aged 5 to 16. 

Since September 2020 we have been collecting and publishing daily attendance data from schools. This data is extracted directly from school Management Information Systems (MIS) once a week. This data is collected as management information and is not validated or agreed with schools or local authorities. Therefore, it doesn’t have the same level of quality assurance as the annual attendance data contained within this release. Both weekly and annual data are available for the 2023/24 school year, but for the above reasons are not strictly comparable.

For further information on the different sources of official attendance data and advice on which to use please see quality and methodology information section.

Maintained special schools

Data for maintained special schools is collected at aggregate school level and most of the data on absence by pupil characteristics is not available for pupils in these schools. Any data and figures below that include special schools will be noted as such. If there is no note on coverage, then the data will only include maintained primary, middle and secondary schools.

Comparisons between 2022/23 and 2023/24 academic years

• The percentage of half-day sessions missed by school-aged pupils has decreased from 10.1% to 9.5% in 2023/24
• School-aged pupils eligible for Free School Meals (FSM) missed 15.2% half-day sessions in 2023/24, while school-aged pupils who are not eligible for FSM missed 7.9% of half-day sessions, both of these figures have decreased since 2022/23
• Using the 10% threshold, the percentage of school-aged pupils that were persistently absent has fallen from 34.0% to 30.4% in 2023/24
• Using the 10% threshold, 53.3% of school-aged pupils eligible for FSM were persistently absent in 2023/24, compared with 24.4% of pupils ineligible for FSM. This is a decrease from 2022/23 for both groups of pupils

Comparisons between 2018/19 and 2023/24 academic years

• The percentage of half-day sessions missed by school-aged pupils has increased from 5.7% to 9.5% in 2023/24
• School-aged pupils eligible for FSM) missed 15.2% half-day sessions, up from 8.8% in 2018/19, while school-aged pupils who are not eligible for FSM missed 7.9% of half-day sessions, up from 4.9%
• Using the 10% threshold, the percentage of school-aged pupils that were persistently absent was 30.4%, up from 14.7% in 2018/19
• Using the 10% threshold, 53.3% of school-aged pupils eligible for FSM were persistently absent up from 30.4% in 2018/19. In comparison, 24.4% of pupils ineligible for FSM were persistently absent, up from 11.3% in 2018/19

Figure 1: Percentage of half-day sessions absent from school of school-age pupils, 2013/14 to 2023/24 [Note 1]

Image

Description of Figure 1: A line graph showing absence between 2013/14 and 2023/24. Absence is broken down into authorised and unauthorised absence. There has been an increase in overall absence between 2018/19 and 2022/23 following the COVID-19 pandemic. Between 2022/23 and 2023/24 there has been a decrease in overall absence, particularly due to a decrease in authorised absences.

Source: Attendance Data Collection 2023/24 (includes maintained primary, middle, secondary and special schools)

[Note 1] There is no data in this collection for the years 2019/20, 2020/21, 2021/22. The years where there is data are indicated by the circular markers on the lines. The pandemic period is shaded grey.

Pupils are eligible for FSM if their parents or guardians receive certain means-tested benefits or support payments.

There have been recent significant changes in FSM provision in Wales as part of the rollout of Universal FSM. For further detail, please read the section in the quality and methodology information.

Figure 2: Percentage of half-day sessions of absence by FSM eligibility in 2018/19, 2022/23 and 2023/24

Image

Description of Figure 2: Stacked bars showing a sharp increase in absence for both pupils eligible and ineligible for FSM following the COVID-19 pandemic. The overall absence for both groups increased between 2018/19 and 2022/23. However, this has slightly decreased between 2022/23 and 2023/24.

Source: Attendance Data Collection 2023/24 (includes maintained primary, middle, secondary and special schools)

Both pupils eligible and ineligible for FSM have seen an increase in unauthorised absence as a proportion of their overall absence between 2022/23 and 2023/24:

• 25.9% to 27.9% of all absences for pupils not eligible for FSM
• 40.6% to 42.8% of all absences for pupils eligible for FSM

Both pupils eligible and ineligible for FSM have seen an increase in unauthorised absence as a proportion of their overall absence between 2018/19 and 2023/24:

• 23.1% to 27.9% of all absences for pupils not eligible for FSM
• 35.3% to 42.8% of all absences for pupils eligible for FSM

Absence by sex

In 2023/24 female pupils missed an average of 9.6% of half-day sessions, up from 5.6% in 2018/19 and male pupils missed an average of 9.5% of half-day sessions, up from 5.8% in 2018/19. Both sexes have seen a decrease in absence between 2022/23 and 2023/24. 

Absence by ethnic background

Almost all ethnic groups have seen a decrease in absence between 2022/23 and 2023/24 following the increase between 2018/19 and 2022/23.

In 2023/24 pupils who identify as Travellers had the highest rate of absence (27.3%, down from 30.0% in 2022/23) whilst pupils who identify as Chinese or Chinese British had the lowest rate of absence (4.2%, unchanged since 2022/23). 

Absence by Special Educational Needs/Additional Learning Needs (SEN/ALN)

In 2023/24 13.5% of half-day sessions were missed by pupils with an SEN/ALN provision compared to 9.0% without an SEN/ALN provision. Both of these absence rates have reduced slightly since 2022/23.

Not all pupils are required to be in school for the same number of sessions. School closures, moving schools, inset days, etc. are all instances where a pupil might not be required to attend school, where other pupils might still be required to attend.

Historically, persistent absence was defined as being absent for 20% of the most common number of required sessions. So, if most pupils are required to be in school for 378 half-day session in the year, the threshold for persistent absence was 76 sessions. These sessions need not be continuous for a pupil to be considered persistently absent.

The Welsh Government has now changed the official threshold for persistent absence to 10% of the most common number of required sessions.

For Primary schools, the threshold for 10% persistent absence in 2023/24 is 38 sessions.

For Secondary schools, the threshold for 10% persistent absence in 2023/24 is 31 sessions.

The persistent absence figures in this release use the 10% threshold unless explicitly stated.

Figure 3: Percentage of school-age pupils persistently absent 2013/14 to 2023/24 [Note 1]

Image

Description of Figure 3: A line graph showing percentage of persistently absent (10% threshold) school age pupils stayed between 13.7% and 15.5% between 2013/14 and 2018/19. Following the coronavirus pandemic, persistent absence (10% threshold) has more than doubled between 2018/19 and 2022/23, before falling between 2022/23 and 2023/24 to 30.4%.

Source: Attendance Data Collection 2023/24 (includes maintained primary, middle, secondary and special schools)

[Note 1] There is no data in this collection for the years 2019/20, 2020/21, 2021/22. The years where there is data are indicated by the circular markers on the lines. The pandemic period is shaded grey.

Figure 4: Percentage of pupils persistently absent by year group, 2018/19, 2022/23 and 2023/24

Image

Description of Figure 4: A bar chart showing the percentage of persistently absent pupils by year group in 2018/19, 2022/23 and 2023/24. Persistent absence has at least doubled in most cases between 2018/19 and 2022/23, and slightly reduced for each year group between 2022/23 and 2023/24.

Source: Attendance Data Collection 2023/24 (includes maintained primary, middle, and secondary schools)

Year 11 pupils have the highest rates of persistent absence, with 45.2% of pupils persistently absent during 2023/24. At 2.4 times its 2018/19 percentage, Year 11 had the highest relative increase in persistent absence following the COVID-19 pandemic. Year 3 has the lowest rate of persistent absence over 2023/24, with 23.1% of pupils persistently absent.

In 2023/24 the percentage of persistently absent pupils eligible for FSM has fallen from the highest point in 2022/23 since this collection began. In 2023/24 the gap between the persistent absence of pupils eligible for FSM and ineligible for FSM has also fallen since 2022/23, reaching 28.9 percentage points, up from 19.0 in 2018/19.

Figure 5: Percentage of pupils persistently absent by FSM eligibility, 2018/19, 2022/23 and 2023/24

Image

Description of Figure 5: A bar chart showing percentage of persistent absence almost doubled for pupils eligible for FSM and more than doubled for ineligible pupils between 2018/19 and 2022/23. It has now slightly fallen between 2022/23 and 2023/24.

Source: Attendance Data Collection 2023/24 (includes maintained primary, middle, and secondary schools)

Persistent absence by sex

There was an increase in persistent absence for pupils of both sexes following the COVID-19 pandemic. 

Between 2022/23 and 2023/24, the percentage of pupils that were persistently absent has fallen from:

• 34.3% to 30.7% for female school-aged pupils
• 33.7% to 30.1% for male school-aged pupils

Between 2018/19 and 2023/24, the percentage of pupils that were persistently absent has risen from:

• 14.5% to 30.7% for female school-aged pupils
• 15.0% to 30.1% for male school-aged pupils

Persistent absence by ethnic background

A decrease in persistent absence has been seen in pupils of most ethnic backgrounds between 2022/23 and 2023/24. 

In 2023/24 the ethnic background with the lowest percentage of persistent absence was Chinese or Chinese British (at 7.8%). The ethnic background with highest percentage of persistent absence was Traveller (at 80.0%).

Persistent absence by SEN/ALN

There was a decrease in persistent absence between 2022/23 and 2023/24 for pupils with all SEN/ALN provisions. In 2023/24 42.7% of school-aged pupils with an SEN/ALN provision were persistently absent compared to 29.0% without an SEN/ALN provision.

Definitions

Local authority maintained schools

Schools maintained by the local authorities. The authorities meet their expenditure partly from council tax and partly from general grants made by the Welsh Government.

Primary schools

Ages 3/4 to 10. 

Middle schools

Ages 3/4 to 16/18.

Secondary schools

Ages 11 to 16/18.

Special schools

Special schools, both day and boarding, provide education for children with ALN or SEN who cannot be educated satisfactorily in mainstream schools.

Additional learning needs (ALN) and special educational needs (SEN)

A person has ALN/SEN if they have a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision or special educational provision. Learners with ALN will have their needs identified in individual development plans (IDPs) which are statutory plans created under the ALN Act. Learners with SEN may have School Action, School Action Plus or a Statement, which will cease in August 2025 when the implementation of the ALN system is complete.

Changes to special educational needs data following the implementation of the Additional Learning Needs and Education Tribunal (Wales) Act 2018

The Additional Learning Needs Code for Wales 2021 (the ALN Code) and regulations came into force on 1 September 2021 to ensure children and young people aged 0 to 25 can access the provision to meet their needs.

Implementation of the ALN system is ongoing, with children moving from the SEN system to the ALN system until August 2025. Learners with ALN will have their needs identified in IDPs maintained by either a school or a local authority.

Analysis of the data, along with feedback from local authorities suggest that the fall in ALN/SEN learners over the last three years is due to a systematic review by schools of their ALN/SEN identification and data, both in readiness for and during implementation of the ALN system. Learners supported through School Action and School Action Plus (those requiring the least amount of special educational provision) may no longer be identified as ALN/SEN in PLASC. This is either because their needs are short term, do not require provision additional to, or different from, that which is provided for other learners, that can be addressed as part of holistic provision.

Additionally, schools were asked to stop using the ‘General learning difficulties’ category and to reassess an appropriate category of need for such pupils. This category had become a catch-all for those requiring catch up support, with minor needs and/or where multiple needs existed, instead of its original intent, which was to capture learners awaiting assessment. This has also led to some pupils no longer being identified as ALN/SEN in PLASC. The ‘General learning difficulties’ category was removed from the 2023 and 2024 schools’ censuses.

Welsh Government will continue to monitor the numbers throughout implementation of the Additional Learning Needs (ALN) and Education Tribunal (Wales) Act and work with our partners to ensure the data presents an accurate reflection of the numbers and categories of learners with ALN in Wales.

Individual Development Plans

Individual Development Plans (IDPs) are statutory plans created under the Additional Learning Needs and Education Tribunal (Wales) Act 2018, which came into force on 1 September 2021. A learner may have either a school maintained IDP or a local authority maintained IDP.

Pupils with statements

Pupils for whom the authority maintains a statement of special educational needs under Part iv of the Education Act 1996. A statement may be issued by the local authority after assessment of a child’s needs. 

School Action

When a class or subject teacher identify that a pupil has special educational needs they provide interventions that are additional to or different from those provided as part of the school’s usual curriculum. 

School Action Plus

When the class or subject teacher and the Special Educational Needs Co-ordinator are provided with advice or support from outside specialists, so that alternative interventions additional or different to those provided for the pupil through 'School Action' can be put in place. The Special Educational Needs Co-ordinator usually takes the lead although day-to-day provision continues to be the responsibility of class or subject teacher.

Free school meals

Pupils are eligible for free school meals if their parents or guardians are in receipt of certain means-tested benefits or support payments.

Transitional protection for free school meals

On 1 April 2019 the Welsh Government introduced a new transitional protection for free school meals policy. This was brought in to ensure that pupils have their free school meals protected during the Universal Credit rollout period.

This protection applies to individual pupils and will continue until the end of their current school phase, being the end of primary school or end of secondary school.

Any pupil that was eligible for free school meals on the introduction of the policy on 1 April 2019 should also be transitionally protected. In addition, any pupil that has become eligible at any point during the Universal Credit rollout under the new eligibility criteria should also be transitionally protected.

The FSM analysis in this release only includes pupils who are eligible through the means tested criteria. Those eligible through TP or UPFSM are not included.

Types of absence

All (or ‘overall’) absences comprise those which are authorised and unauthorised:

• An authorised absence is an absence with permission from a teacher or other authorised representative of the school. This includes instances of absence for which a satisfactory explanation has been provided (e.g. illness, family bereavement or religious observance).
• An unauthorised absence is an absence without permission from a teacher or other authorised representative of the school.  This includes all unexplained or unjustified absences.

Note that pupils undertaking approved and supervised educational activities conducted away from the school (e.g. work experience or educational visits) are deemed to be present at the school.

Sources of official data on attendance at maintained schools in Wales

Prior to the COVID-19 pandemic we collected and published attendance data annually. This annual data set was collected in line with the Code of Practice for Statistics (UK Statistics Authority) and is designated as National Statistics. Absenteeism from secondary schools was usually published in August, absenteeism from primary schools in December and an additional bulletin on absenteeism from schools by pupil characteristics followed in February. That bulletin has been replaced by this publication.

The data collections underpinning these outputs were suspended at the start of the COVID-19 pandemic in March 2020. There is no data from these collections for the 2019/20, 2020/21 or 2021/22 school years. This release presents the results from the recommencement of these annual collections from the 2022/23 school year onwards.

To inform our policy response to the COVID-19 pandemic we started collecting daily management information on attendance in schools from September 2020 onwards. This data is extracted directly from school management information systems and is not validated or verified in any way with the schools and data is not always available for every school on every day. It is not Accredited Official Statistics and is of lower quality than the annual data presented in this release. However, it is useful in looking at overall levels of absence and trends at the Wales level and looking at patterns between pupils with different characteristics e.g., free school meals. Attendance at maintained schools has been published regularly since September 2020.

Differences in data collected on school attendance before and during the COVID-19 pandemic

In October 2022 we published a summary release on attendance before and during the pandemic. This looked at the differences between the annual and weekly data collections and detailed information on those differences can be found in that release. 

Attendance data for the 2023/24 school year

This release contains fully quality assured attendance data to Accredited Official Statistics standards for primary schools for the 2023/24 school year.

We have also published a weekly release of the management information during the 2023/24 school year leading to an overlap in the time period covered by the two collections. Our advice is that users should use the data in this release as far as possible and only refer to the data in the weekly release if the information needed cannot be found or produced from this annual data set. 

Source: Attendance Data Collection, Attendance Data - Management Information

[Note 1] Data for years 1 to 6 is from the release published on 1 August 2024 and data for years 7 to 11 is from the release published on 6 June 2024.

The table shows overall attendance for schools by year group from September 2023 to July 2024. It shows that both the annual and weekly collections produce consistent results across all year groups, with the greatest difference for year 11 pupils at 0.7 percentage points.

The above table confirms that at the Wales level both collections for 2023/24 are producing consistent and comparable results. However, it is likely that due to the way the weekly data are collected and the lack of validation that there would be greater and more significant differences at below the Wales level.

Official statistics status

All official statistics should show the standards of the Code of Practice for Statistics.  
These are accredited official statistics. They were independently reviewed by the Office for Statistics Regulation (OSR) in July 2010. They comply with the standards of trustworthiness, quality and value in the Code of Practice for Statistics (UK Statistics Authority). 

It is Welsh Government’s responsibility to maintain compliance with the standards expected of accreditation. If we become concerned about whether these statistics are still meeting the appropriate standards, we will discuss any concerns with OSR promptly. Accreditation can be cancelled or suspended at any point when the highest standards are not maintained, and reinstated when standards are restored.

Accredited official statistics are called National Statistics in the Statistics and Registration Service Act 2007.

Statement of compliance with the Code of Practice for Statistics

Our statistical practice is regulated by the OSR. OSR sets the standards of trustworthiness, quality and value in the Code of Practice for Statistics that all producers of official statistics should adhere to.

All our statistics are produced and published in accordance with a number of statements and protocols to enhance trustworthiness, quality and value. These are set out in the Welsh Government’s Statement of Compliance.

These accredited official statistics (OSR) demonstrate the standards expected around trustworthiness, quality and public value in the following ways.

Trustworthiness

The data in this release relates to attendance of pupils of compulsory school age (ages 5 to 16) in maintained secondary, middle, primary and special schools. The data are recorded throughout the year in the school’s management information system following statutory guidance for recoding attendance and absence. The data is derived from the statutory returns provided by local authorities. The data being recorded throughout the year in school’s management information system following statutory guidance for recoding attendance and absence. The returns are authorised and validated by local authorities. 

The data collection and validation for primary pupils were carried out between September and December with the data being published in December.  For secondary pupils, the data collection and validation were carried out between May and September. In 2024, the data was published in October.  Previously, before the COVID-19 pandemic, the data was published in August.

All personal data underlying these statistics are processed in accordance with the requirements of the Data Protection Act 2018.

These statistics are pre-announced on the Statistics and Research area of the Welsh Government website. Access to the data during processing is restricted to those involved in the production of the statistics, quality assurance and for operational purposes. Pre-release access is restricted to eligible recipients in line with the Code of Practice (UK Statistics Authority).

Quality

The published figures provided are compiled by professional analysts using the latest available data and applying methods using their professional judgement and analytical skillset. Statistics published by Welsh Government adhere to the Statistical Quality Management Strategy which supplements the Quality pillar of the Code of Practice for Statistics (UK Statistical Authority) and the European Statistical System principles of quality for statistical outputs.

We work closely with local authorities to ensure all data is validated before tables are published.  Data is collated by local authorities into an electronic return and submitted to the Welsh Government through DEWi, a secure online data transfer system developed by the Welsh Government.  Various stages of automated validation and sense-checking are built into the process to ensure a high quality of data.

All stages in the collection, validation and production of these statistics are led by statisticians from the Government Statistical Group.

The data for primary schools in this release relate to the 2023/24 school year beginning Friday 1 September 2023 and finishing on Monday 22 July 2024.  However the secondary school data does not cover the entire school year, because of the effect on attendance at public exams which occur in May and June, the secondary data collection finishes at the late May bank holiday.

DEWi was available for uploading files from 30 May 2024. Local authorities were then asked to validate their data within a specified validation period.

Value

These statistics are used in a variety of ways. Some examples of these are:

• advice to ministers
• to inform the education policy decision-making process in Wales
• to inform Estyn during school inspections
• the education domain of the Welsh Index of Multiple Deprivation
• to assist in research in educational attainment

This release is accompanied by an Open Document Spreadsheet which can be shared and reused widely and which complies with the Government Analysis Function guidance on Releasing statistics in spreadsheets. It is also accompanied by detailed tables on StatsWales (Pupil Level Annual School Census (PLASC)), a free to use service that allows visitors to view, manipulate, create and download data.

Data is clearly presented in each table, with the spreadsheet also including a cover sheet listing each table. The commentary and notes in the release have been developed to try to make the information as accessible as possible to the widest range of users. Furthermore, all our school statistics outputs are published in Welsh and English.

Comparability

England

Statistics: school and pupil numbers (Department for Education)

Scotland 

Statistics and research (Scottish Government)

Northern Ireland

Education statistics (Department of Education)

Well-being of Future Generations Act (WFG)

The Well-being of Future Generations Act 2015 is about improving the social, economic, environmental, and cultural wellbeing of Wales. The Act puts in place seven wellbeing goals for Wales. These are for a more equal, prosperous, resilient, healthier, and globally responsible Wales, with cohesive communities and a vibrant culture and thriving Welsh language. Under section (10)(1) of the Act, the Welsh Ministers must (a) publish indicators (“national indicators”) that must be applied for the purpose of measuring progress towards the achievement of the Well-being goals, and (b) lay a copy of the national indicators before Senedd Cymru. The 46 national indicators were laid in March 2016. 

Information on the indicators, along with narratives for each of the wellbeing goals and associated technical information is available in the Well-being of Wales report.

Further information on the Well-being of Future Generations (Wales) Act 2015.

The statistics included in this release could also provide supporting narrative to the national indicators and be used by public services boards in relation to their local wellbeing assessments and local wellbeing plans.

Statistician: Stephen Hughes
Email: school.stats@gov.wales 

Media: 0300 025 8099

SFR 11/2025