1 out of 5 pupils persistently absent from schools across Portsmouth

One in five Portsmouth pupils are persistently absent from schools, a new council report reveals.

In a new public health report, Portsmouth City Council has examined attendance levels across schools in Portsmouth during the 2023/24 academic year.

In the foreword, Helen Atkinson, the council’s director of public health, said non-attendance is driven by “complex reasons” that are linked with “systemic inequalities” which were worsened by the COVID-19 pandemic.

Since the pandemic, these systemic inequalities have continued to affect “the most vulnerable children” and understanding attendance and absenteeism “requires an intersectional, multidisciplinary lens”.

In England, some 20.3 per cent of pupils were persistently absent in 2023/24, meaning they missed between 19 and 95 days out of a 190-day school year – in Portsmouth, the figure is 20.6 per cent.

In 2023/24, one in ten pupils across all Portsmouth schools missed one school day every fortnight. This attendance level is mirrored for pupils in state-funded secondary schools in Portsmouth and increases to once a month for state-funded primary schools.

Portsmouth has 37,000 children of compulsory school age; nearly a quarter (24 per cent) of children live in poverty – four per cent higher than the national average.

As part of the research, Unloc, a local education non-profit, engaged with local pupils, asking them for their needs and concerns surrounding absenteeism.

Feedback from students highlighted concerns with “harsh” approaches from school staff, with one student recalling being told “if you’re not in school you’re failing”.

Other students described a lack of understanding regarding mental health, with support withheld until “you’re at your worst”.

This year, Portsmouth Parents Board (PPB) undertook research with parents and guardians to capture lived experiences of absenteeism.

Families reported struggling to get timely, helpful support, often facing punitive responses instead. Many pupils find school overwhelming due to sensory issues, bullying, or unmet special educational needs and disabilities (SEND), and support for Emotional Based School Avoidance (EBSA) varies widely between schools.

Emotional and financial pressures, exacerbated by fines, add to the strain, while delays in assessments and alternative provision reduce trust.

Parents want earlier, clearer support that helps them maintain their child’s motivation and ability to attend, backed by staff trained in EBSA and SEND. They value relational and restorative approaches, consistent attendance contacts in schools, and recognition of small successes along the way.

The report noted that children who are “not school ready” are nearly three times more likely to become persistently absent.

In response to a question by councillor Graham Heaney, school-ready pupils were defined as children who are socially and behaviourally ready for school.

Cllr Heaney highlighted the “missing dimension” in the report being the curriculum, asking how much it impacts pupils’ “willingness to attend”.

In response, Helen Atkinson said the report is about bringing recommendations forward, stressing that change is not solely the responsibility of education staff.

Cllr Matthew Winnington, cabinet lead for community wellbeing, health and care, said the report is “really important”.

He recalled his time as a school governor, where there were severe attendance issues, and eventually drastic action had to be taken in collecting children from their homes. “I know now that is much more standard practice,” he added.

He highlighted the importance of early childhood and support from home, which was “a real issue” during his time as a governor, as parents “for whatever reason” felt it was “too much effort to get them school”.

He recalled excuses such as “it’s a horrible day, I have to walk there” and “I’ve got other things on my mind, i’ve got things i need to take care of for myself”.

In closing, he welcomed measures in the report that encourage schools to work together and share best practice to address the issue.