Devine Education Consultancy Ltd

22/08/2026

📣 UPDATED DfE ATTENDANCE GUIDANCE: SUPPORTING SCHOOL LEADERS, GOVERNORS & TRUSTEES TO BUILD ON WHAT IS WORKING

Across the sector, school leaders, governors and trustees have already invested significant time and effort in strengthening attendance.

Many schools and trusts now have robust attendance strategies in place, supported by clearer systems, stronger use of data, earlier intervention and closer work with pupils and families. In many settings, that work is already making a positive difference.

That progress matters and should be recognised.

The latest Department for Education guidance on communicating with parents and carers about school attendance should therefore be seen as an opportunity to build on existing good practice, rather than as an indication that schools need to start again.

The challenge now is to continue refining what works, strengthen areas where attendance remains difficult and ensure that communication with families supports the wider attendance strategy.

The guidance reinforces the importance of communication that is:

✅ supportive and respectful
✅ personalised to the pupil and family
✅ early and preventative
✅ focused on helping children access education
✅ sensitive to SEND, vulnerability and individual circumstances
✅ clear about the support available
✅ informed by attendance data and emerging patterns

📊 MAKING ATTENDANCE DATA MEANINGFUL

One useful message within the guidance is the importance of helping parents understand what attendance figures actually mean.

A percentage on its own may not always communicate the full impact.

For example, instead of simply stating:

“Your child’s attendance is 90%.”

schools may find it more helpful to explain what this represents in terms of days of education missed, lessons lost and the potential impact on learning, relationships and wider school experiences.

This is not about creating additional pressure for families. It is about ensuring communication is clear, meaningful and enables parents and schools to work together.

🔎 SUPPORTIVE QUESTIONS FOR GOVERNORS & TRUSTEES

Effective governance is not about catching leaders out. It is about providing support, constructive challenge and assurance.

Boards may therefore wish to explore questions such as:

❓ What elements of our current attendance strategy are having the greatest impact?

❓ How can governors or trustees support leaders in sustaining that progress?

❓ Where attendance remains challenging, what are the main barriers and what additional support may be needed?

❓ How effectively are we identifying emerging attendance concerns and providing the right support at the earliest opportunity?

❓ How effectively do our communications enable parents and carers to understand the importance of attendance and access the support available to them?

❓ How do we adapt our approach for pupils with SEND, medical needs, safeguarding concerns or other vulnerabilities?

❓ How do we ensure our communications are accessible, inclusive and responsive to the individual needs and circumstances of families?

❓ How are pupil and parent views helping us understand barriers to attendance?

❓ What capacity, resources and external support are available to leaders to manage more complex attendance cases effectively?

❓ What does our attendance data tell us about trends and patterns across different groups of pupils?

❓ What evidence shows that our attendance interventions are making a difference?

❓ Where something is working well, how are we ensuring that good practice is embedded and shared?

📝 PRACTICAL ACTIONS FOR GOVERNING BOARDS & TRUST BOARDS

Boards may wish to work alongside leaders to:

➡️ Recognise and celebrate improvements in attendance and the work of staff supporting pupils and families.

➡️ Review existing attendance strategies through the lens of impact, identifying what is working well and where further refinement may help.

➡️ Review attendance policies and communications to ensure they remain aligned with current DfE expectations.

➡️ Seek assurance that attendance communications are personalised, accessible and supportive, reflecting the needs and circumstances of pupils and families.

➡️ Ensure attendance information enables meaningful strategic oversight of persistent absence, severe absence and attendance among vulnerable pupil groups.

➡️ Support leaders to identify barriers early and ensure appropriate pastoral, SEND, safeguarding or external support is available.

➡️ Encourage meaningful engagement with pupils and parents so that schools understand the reasons behind absence rather than relying solely on numerical data.

➡️ Seek assurance that staff have the appropriate training, capacity and support to manage complex attendance cases and sensitive conversations effectively.

➡️ Focus on impact rather than activity.

The key question is:

“What difference are our interventions making for pupils and families?”

💬 A SHARED RESPONSIBILITY

School leaders are working in an increasingly complex environment, and attendance is rarely influenced by one factor alone.

Governors and trustees have an important role in supporting leaders while maintaining appropriate strategic oversight.

The strongest approach is one where the board and leadership team work together to understand:

Who needs support?
What barriers are affecting attendance?
What is already working?
What further help is required?
And what difference are our actions making?

For many schools, this will be about strengthening and refining good practice that is already in place, rather than introducing another entirely new initiative.

There is positive work happening across our schools and trusts.

The task now is to build on that progress, continue learning and make sure every pupil and family receives the right support at the right time.

📚 DfE: A guide for schools on communicating with parents about attendance – updated August 2026

https://www.gov.uk/government/publications/communicating-with-parents-about-school-attendance/a-guide-for-schools-on-communicating-with-parents-about-attendance-accessible-version

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21/08/2026

🚨 NEARLY ONE MILLION YOUNG PEOPLE ARE NOT IN EDUCATION, EMPLOYMENT OR TRAINING — WHAT DOES THIS MEAN FOR SCHOOLS?

The Government’s newly published Young People and Work: Interim Report makes challenging reading for everyone involved in education.

Nearly one million 16–24-year-olds in the UK — around 1 in 8 young people — are currently not in education, employment or training (NEET).

But perhaps one of the most important messages from the report is this:

👉 This is not simply a youth unemployment problem.

The report describes a much wider failure in the way young people move from school → further education/training → employment.

Some of the findings are stark:

🔹 Nearly 60% of young people who are NEET are economically inactive — meaning they are not working and are not currently looking for work.

🔹 6 in 10 young people who are NEET have never had a job, compared with 4 in 10 in 2005.

🔹 Yet 84% of NEET young people surveyed said they want to find a job, education or training.

🔹 Young people with SEND are 80% more likely to become NEET, and having an EHCP during school is identified as the strongest single link to becoming NEET at 17–19.

🔹 Persistent absence is associated with a 3.9 times greater risk of becoming NEET and a 6.3 times greater risk of being persistently NEET.

🔹 Only 32% of young people reported receiving face-to-face careers advice in 2025.

🔹 Only 35% felt confident that they had relevant work experience for employment.

🔹 The report identifies lack of work experience as the most commonly cited barrier to employment among young people.

The report also raises a fundamental question about how we define educational success.

It argues that schools are still predominantly measured and recognised through attainment and qualifications, while insufficient weight is placed on whether young people successfully progress into sustained education, training or employment.

🏫 What should governing boards and trustees be asking?

This should not simply sit with the Careers Leader.

Governors and trustees should be considering:

✅ Attendance – Do we understand which pupils are persistently or severely absent and their longer-term risk of disengagement?

✅ SEND – Are pupils with SEND receiving effective preparation for adulthood, employment and independent living?

✅ Destinations – Do we know what happens to our pupils after they leave us, rather than simply what grades they achieve?

✅ Careers education – Is careers guidance personalised, meaningful and accessible to every pupil?

✅ Work experience – Are all pupils receiving meaningful employer encounters and workplace experiences, particularly those who may not have family or professional networks to draw upon?

✅ Disadvantage – Are opportunities dependent on who a pupil’s parents know, or does the school actively remove those inequalities?

✅ Curriculum – Does our curriculum genuinely prepare pupils for the world beyond school as well as examinations?

✅ Employer engagement – How effectively are we working with local businesses, colleges, training providers and apprenticeship providers?

✅ Early identification – Are attendance, SEND, mental health, behaviour, disadvantage and disengagement being considered together when identifying pupils at risk of becoming NEET?

💭 A particularly important message for governance

The report makes clear that becoming NEET does not suddenly happen at 16.

The warning signs can often be seen much earlier through poor attendance, SEND, low attainment, family adversity, mental health difficulties and disengagement.

For governing boards, this reinforces the importance of looking beyond individual datasets.

Attendance, SEND, safeguarding, behaviour, curriculum, careers and destinations are interconnected — and effective governance should be joining those dots.

Qualifications remain critically important. But educational success must ultimately be about ensuring that young people leave education equipped with the knowledge, skills, confidence, experiences and opportunities to take their next step.

This interim report is a diagnosis rather than the final set of solutions. A further report will set out proposals for reform later this year.

📖 Recommended reading for headteachers, senior leaders, governors, trustees, Careers Leaders and SENDCos: Young People and Work: Interim Report — Department for Work and Pensions.



The SEND, attendance and careers/work-experience statistics above come directly from the report.

Read the full Young People and Work:

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21/08/2026

Interesting read and feedback from ICT with Mr P - Tech to Raise Standards

This report is particularly significant for schools, academy trusts, governors and trustees because it links later disengagement from education and employment with issues governing boards are already scrutinising: attendance, SEND, mental health, exclusions, careers education, work experience and pupil destinations.

The interim report was updated on 10 August 2026, with a final report and recommendations expected later in 2026.

Full Report Link: https://www.gov.uk/government/publications/young-people-and-work-interim-report/young-people-and-work-interim-report

20/08/2026

Free webinar ⬇️

The safeguarding landscape continues to evolve, & September 2026 brings important changes for early years providers. This practical webinar will guide leaders, DSLs, managers & practitioners through the latest updates to KCSIE & the Early Years Foundation Stage (EYFS) Statutory Framework, helping you understand not only what has changed, but what those changes mean in practice.

The session will include:

- An overview of the September 2026 changes to KCSIE & the EYFS.
- What the changes mean for early years leaders, DSLs & practitioners.
- Practical implications for safeguarding policies, procedures & daily practice.
- Key considerations for safer sleep, allergies & medications & paediatric first aid, food safety, safer recruitment, allegations management, online safety, staff conduct & safeguarding culture.
- Preparing your setting for implementation & inspection.
- Opportunities for questions & discussion.

We hope that takes aways from this session with help clarify statutory expectations & consider how they should influence safeguarding culture, policy, procedures & everyday practice.

Designed specifically for early years professionals, this webinar will leave you feeling informed, confident & ready to implement the latest safeguarding requirements.

All registrants will be able to view a recording of the session and receive a copy of the slides.

Date and time: 22nd September, 4pm - 5pm

Members: FREE / Non-members: £10 + VAT.

Book now: https://zurl.co/K4lCj

20/08/2026

🎓 GOOD LUCK TO EVERYONE COLLECTING THEIR GCSE RESULTS TODAY! 🎓

Today marks the end of one chapter and the beginning of another.

To every young person collecting their GCSE results today — be proud of how far you have come, the hard work you have put in and everything you have achieved along the way. 🌟

Whatever is written on that results sheet, remember that your results do not define your potential or your future. There are so many different routes to success, and today is just one step in your journey.

A huge thank you as well to all the teachers, school staff, parents, carers and families who have supported, encouraged and believed in our young people throughout their GCSE journey.

🍀 Wishing every student the very best of luck today and for the exciting next chapter ahead.

Believe in yourself. Be proud of yourself. Your future is waiting. 💚

23/07/2026

🤖 New FREE AI Governance Resources from the National Governance Association

Artificial Intelligence is rapidly changing the way schools and academy trusts work—but with innovation comes responsibility.

The National Governance Association (NGA) has launched an AI Toolkit and Policy Builder to help governing boards, trustees, governors and governance professionals develop a strategic, ethical and compliant approach to the use of AI in education. The toolkit includes practical guidance, policy templates and resources to support effective oversight of AI across schools and trusts. (National Governance Association⁠)

Questions every governing board should be asking:
✅ Does our school or trust have an AI policy?
✅ How are we protecting personal and sensitive data when AI tools are used?
✅ Have we considered the educational, ethical and safeguarding implications?
✅ Are staff receiving appropriate guidance and training?
✅ How will governors and trustees monitor the safe and effective use of AI?

As AI becomes embedded in teaching, learning and administration, governing boards have a key role in ensuring its use is ethical, transparent, secure and aligned with the organisation’s values and strategic objectives.

📚 Explore the NGA AI Toolkit here:

https://www.nga.org.uk/knowledge-centre/ai-toolkit/?

At Devine Education Consultancy Ltd, we are supporting schools and trusts to develop robust AI governance arrangements, policies, risk management frameworks and trustee assurance processes that meet emerging expectations.

Access our AI toolkit, policy builder and discussion slides, developed with Google for Education to support governors and trustees in effective AI oversight.

21/07/2026

TIME OFF FOR PUBLIC DUTIES CONSULTATION
Closes 11:59pm on 4th September 2026

FAO: Academy Trust Members, Trustees and Local Governors

The DFE proposes that Members, Trustees and Local Governors in an academy trust should be entitled to time off work to carry trust (public) duties.

Governors for maintained schools are entitled to time off to carry out their public duties, whereas people in comparable governance roles for academies and academy trusts are not.

We encourage all who wish to have their say to make your voice heard.

Please access the consultation below ⬇️

https://www.gov.uk/government/consultations/time-off-for-public-duties?

We are seeking views on how the right to time off work for public duties operates in practice, and on proposed changes to the list of public duties eligible for time off under this legislation.

21/07/2026

FREE allergy and anaphylaxis training for schools

Allergy School offers FREE online allergy and anaphylaxis training, in partnership with High Speed Training, to help your whole school get compliant with Benedict’s Law.

The accredited course covers everything schools need to meet the new statutory requirements and create safer, more inclusive schools for children and young people living with allergies.

https://allergyschool.org.uk/allergy-anaphylaxis-training-for-schools/

Sign up HERE ⬇️

Allergy School offers FREE online allergy and anaphylaxis training, in partnership with High Speed Training, to help your whole school get compliant with Benedict’s Law. The accredited course covers everything schools need to meet the new statutory requirements and create safer, more inclusive.....

21/07/2026

🏫 School Estate Management Standards Annual Return

Responsible bodies should prepare for the new DfE annual return, opening in September 2026.

📢 Governance reminder: Ensure the annual return is shared with your Trust Board, Governing Board or relevant Estates, Resources or Finance Committee to provide oversight, challenge and assurance that your organisation continues to meet the School Estate Management Standards.

📖 Read the guidance:
https://www.gov.uk/guidance/school-estate-management-standards-annual-return

Please feel free to share the crib sheet below with your governance board ⬇️

21/07/2026

Labour's deputy leader replaces Bridget Phillipson at the Department for Education