Persistent School Absence Trends For Primary & Secondary Schools in Folkestone & Hythe 20/21 – 23/24

Data spanning four years reveals significant disparities in persistent absence rates across schools in Folkestone & Hythe. Since the Covid-19 pandemic, trends have varied markedly: some schools have experienced a steady year-on-year increase, others a decline, while some have seen fluctuating patterns. Despite these differences, the overall figures remain deeply concerning.

Persistent absence, defined as pupils missing 10% or more of their possible sessions, shows a mixed picture. In some schools, rates remain stubbornly high, while others have seen a consistent decline. For the remainder, rates have been inconsistent, rising and falling over time. At the secondary school level, there has been a gradual decline in persistent absence rates, while primary schools have seen almost no change, with rates remaining largely static. One consistent trend observed across both primary and secondary schools is that pupils eligible for free school meals tend to have higher rates of persistent absence compared to their peers who are not eligible. This disparity highlights an important issue worth exploring further, which we will delve into in a future blog post.

This troubling trend of persistent absences is not only disrupting the education of thousands of children across the district but is also exacerbating existing inequalities.  Areas of high deprivation, such as Harbour Ward, Folkestone East, Folkestone Central, and Walland & Denge Marsh Ward, are particularly affected, highlighting the urgent need for targeted interventions to address these disparities and support vulnerable communities.

Data provided by Peter Read (pictured). He was a former Acting Head Master at Harvey Grammar School and Head Master at Gravesend Grammar School. He is regarded as one of the most influential figures in Kent’s educational landscape over the past two decades, highlights significant disparities in persistent absence rates between two prominent schools in the district. The data shows that Harvey Grammar School, an all-boys school, has the lowest persistent absence rate. In contrast, The Folkestone School for Girls has nearly double the absence rate of Harvey Grammar.

While the data clearly highlights this disparity, it does not offer insights into the underlying causes behind the observed difference. Further analysis would be necessary to identify the factors contributing to the varying absence rates between the two schools.

In the mixed secondary schools, the trend shows that persistent absence rates are relatively similar. However, the data does not explain the reasons for this consistency. Additional research would be needed to uncover the factors driving the comparable absence rates among the five schools.

The situation in the district’s primary schools is equally perplexing. Data reveals inconsistent patterns in persistent absence rates. Out of the 37 primary schools in the district, 10 have recorded persistent absence rates exceeding 20% over the past three years. While most of these schools are situated in areas of high deprivation—where children already face significant disadvantages—this is not universally the case. For instance, schools such as Mundella Primary, Bodsham, Brenzett, and Hythe Bay exemplify this trend, highlighting the complex challenges faced by these primary schools.

The variability in persistent school absences is a multifaceted issue, deeply rooted in the lingering effects of the pandemic and exacerbated by systemic challenges.

Several key factors contribute to this troubling trend:

1. Mental Health Challenges: The pandemic has left a lasting impact on children’s mental health, with many struggling with anxiety, depression, and other psychological issues. These challenges make it difficult for them to reintegrate into the structured environment of school, leading to irregular attendance.
2. Parental Influence: The shift to remote work has altered some parents’ perceptions of school attendance. For some families, the boundaries between home and school have blurred, resulting in a more relaxed attitude toward attendance, often treating it as optional rather than mandatory.
3. Exploitation of Loopholes: Parents frequently cite minor illnesses, such as colds, to justify absences. Schools are often powerless to challenge these claims, and attempts to require medical documentation have been criticized for adding strain to already overburdened healthcare systems.
4. Rise in Home Education: The increase in home education, particularly in deprived areas, has further reduced school attendance rates. Alarmingly, this trend has garnered little attention from policymakers or private stakeholders, leaving it unaddressed.

The consequences of persistent absenteeism are profound and far-reaching:

• For Students: Chronic absence disrupts learning, leads to gaps in curriculum coverage, and fosters negative attitudes toward education. These setbacks can have lifelong implications, affecting academic achievement, future employment prospects, and overall quality of life.
• For Schools: Teachers face the dual challenge of supporting absent students while maintaining progress for those who attend regularly. This disrupts the flow of lessons and undermines the educational experience for the entire class. The lack of accountability for non-attendance further diminishes the perceived importance of regular schooling.
• For Society: The growing disparity in attendance rates between children in deprived areas and their more affluent peers threatens to widen existing inequalities. This creates a vicious cycle of disadvantage that perpetuates social and economic divides.

Ofsted has repeatedly highlighted attendance issues in its reports, alongside other pressing challenges such as high pupil mobility, the needs of children with English as a second language, and the effectiveness of Pupil Premium funding. Despite these warnings, there has been a notable lack of meaningful action to address the root causes of persistent absence.

The current strategies to combat absenteeism are insufficient. While fining parents for unauthorised absences is a step in the right direction, it is unlikely to deter families from taking term-time holidays or keeping children home for minor illnesses. A more comprehensive and proactive approach is urgently needed, including:

1. Enhanced Mental Health Support: Expanding access to counseling and mental health services for students struggling with pandemic-related psychological challenges.
2. Parental Engagement Initiatives: Educating parents on the critical importance of regular school attendance and the long-term consequences of persistent absence.
3. School-Level Interventions: Implementing innovative strategies to re-engage absent students, such as flexible learning options and targeted support for vulnerable families.
4. Policy Reforms: Closing loopholes that allow parents to exploit the system without facing meaningful consequences, and ensuring policies are both fair and enforceable.

The persistent issue of absenteeism in both primary and secondary schools across the district remains a significant challenge, with rates reaching alarming levels in some schools, these demand immediate and decisive action. Without urgent, coordinated, and sustained efforts, thousands of children are at risk of falling further behind in their education, exacerbating cycles of disadvantage and inequality. Schools, local authorities, and policymakers must come together to tackle this crisis head-on, implementing targeted interventions and support systems to address the root causes of absenteeism. The future of our children—and the well-being of society as a whole—depends on our collective response. The time to act is now; delay is not an option.

The Shepway Vox Team

The Velvet Voices of Voxatiousness