Introduction
This strategy builds on Lincolnshire’s previous Attend to Achieve Strategy (2023–2026) and aligns with current DfE guidance, including Working Together to Improve School Attendance (2024) and emerging expectations within the Wellbeing and Schools Bill (DfE, 2026).
Attendance is a key indicator of a child’s safety, wellbeing and future life chances. Absence is rarely an isolated issue and is often an early sign of unmet need or vulnerability. Improving attendance therefore requires a whole-system, child-centred approach focused on early intervention, inclusion and partnership working.
Lincolnshire is committed to promoting a positive attendance culture where barriers are identified and addressed early, and where children, young people and families feel supported to engage fully in education.
Encouragingly, 84% of children in Lincolnshire have very good attendance and leave school well prepared for adult life. However, we recognise that for some children, attending school can be complex and challenging. For these children absence is often multi-faceted and more must be done to support those who face barriers to regular attendance. This strategy prioritises collaborative working and seeks to strengthen the effective use of data, not simply as a measure of attendance or absence, but as an indicator of how well children feel included, supported, and are able to access their education.
Whilst this strategy focuses on children of statutory school age, our Best Start in Life strategy highlights that patterns of attendance are established well before a child reaches statutory school age. Absences can begin in early education and, if not addressed, may persist into primary and secondary school, reinforcing the need for early intervention and coordinated support. Children who do not attend regularly in their early years are significantly more likely to experience ongoing attendance difficulties throughout their education.
While statutory attendance requirements change after the age of 16 years, the importance of participation in education, employment, or training remains. In line with Participation of Young People in Education, Employment, or Training: Statutory Guidance for Local Authorities (DfE, updated, 2024), we promote continued engagement post-16, recognising that attendance remains a key factor in achieving positive outcomes.
Lincolnshire’s vision
Lincolnshire is committed to ensuring every child and young person feels safe, included and supported to access education so they can achieve, thrive and realise their potential.
Attendance reflects belonging, inclusion and safeguarding. Securing good attendance is a shared responsibility requiring strong partnership working, effective use of data, early intervention and a consistent focus on supporting vulnerable children.
Aligned with wider council strategies, this approach promotes a coordinated, whole-system effort across schools, families and services to improve outcomes, safeguard children, and support them to lead healthier, safer and more successful lives.
What is good attendance?
Children should attend school every day, with 100% attendance as the expectation. In practice, attendance of 95% or above is typically considered ‘good’. Attendance below this level is a cause for concern and should prompt early support and action from schools, families and wider services working together.
Even small amounts of absence quickly accumulate for example; 95% attendance equates to around two weeks of missed learning over a school year.