Generating key takeaways...
Data reveals record-high levels of severe school absences across London, highlighting ongoing struggles with vulnerable pupils, mental health, and systemic support amidst improving overall attendance figures.
New Department for Education data reveals a troubling rise in severe school absences in London and across England during the 2024-25 academic year, even as overall attendance figures show some improvement. In London alone, 17,050 pupils—about 1.6% of students—were classified as severely absent, missing more than half of their school sessions across the autumn and spring terms. This figure marks the highest level recorded since data collection began in 2016-17 and is up slightly from 1.5% the previous year. Meanwhile, 17% of London students were persistently absent, defined as missing 10% or more of sessions, a marginal decrease from 17.2% in 2023-24.
Across England, severe absence reached 2.26% in the same period, rising from 2.14% the previous year and representing a continuation of an upward trend that contrasts sharply with pre-pandemic rates of around 0.81% in 2018-19. Despite this, the overall pupil absence rate declined slightly to 6.63%, the lowest since 2020-21, and persistent absence fell to 17.63% from 22.32% in 2021-22. Yet, both these measures remain significantly above pre-pandemic levels, indicating ongoing challenges in tackling pupil attendance.
A particularly worrying aspect of the rise in severe absence concerns children with Education, Health and Care Plans (EHCPs), who are among the most vulnerable students due to complex special educational needs and disabilities (SEND). The proportion of pupils with EHCPs missing over half of their classes rose from 6.55% in 2023-24 to 7.3% in 2024-25. School leaders have voiced serious concerns about this trend. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, highlighted that the increase in severe absence among children with the most complex SEND needs is alarming. Di’Iasio explained the difficulties schools face in improving attendance while grappling with intense financial pressures, staffing shortages, and limited access to specialist support, which likely contribute to the rise in absences.
Paul Whiteman, general secretary of the National Association of Head Teachers (NAHT), described the slight decline in persistent absence as positive but emphasised the need to address the root causes of absence beyond the school environment. He pointed to mental health challenges, social issues such as poverty, and deficiencies in the SEND system as critical factors driving severe and persistent absences. According to Whiteman, schools alone cannot overcome these barriers without broader societal and governmental interventions.
Government officials maintain that significant measures are being implemented to address these challenges. A Department for Education spokesperson highlighted recent progress, noting the biggest improvement in school attendance seen in a decade during the last academic year. Initiatives such as free breakfast clubs in all primary schools, attendance mentoring programmes, and earlier intervention strategies for children with special needs are part of the government’s approach to creating a more supportive and inclusive school system.
However, external evaluations indicate that progress remains uneven, especially for disadvantaged pupils who continue to experience disproportionately high absence rates. The charity Impetus analysed the latest data and warned that at the current rate, it could take over four years for persistent absence to return to pre-pandemic levels. Their report emphasised the urgent need for targeted support to prevent a prolonged crisis in attendance, particularly among disadvantaged children who face complex barriers to regular schooling.
Education leaders across England are calling for coordinated action among schools, local authorities, parents, and government bodies to address the intertwined issues of mental health, poverty, and SEND provision that underlie severe absence. While overall attendance improvements offer hope, the rise in severe absence—especially among vulnerable groups—presents a continuing challenge requiring sustained, multifaceted responses to ensure every child can access the education they need.
📌 Reference Map:
- Paragraph 1 – [1] (MyLondon), [4] (Barnet Post)
- Paragraph 2 – [2] (Evening Standard), [3] (Evening Standard)
- Paragraph 3 – [1] (MyLondon), [2] (Evening Standard), [3] (Evening Standard)
- Paragraph 4 – [1] (MyLondon), [3] (Evening Standard)
- Paragraph 5 – [1] (MyLondon)
- Paragraph 6 – [1] (MyLondon), [2] (Evening Standard)
- Paragraph 7 – [5] (Impetus)
- Paragraph 8 – [1] (MyLondon), [4] (Barnet Post), [6] (Evening Standard)
Source: Noah Wire Services
Noah Fact Check Pro
The draft above was created using the information available at the time the story first
emerged. We’ve since applied our fact-checking process to the final narrative, based on the criteria listed
below. The results are intended to help you assess the credibility of the piece and highlight any areas that may
warrant further investigation.
Freshness check
Score:
8
Notes:
The narrative presents recent data on severe school absences in London, with figures from the 2024-25 academic year. The earliest known publication date of similar content is 20 March 2025, when The Standard reported on record numbers of severely absent pupils in England. ([standard.co.uk](https://www.standard.co.uk/news/politics/department-for-education-england-bridget-phillipson-government-association-of-school-and-college-leaders-b1217844.html?utm_source=openai)) The report includes updated data but recycles older material, which may justify a higher freshness score but should still be flagged. ([explore-education-statistics.service.gov.uk](https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term?utm_source=openai)) Additionally, the narrative includes a reference map with links to other articles, indicating that the content has been republished across multiple outlets. This suggests that the narrative may have been republished across low-quality sites or clickbait networks. The presence of a press release indicates that the narrative is based on official data, which typically warrants a high freshness score. However, the recycling of older material and republishing across multiple outlets may affect the overall freshness. The earliest known publication date of similar content is 20 March 2025. ([standard.co.uk](https://www.standard.co.uk/news/politics/department-for-education-england-bridget-phillipson-government-association-of-school-and-college-leaders-b1217844.html?utm_source=openai))
Quotes check
Score:
7
Notes:
The narrative includes direct quotes from individuals such as Pepe Di’Iasio and Paul Whiteman. A search for the earliest known usage of these quotes reveals that they have been used in earlier material, indicating potential reuse. The wording of the quotes varies slightly in different sources, suggesting possible paraphrasing or adaptation. No online matches were found for some of the quotes, raising the possibility of original or exclusive content. However, the reuse of quotes from earlier material and variations in wording may affect the originality of the content.
Source reliability
Score:
6
Notes:
The narrative originates from MyLondon, a local news outlet. While it is a known source, it may not have the same level of reputation as national outlets like the BBC or Reuters. The presence of a press release indicates that the narrative is based on official data, which typically warrants a high reliability score. However, the reliance on a single source and the potential for republishing across multiple outlets may affect the overall reliability.
Plausability check
Score:
8
Notes:
The narrative presents data on severe school absences in London, with figures from the 2024-25 academic year. The data aligns with official Department for Education statistics, indicating a rise in severe absences. The inclusion of quotes from education leaders adds credibility to the claims. However, the reliance on a single source and the potential for republishing across multiple outlets may affect the overall plausibility.
Overall assessment
Verdict (FAIL, OPEN, PASS): OPEN
Confidence (LOW, MEDIUM, HIGH): MEDIUM
Summary:
The narrative presents recent data on severe school absences in London, with figures from the 2024-25 academic year. While the data aligns with official Department for Education statistics, the reliance on a single source and the potential for republishing across multiple outlets may affect the overall reliability and freshness of the content. The reuse of quotes from earlier material and variations in wording suggest potential issues with originality. Given these factors, the overall assessment is ‘OPEN’ with a medium confidence level.
