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<p>The department does not collect data for pupils with pathological demand avoidance
(PDA), a profile of autism. Therefore, we cannot accurately assess their current trends
in absence rates. However, the department recognises the increase in absence generally
for pupils with Special Educational Needs and Disabilities (SEND). For pupils receiving
Special Educational Needs (SEN) support, overall absence increased from 6.5% in 2018/19
to 10.0% in 2021/22. For pupils with a SEN provision statement or Education, Health
and Care Plan, overall absence increased from 8.7% in 2018/19 to 12.1% in 2021/22.</p><p>On
22 November 2023, the department announced the Partnerships for Inclusion of Neurodiversity
in Schools programme. This new programme, backed by £13 million of investment, will
bring together Integrated Care Boards (ICB), local authorities and schools, working
in partnership with parents and carers, to support schools to better meet the needs
of neurodiverse children. The programme will deploy specialists from both health and
education workforces to upskill schools and build their capacity to identify and meet
the needs of children with autism and other neurodiverse needs. One of the key programme
metrics will be attendance, as the department recognises that addressing unmet needs
and making school more inclusive supports good attendance. The programme will be evaluated,
and the learning will inform future policy development around how schools support
neurodiverse children.</p><p>In 2022, the department published the ‘Working together
to improve school attendance guidance’ to ensure greater consistency in the attendance
support offered to pupils and families across the country. The guidance emphasises
the importance of providing attendance support early and targeted to pupils’ individual
needs. The guidance is available at: <a href="https://www.gov.uk/government/publications/working-together-to-improve-school-attendance"
target="_blank">https://www.gov.uk/government/publications/working-together-to-improve-school-attendance</a>.</p><p>For
pupils with SEND, schools are expected to have sensitive conversations with pupils
about their needs and work with families to develop specific support approaches. This
includes establishing strategies for removing in-school barriers to attendance, ensuring
attendance data for pupils with SEND is regularly monitored to spot patterns and provide
support earlier, ensuring joined-up pastoral care is in place, and referring pupils
to other services and partners where necessary. These expectations, alongside the
expectations placed on academy trust boards, governing bodies, and local authorities
to work in conjunction with school staff to provide joined-up support for all pupils
and families, is intended to ensure that pupils with SEND are supported to attend
school regularly.</p><p>Statistics on pupil absence, including breakdowns of absence
by characteristics, are available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2021-22"
target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2021-22</a>.</p>
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