NAP
National Attendance PortalBonus Professional Learning Resource
30:00
30-minute bonus training resource

Every Lesson. Every Tutor. Every Learner.

A focused attendance session for tutors, class teachers and subject teachers. It helps staff understand attendance better and perform their role with precision, while keeping responsibility proportionate and supportive.

30 minutesTutorsClass TeachersSubject Teachers
This is not about turning teachers into Attendance Officers.
You are often the adult who notices first, welcomes back, spots a pattern, creates belonging and makes sure a concern reaches the right person before absence becomes entrenched.
Stage 0

Attendance improvement starts in ordinary moments

0–3 min
Opening thought: A pupil may have an Attendance Officer, a Head of Year and a senior leader — but they may see you five times a week.
Noticethe missing learner, the late pattern, the lesson avoided, the change in engagement.
Connecta calm welcome, a trusted adult and a sense of belonging can make return easier.
Actregister accurately, ask appropriately, pass concerns on and follow the agreed system.
Adapt locally: if secondary attendance is not where it should be, make that message clear. Teachers are not responsible for solving every barrier, but their daily visibility is critical.
Stage 1

Understand the scale — and the learning lost

3–8 min
91.51%approximate national secondary attendance in the DfE Week 28 2026 release.
23.77%secondary persistent absence in the same year-to-date dataset.
90%attendance is roughly 19 school days missed across a 190-day year.
What does an attendance percentage mean?

Move the slider. Illustration assumes a 190-day school year and 5 lessons per day.

95% attendance

9.5 days
approximately missed
≈ 48 lessons of potential learning time
Key shift: do not wait for 90%. A learner moving 97% → 95% → 93% is already telling us something.

National context

DfE persistent absence dataNational year-to-date data. Working Together to Improve School AttendanceStatutory guidance for schools in England.
Stage 2

Your role as a subject teacher

8–14 min
Every lesson
  • Register accurately and promptly.
  • Notice subject-specific absence and lateness patterns.
  • Welcome pupils back without public interrogation.
  • Make re-entry manageable.
  • Notice change in participation, mood or engagement.
  • Pass concerns on early.
Keep the role proportionate
  • Be professionally curious, not intrusive.
  • Follow safeguarding procedures immediately where needed.
  • Do not diagnose medical, mental-health or SEND needs.
  • Do not assume somebody else has already noticed.
  • Do not shame pupils because of absence.
  • Keep expectations high while helping remove barriers.

Portal support for classroom practice

Primary & Secondary School HubPractical attendance resources for teachers, tutors, pastoral staff and leaders. School Day Friction MapperExplore whether lessons, transitions, people, places or routines may contribute to absence.
Stage 3

Your role as a form tutor or class teacher

14–21 min
Form tutor: daily relational anchor
Know emerging concerns, notice change, use short private conversations, welcome returners, reinforce plans and share patterns quickly.
Primary class teacher: both lenses together
Accurate registration, family relationship, noticing changes in learning/friendship/confidence, supportive re-entry and timely work with SEND/pastoral/attendance colleagues.
A useful 30-second conversation:
“Good to see you. I noticed you weren't here yesterday. How are things today? Is there anything making school harder at the moment that we should know about?”

Tools for conversations, belonging and return

Challenging Attendance Conversation CoachConnect → understand → agree → review. Student Hub & Belonging ResourcesYoung-person-facing attendance and belonging tools. SEND, Inclusion & Attendance HubSupport where absence links to SEND, anxiety, health or access barriers. My Comeback PlanSupport a positive return after absence.
Stage 4

Notice it. Respond. Pass it on.

21–26 min
1 · NOTICEWhat has changed?
2 · CONNECTUse a short, calm, private conversation.
3 · RECORD / REFERUse the agreed school route.
4 · FOLLOW UPNotice whether things improved.
Subject patternA pupil is in school most days but has missed your lesson three times in two weeks. What do you notice, ask and pass on?
Return after absenceA pupil returns after four days and looks anxious about missed work. What makes your first two minutes helpful?
DeteriorationA reliable tutee develops scattered absences and lateness. Why act now rather than wait for 90%?

Tools when a barrier needs exploring

Attendance Barrier IdentifierStructured aid to consider what may need exploring next. Tomorrow Morning PlanA practical 24-hour plan for helping a pupil return.
Stage 5

Two commitments

26–29 min
Stage 6

You are not expected to do this alone

29–30 min
Your ongoing support

National Attendance Portal

Use the Portal when you need a conversation tool, pupil return plan, SEND and inclusion guidance, CPD, or a clearer understanding of attendance.

National Attendance PortalYour ongoing support base. Primary & Secondary School HubYour practical starting point. CPD & Training ResourcesFurther professional learning. Student HubBelonging and young-person support.
Final message: every teacher owns their part of the solution: register accurately · notice early · build belonging · respond professionally · pass concerns on · welcome pupils back.

Safeguarding: if an attendance-related conversation raises a safeguarding concern, follow your school's safeguarding procedures immediately. Do not record pupil-identifiable information on this page.