Explained: Lessons for England on using AI to boost attendance
Lessons for England on using AI to boost attendance is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
While ‘carrot and stick’ initiatives can make a difference to improving attendance, what’s really needed for long-term improvement is a more strategic approach, using data to truly understand what’s going wrong and why. The problem is there’s so much attendance data – one year group over one academic year in our school alone takes up 300,000 rows in Excel.
Key details from the report
- But what if you could use artificial intelligence to spot trends, identify areas for improvement and perhaps even stop absenteeism before it occurs?
- We were already using Microsoft Copilot for exam results analysis, so we decided to give it a go.
- It took us a while to get the correct prompts, simplify the data, and present it in a language parents would appreciate.
- After some trial and error, we ended up with a succinct report for each pupil, an ‘attendance profile’ showing their strengths and areas for development.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
