EPI report reveals over 300,000 children missing from education

The Education Policy Institute (EPI) has published a report estimating that 305,000 children were missing from education in 2023, a 41% increase since 2017.

News

05/12/2024

The Education Policy Institute (EPI) has published a report estimating that 305,000 children were missing from education in 2023, a 41% increase since 2017. The report highlights persistent disparities, with pupils from minoritised ethnic backgrounds, those with SEND, and persistently disadvantaged children disproportionately affected. Over 50,000 pupils permanently exited the English education system during the primary or secondary phases, with sharp increases during key exam years.

The report raises critical questions about why certain groups of pupils are more likely to leave formal education and calls for urgent systemic reforms to address the barriers driving these disparities. Without intervention, these trends risk further entrenching educational inequities and limiting life opportunities for vulnerable children.

EPI’s findings highlight the urgent need for better data collection, including a comprehensive register of children outside formal education and detailed recording of pupil exit reasons by schools. The report also emphasises the importance of engaging directly with families and pupils to understand and address barriers to education effectively.

Fiona Fearon, NGA's Head of Policy and Research said:
NGA welcomes the Education Policy Institute’s (EPI) timely report on children missing from education. Particularly concerning is EPI’s finding that system exits disproportionately affect persistently disadvantaged pupils and those with additional vulnerabilities.
The report highlights concerning disparities within the education system, raising urgent questions about why certain groups – such as pupils from minoritised ethnic backgrounds, those with SEND, and persistently disadvantaged children – are more likely to leave the education system. Addressing this issue cannot simply focus on getting children back into school; it is imperative that the government explores and addresses the systemic factors driving these disparities, placing children and their families at the centre of the conversation.
For far too long, year after year, the sector has been researching and reporting on the same groups of children experiencing educational disadvantage, the same groups more likely to absent, the same groups of children more likely to fall behind their peers academically, the same groups of children more likely to receive both fixed term and permanent exclusions. While this demands urgent, system-wide action at the government level, governing boards have a vital role to play.
These findings reaffirm the need for governing boards to widen their focus on how pupils experience educational disadvantage within their settings, as outlined in NGA’s Disadvantage: Widening the Lens toolkits. Boards must consider the intersection of poverty, mental health and other factors in relation to potential local level systemic barriers when addressing attendance and engagement challenges.
Using data effectively to identify trends, challenge barriers within policies and practices, and ensure that no group of pupils is disproportionately disadvantaged is key. This includes holding school leaders accountable for tackling issues such as attendance, engagement, and inclusion, as well as addressing any inequities that exist within their school communities.
NGA supports the report’s call for better population estimates and a comprehensive register of children outside formal education. Accurate data is essential for informed governance decisions. We endorse the recommendation for schools to record detailed reasons for pupil exits, enabling boards to identify trends, challenge off-rolling practices, and hold school leaders accountable.
Governance plays a crucial role in driving equity in education. NGA urges boards to use the insights from this report to ensure that no child slips through the cracks. Striving for an education system where every child has the opportunity to thrive is a collective effort and boards play a valuable role in this.