When Your Child Cannot Attend School: A Calm Parent Guide for England

If school attendance has broken down, start with a clear written picture, a joined-up conversation and the right questions about access to suitable education.

When a child cannot attend school, families are often managing distress, uncertainty and a growing amount of correspondence at the same time. The most useful first step is usually not to argue about labels. It is to create a calm, factual picture of what is happening and ask school to work with you on access to education and wellbeing.

Start with what you know

Keep a short record of attendance, difficult times of day, the adjustments already tried, what seems to help, and the impact on learning and family life. You do not need to prove every conclusion at the outset. A concise record helps a school see patterns and gives a meeting a practical focus.

Ask for one joined-up plan

Ask for a meeting with a named lead, often the SENCo or attendance lead. Request a short written plan that says what support is currently in place, how wellbeing and attendance will be monitored, what information would help, how learning will be supported, and when the plan will be reviewed. A plan should make the next step easier to see for everyone.

Understand the local authority question

Section 19 of the Education Act 1996 concerns suitable education for children of compulsory school age who may not receive it because of illness, exclusion or otherwise. Whether and how that duty applies depends on the child’s circumstances. If your child is not receiving suitable education, it is reasonable to ask the local authority how it is considering its duties and what information it needs.

Three practical steps

• •Write a short factual timeline and keep copies of emails, plans and any professional information you choose to share.
• •Ask school for a joined-up conversation with a named lead and a review date.
• •If education is not being accessed, ask the local authority in writing how suitable education is being considered in your child’s circumstances.

What not to assume

• •Do not assume that one attendance code, one letter or one piece of evidence decides every case.
• •Do not assume a reduced timetable will solve the underlying barrier unless it is carefully planned, reviewed and connected to access to learning.
• •Do not assume you must navigate the next conversation alone: local SENDIASS can explain local processes and offer independent information.

Found this helpful? Explore more guides in our blog.