Across the United Kingdom, the issue of school attendance and exclusion is once again in the spotlight, as new data and policies reveal both progress and persistent challenges. Recent figures from Lincolnshire and Torfaen, two regions grappling with the fallout of the pandemic and ongoing behavioral issues, show that while exclusion and suspension rates are falling, concerns about attendance and disruptive behavior remain high. At the same time, some schools are taking bold new steps—like imposing fines on parents for persistent lateness—in an effort to restore attendance to pre-pandemic levels.
According to the BBC, Lincolnshire County Council’s schools forum reported a notable decrease in the number of pupils permanently excluded from local schools, dropping from 245 in the 2023-24 academic year to 227 in 2024-25. The number of suspensions also fell by 15%, from 4,991 to 4,553. These figures, which cover primary, secondary, and special schools, have been welcomed by council officials as a sign that efforts to keep students in school are starting to pay off. Yet, officials caution that the region still faces significant hurdles.
Kate Capel, Lincolnshire’s head of service for inclusion, told the forum, “Lincolnshire continues to show an increase in exclusions when compared to the national and regional averages.” She identified persistent and disruptive behavior, as well as verbal abuse or threatening behavior towards teachers, as primary factors driving these exclusions. Capel added, “We’re already working with 47 schools and their leaders to tackle this. It’s pleasing to see that cases of schools using permanent exclusions are reducing.”
The council’s approach is increasingly focused on prevention and support. Mark Popplewell, strategic finance leader for children’s services, stressed the importance of early intervention: “It’s about getting those schools to support and engage with these pupils to keep them in school as much as possible. We’re looking at providing increased capacity for alternative provisions within schools.” The authority plans to provide an update on its progress at its next meeting, reflecting an ongoing commitment to transparency and improvement.
Meanwhile, in Wales, a different but related strategy is taking shape. Penygarn Community Primary School in Torfaen has made headlines after announcing it will start charging parents £120 if their child is persistently late, a measure aimed at combating ongoing attendance issues. As reported by WalesOnline, the school’s head teacher, Lindsay Smith, outlined the policy in a letter made public on October 6, 2025. Parents will be issued fixed penalty notices for repeated lateness—defined as being late for morning and afternoon registration for five school days or 10 sessions—and for unauthorized absences or delayed returns from holidays. The fine is reduced to £60 if paid within 28 days, but those who do not pay risk prosecution in court.
Andrew Powles, director of education for Torfaen council, explained the rationale behind the fixed penalty notice approach: “Individual governing bodies decide whether to issue fixed penalty notices for unauthorised absences and the local authority supports the implementation of this policy. Schools have a legal duty to accurately record the attendance of learners and marking a pupil who is significantly late as absent is in line with Welsh Government guidance.” He added, “Being routinely late to school or lessons is disruptive for the child and others in their class. Pupils or families who struggle to attend school on time should speak to their class or year group teacher to discuss what support is available.”
Torfaen’s attendance figures, while improving, still lag behind pre-pandemic levels. At the end of the last academic term in May 2025, primary school attendance in the borough ranged from 95.7% to 91.1%, with an overall figure of 93.1%. This is up from the previous four years but remains below the 94.8% recorded in 2019-20. Secondary school attendance ranged from 93.9% to 85.7%, with an overall attendance of 89.1%—again, an improvement, but still short of the 93.9% seen before the pandemic.
The percentage of persistently absent pupils—those with attendance below 90%—has also declined. In Torfaen primary schools, this figure dropped from 23.5% in April 2024 to 20.4% in 2025, while in secondary schools it fell from 33.9% to 30.7% over the same period. Education officials in the borough are cautiously optimistic, believing that attendance could return to pre-pandemic levels within five to seven years. Andy Rothwell, head of learning and achievement for Torfaen council, remarked, “We still continue to see an improvement in overall attendance in Torfaen and that is really pleasing but we’re still not where we were pre-pandemic.”
These developments reflect a broader national conversation about how best to address attendance and exclusion in UK schools. The pandemic upended routines and exacerbated existing challenges, leaving schools and local authorities scrambling to adapt. While punitive measures like fines are controversial—some parents and advocacy groups argue they disproportionately affect struggling families—others see them as a necessary tool to reinforce the importance of regular attendance.
At the same time, many educators and policymakers are emphasizing the need for a more compassionate and supportive approach. As Lincolnshire’s Mark Popplewell put it, “Prevention is key.” By investing in alternative provisions and working closely with school leaders, the hope is to address the root causes of poor attendance and disruptive behavior, rather than simply punishing the symptoms.
It’s a delicate balance, and one that requires ongoing collaboration between schools, families, and local authorities. The data from both Lincolnshire and Torfaen suggest that progress is possible, but there’s no quick fix. Persistent absenteeism, disruptive behavior, and the lingering effects of the pandemic all present formidable obstacles. Yet, as both regions have shown, targeted intervention, transparent reporting, and a willingness to try new strategies can make a real difference.
As the new academic year unfolds, all eyes will be on these local authorities to see whether their efforts bear fruit. Will Lincolnshire’s focus on inclusion and alternative provision continue to drive down exclusions? Can Torfaen’s tough stance on lateness and absence help restore attendance to pre-pandemic highs? Only time will tell, but for now, the message from both regions is clear: keeping children in school, engaged, and learning remains a top priority.
For parents, teachers, and students alike, the stakes could hardly be higher. The path forward may be uncertain, but with determination and collaboration, there’s hope that every child will have the chance to succeed in the classroom.
