Ofsted 2026/27 Attendance & Inclusion Readiness Report

Executive overview

Record context, headline assurance and the school’s current self-evaluation.

School and review context

Use the report for SLT, governors, trustees, improvement partners and inspection preparation.

School

URN

Phase / type

Review period

Headteacher

Attendance champion

Governor / trustee lead

Report date

School context that matters

Current strategic attendance priorities

Readiness dashboard

The score updates as the 2026 evidence audit is completed. It is an internal prompt, not a predicted Ofsted grade.

Evidence readiness

Not assessed

0 / 0

Standards assessed

Evidence gaps

Urgent / not met flags

Urgent improvement

Needs attention

Expected standard

Strong standard

Exceptional

Attendance

—

Cumulative

Persistent absence

—

Below 90%

Severe absence

—

Below 50%

Punctuality

—

Late sessions

Sessions regained

—

Year to date

Cases improved

—

Sustained improvement

Open actions

Priority plan

Overdue

Priority actions

Safeguarding assurance

Absence from education can indicate safeguarding risk. Record the current assurance position.

Safeguarding judgement

Children missing / absent from education assurance

Off-site / AP assurance

Evidence of safeguarding impact

Any immediate action required

Attendance data and trends

Show the cumulative position, improvement trajectory and the extent of challenge.

Headline measures

Current attendance %

Previous comparable %

National / comparator %

School target %

Pre-pandemic baseline %

Persistent absence %

Severe absence %

Late sessions

Unauthorised absence %

Pupils on part-time timetables

Pupils in alternative provision

Suspensions

Permanent exclusions

Cumulative trend

Add each half-term, month or reporting point.

Period	Attendance %	PA %	SA %	Comparator %	Key context / action

Leadership analysis

What patterns and trends have leaders identified?

What are the principal causes and barriers?

How early are concerns identified?

How is data quality assured?

Year groups and vulnerable pupils

Evidence whether leaders understand and reduce gaps for pupils who face barriers.

Vulnerable-group analysis

Group	Pupils	Previous %	Current %	PA %	SA %	Gap to whole school	Key barrier	Action and impact

Year-group analysis

Year group	Pupils	Previous %	Current %	PA %	SA %	Gap to whole school	Pattern / concern	Action and impact

Pupil and family engagement

How are pupils’ views gathered and acted on?

How are families engaged proactively and in a timely way?

How are SEND and health-related barriers addressed?

How is multi-agency support secured?

Ofsted 2026/27 evidence audit

Rate each statement, record normal-business evidence and identify the next improvement action.

Use professional honesty. A strong self-evaluation recognises weaknesses, shows that leaders have already prioritised them and evidences the impact of action.

Case-sampling readiness

Prepare a small, representative sample that demonstrates identification, support, review and impact.

Complex attendance cases

Use anonymised pupil references. Include different needs and outcomes, not only success stories.

Pupil reference	Year / group	Starting point	Current position	Barrier / need	Pupil & family voice	Support / adjustment	Impact evidence	Next / escalation

Case-sampling assurance prompts

Can leaders explain why this pupil is absent?

Show chronology, changing needs, patterns and a clear understanding of the pupil’s context.

Was support timely, proportionate and inclusive?

Show pupil and family engagement, reasonable adjustments, specialist advice and multi-agency work.

Did leaders review whether the support worked?

Evidence attendance, engagement, wellbeing or access improvements and explain what changed when it did not work.

Is the pupil safe when not on site?

Show daily assurance, safeguarding oversight, AP checks and clarity about part-time timetable end points.

Intervention impact

Demonstrate what changed, for whom, why and whether improvement was sustained.

Cumulative impact measures

Sessions regained YTD

Cases improved YTD

Home visits completed

Multi-agency plans active

Impact ledger

Intervention / strategy	Cohort / pupils	Baseline	Current	Sessions regained	What changed?	Evidence of sustainability	What will be adapted?

What difference have we made?

Strongest evidence of impact

Where impact is not yet strong enough

What leaders have learned

How practice has changed

Improvement priorities and assurance

Turn gaps into a clear 100-day plan with ownership, measures and governance challenge.

100-day action plan

RAG	Priority	Evidence / rationale	Action	Success measure	Owner	Deadline	Governor assurance

Strategic risk and capacity

Principal risks

Staffing and capacity

Training and professional learning

Resources / decisions required

Questions governors and trustees should ask

Which pupils and groups are not benefiting sufficiently from the strategy?

How do leaders know that intervention is causing improvement rather than simply recording activity?

Are reasonable adjustments implemented consistently and reviewed when needs change?

Are part-time timetables short term, purposeful and supported by a clear return-to-full-time plan?

Can leaders account for the safety, education and attendance of every pupil who is off site?

Is the rate of improvement rapid enough, and is the school resourced to sustain it?

Generated inspection-readiness report

Create a professional executive narrative for SLT, governors, trustees or improvement partners.

Executive report

Complete the report and select “Generate report”.

Evidence pack checklist

Data and analysisCurrent trends, group gaps, punctuality, PA/SA, actions and impact.

Case samplingRepresentative pupils showing assess–plan–do–review and safeguarding oversight.

Pupil and family voiceEvidence that views influence support, adjustments and strategic decisions.

Governance assuranceChallenge, minutes, monitoring, resource decisions and follow-up.

InclusionPublished inclusion strategy, SEND support, pupil premium alignment and reasonable adjustments.

Off-site educationAP quality, daily attendance, safety checks, part-time timetables and reintegration.

Intervention impactBaseline, implementation, improvement, sustainability and adaptation.

Continuous improvementHonest self-evaluation, current priorities, named owners and measurable deadlines.