‘Too many’ children from deprived Essex area are missing school
Ofsted has said “persistent absence rates” have remained high over time at Oakwood Infant and Nursery School in Clacton
Too many pupils at a primary school serving a deprived area of Essex are missing school, the education watchdog has said.
Ofsted has said “persistent absence rates” have remained high over time at Oakwood Infant and Nursery School in Clacton.
According to the Government’s indices of deprivation index from 2019 the area is in the 10 per cent most deprived areas in the country. Recent figures show that in 2024/25 the percentage of all possible mornings and afternoons missed due to absence from school stood at 10.3 per cent – compared to the national average of 5.2 per cent.
In 2023/24 it had an absentee rate of 8.8 per cent compared to the national average of 5.5 per cent and in 2022/23 it stood at 8.4 per cent compared to the national average of 5.9 per cent. A statement from the Ofsted report following a visit to the school in Windsor Avenue in May this year said: “Over time the school’s persistent absence rates have remained high.
“They have been increasingly high for disadvantaged pupils and pupils with special educational needs and/or disabilities. This means that too many pupils are missing school.
“Pupils’ overall attendance is lower than in most schools. Historically, leaders have not used attendance information to plan an effective way to improve. Leaders’ recent actions have started to have a more positive impact on pupils’ attendance. Relationships between pupils and staff are positive.
“This contributes to a supportive school environment. Typically, pupils are enthusiastic about learning. Leaders have established clear behaviour routines and expectations. Staff apply these consistently. Pupils usually follow school routines and respond well to staff guidance.”
Ofsted also said that the school does not analyse the impact of their work to help disadvantaged pupils well enough meaning teachers are not sure whether the support in place is effective in meeting the needs of these pupils.
It added: “However, leaders have identified some of the barriers that pupils face, such as being hungry when they start the school day. They provide a breakfast club to support those pupils. Staff provide individual reading support as well as additional pastoral provision. This helps to reduce the gap in disadvantaged pupils’ attainment compared to their peers.”
The school has been contacted for comment.