Governor Attendance Assurance Report

Executive overview

Complete the core measures first. The report will update automatically.

Report details

School / trust

Reporting period

Meeting

Report date

Attendance Champion

Headteacher / Principal

Link governor / trustee

School phase

Headline cumulative measures

Enter percentages as numbers, for example 93.7.

Current attendance %

Previous comparable %

School target %

National / comparator %

Persistent absence %

Severe absence %

Pupils on roll

Pupils PA

Pupils severely absent

Sessions regained YTD

Improved cases YTD

Open priority cases

Cumulative attendance

—

Current position

Change

—

Vs comparable period

Target gap

—

Current minus target

Comparator gap

—

Current minus comparator

Persistent absence

—

Cumulative

Severe absence

—

Cumulative

Sessions regained

—

Evidence of impact

Year-end projection

—

From predictive model

Attendance Champion commentary

What has improved?

What remains a concern?

What has changed as a result?

Cumulative trends

Track the story across terms or reporting points, not just the latest snapshot.

Attendance trend table

Reporting point	Attendance %	Target %	Comparator %	PA %	Severe absence %	Context / action / impact	Remove

Cumulative attendance trajectory

AttendanceTargetComparator

Absence pressure

Persistent absenceSevere absence

Year groups, vulnerable groups and equity

Make gaps visible and connect each concern to action and impact.

Year-group analysis

Year group	Pupils	Previous %	Current %	Change	Target %	Gap	PA %	Severe %	Key action and impact	Remove

Vulnerable-group analysis

Group	Pupils	Previous %	Current %	Change	Whole-school gap	PA %	Severe %	Primary barrier	Action and impact	Remove

Equity interpretation

Largest attendance gap

Why this gap exists

How provision will change

Intervention impact

Distinguish activity completed from impact achieved and sustained.

Impact ledger

Intervention / strategy	Cohort	Start date	Baseline %	Current %	Change	Pupils supported	Sessions regained	Impact evidence	Sustain / adapt / stop	Remove

Impact summary

Most effective intervention

Least effective intervention

Evidence that improvement is sustained

What will be stopped or redesigned?

Predictive year-end position

Model where the school and priority cohorts may finish if the expected future attendance rate is achieved.

Prediction is an informed planning aid, not a guarantee. Review assumptions regularly and combine them with professional knowledge of pupils, families, curriculum, safeguarding and local context.

Forecast model

Cohort	Sessions attended YTD	Sessions possible YTD	Current %	Sessions remaining	Expected future %	Projected year-end %	Target %	Projected gap	Risk	Action required	Remove

Predictive interpretation

Most likely year-end position

What could improve the forecast?

What could worsen the forecast?

Assurance, compliance and strategic risk

Provide governors with assurance that systems are consistently implemented and risks are understood.

Assurance ratings

Rate each area from 1 (emerging) to 5 (exemplary).

Leadership and culture

Daily response

Data and analysis

Family partnership

Vulnerable pupils

Multi-agency working

Intervention evaluation

Policy and legal escalation

Governance scrutiny

Overall assurance score: —

Strategic risk register

RAG	Risk	Evidence	Potential impact	Mitigation	Owner	Review date	Governor assurance / challenge	Remove

Future priorities and decisions

Turn the evidence into a focused, owned and measurable plan.

Strategic priorities

RAG	Priority	Evidence / rationale	Expected impact	Success measure	Owner	Deadline	Governor decision / resource	Remove

Decisions and support required

Resource or staffing decision

Policy or strategic decision

Governor challenge and follow-up

Governor-ready report

Generate a concise narrative from the completed sections, then edit it before sharing.

Executive attendance assurance narrative

Complete the core sections and select “Generate report”.

Six questions governors should ask

What does the cumulative trend show, and is improvement fast enough?

Which year groups and vulnerable pupils remain least well served?

What evidence shows that interventions are changing attendance rather than recording activity?

What is the predicted year-end position, and what assumptions underpin it?

What is the greatest strategic or safeguarding risk?

What decision, resource or challenge is required from governors now?

Formal assurance statement

Attendance Champion assurance