TL;DR

• Every English school receiving AI-generated minimum attendance target based on performance of schools with similar demographics
• Teaching unions criticise initiative as adding pressure without addressing underlying attendance factors beyond school control
• Targets remain unpublished and inaccessible to Ofsted, with peer school mentoring as primary support mechanism

AI-Calculated Performance Benchmarks

The UK government has announced AI-generated attendance targets for every school in England, aiming to address persistently below pre-pandemic attendance rates. Headteachers will receive individualised targets calculated using attendance levels achieved by comparable schools with similar deprivation, location, and pupil needs profiles. The targets will not be published publicly and schools inspectorate Ofsted will have no access.

Education Secretary Bridget Phillipson positioned the initiative as essential for educational opportunity: “We can only deliver opportunity for children in our country if they’re in school, achieving and thriving.” Recent Department for Education figures show one in three schools demonstrating no attendance improvement, whilst severe absence rates — defined as missing more than 50% of sessions — continue rising despite overall attendance gains.

Union Opposition and Implementation Concerns

Teaching unions immediately rejected the approach. Paul Whiteman, general secretary of the National Association of Head Teachers, argued schools already work “tirelessly to improve attendance” and that additional targets won’t facilitate improvement. Pepe Di’Iasio of the Association of School and College Leaders noted that “many of the factors that contribute to absence are beyond their direct control,” warning the policy adds pressure without resolving underlying issues.

The government’s support mechanism centres on linking schools with high-performing institutions serving similar communities, enabling headteachers to learn from comparable best practice. This peer mentoring model assumes attendance challenges stem primarily from operational approaches rather than external socioeconomic factors.

Looking Forward

The initiative tests whether AI-calculated comparative benchmarking can drive attendance improvements where previous approaches have stalled. Success depends on whether the targets provide actionable insights for school leaders or simply quantify already-recognised gaps. The decision to keep targets unpublished and isolated from inspectorate processes suggests recognition of potential morale and competitive pressure risks, whilst the reliance on peer learning rather than resource allocation may limit effectiveness in addressing structural attendance barriers.

Article based on reporting by The Guardian