Parents working from home linked to rising school absences, Ofsted warns

Speaking to Good Morning Britain, Sir Martyn Oliver highlighted a change in behaviour among remote-working parents, who are increasingly choosing to keep their children at home.

Pre-pandemic, parents working from home sent their children to school. Post-pandemic, we’re noticing they often don’t...

This shift is part of a broader rise in “unorthodox schooling,” which includes part-time attendance, hybrid learning, and an increase in flexi-schooling—a practice where children are partially home-educated. The report warns this growing trend risks creating a fragmented education experience for many children.

The report paints a stark picture of school attendance in England. Almost 20% of pupils were “persistently absent” last year, meaning they missed 10% or more of school sessions. This figure is nearly double the pre-pandemic rate.

Part-time timetables—where students attend school for part of the week—have become more widespread, with an estimated 34,000 children across England affected. While the Department for Education (DfE) advises that part-time schedules should only be used in exceptional cases, Ofsted’s findings suggest the practice is becoming increasingly common.

“Attendance issues have deepened since the pandemic,” the report states. “Fridays see the lowest attendance rates, reflecting more casual attitudes toward schooling and the influence of home-working parents.”

Flexi-schooling, where children split their time between school and home education, is becoming more common, though Ofsted admits it’s struggling to monitor the practice. Sir Martyn Oliver voiced concern over the lack of data.

We don’t have a proper handle on how many children are part-time home-educated. This raises safeguarding issues and leaves us unsure about how prevalent flexi-schooling really is.

While some families report success with flexi-schooling, Ofsted warns it may lead to inconsistent educational experiences. Schools offering this option often log it as an authorised absence, further complicating efforts to track attendance accurately.

Disadvantaged pupils and those with special educational needs and disabilities (SEND) are particularly affected by these trends. The report highlights how some SEND pupils are now relying on a mix of in-person and online lessons, leaving gaps in oversight and consistency.

The pandemic also disrupted early intervention for children with SEND, with delays in identifying and supporting needs. Oliver pointed out a 140% rise in requests for education, health, and care plans (EHCPs), putting additional strain on resources.

“Mainstream schools should be able to support many children with SEND needs through targeted support,” Oliver noted, “but too often, issues are left unaddressed until they escalate.”

Ofsted is urging tighter regulation of flexi-schooling and part-time timetables, suggesting the government introduce specific attendance codes for better oversight. Oliver plans to discuss these recommendations with ministers in the coming months.

Despite these challenges, the report also highlights progress in some areas, such as improved inclusivity in schools. However, the chief inspector remains concerned about persistent absenteeism and its long-term impact on children’s education.

For parents navigating new ways of working while ensuring their children stay engaged in school, the findings highlight a need to balance flexibility with the benefits of regular, full-time attendance.

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