出勤率 区域资源 RISE出勤中心 缺勤支持
孩子经常缺课时，家长最常问的是学校会不会管、还能从哪里拿到额外帮助。英格兰的出勤支持并不是让学校单打独斗，而是一套把学校、地方当局与区域资源连起来的安排。登记册每天上午和下午各开一次，学校与地方当局都在同一套课次口径上比对数据。2024 年 8 月 19 日起，法定指引《Working together to improve school attendance》正式生效，写明出勤是所有人的责任。学校、信托、地方当局与家庭各自有明确分工，支持不到位就不该直接跳到处罚。
In England, attendance support is not something a single school handles on its own; registers are opened twice a day, and schools, trusts and local authorities all work from the same session-based data. The statutory guidance Working together to improve school attendance has been in force since 19 August 2024, and it states plainly that attendance is everyone's responsibility. In practice this means schools are expected to look for barriers before they reach for sanctions, and local authorities are expected to join in rather than wait for a referral; families often do not realise how much regional support already exists.
出勤率按课次算：每天两个登记册
登记册每天上午、下午各开一次，所以一学年约 190 天对应约 380 个课次。出勤率就是到课课次除以可能到课的课次，这个分母里既包含获准缺勤也包含未获准缺勤。关册之后才到校的学生记 U 码，算缺勤，不算迟到。学校与地方当局用同一套课次算法，跨学校、跨区域的比较才有意义。缺勤达到 10% 的课次叫持续缺勤，达到 50% 叫严重缺勤，两个门槛只看数量不看理由。
Attendance is measured in sessions rather than days, which is why one school year of roughly 190 days equals about 380 sessions; the figure is calculated by dividing sessions attended by possible sessions, and the denominator includes both authorised and unauthorised absence. Anyone who arrives after the register has closed is marked with a U code, which counts as absence rather than lateness. Because every school and council uses the same calculation, comparisons across a region are meaningful; persistent absence starts at 10 per cent of sessions, and severe absence at 50 per cent.
官方数据：2025/26 学年秋季学期缺勤 6.47%
在 2025/26 学年秋季学期，gov.uk 公布的总体缺勤率为 6.47%，上年同期是 6.38%，疫情之前低于 5%。持续缺勤的学生有 129 万人，占 18.10%；严重缺勤 151,000 人，占 2.12%。中学的持续缺勤率是 21.53%，特殊学校是 35.09%。Year 11 的整体缺勤最高，达 9.26%，Year 10 的持续缺勤最高，达 24.67%。这些数字说明低出勤是跨区域的结构性问题，不是某一所学校管理不善的结果。
The absence figures published on gov.uk for the autumn term of 2025/26 put overall absence at 6.47 per cent, against 6.38 per cent a year earlier and below 5 per cent before the pandemic; around 1.29 million pupils were persistently absent, and severe absence covered 151,000 pupils, or 2.12 per cent. Secondary schools recorded 21.53 per cent persistent absence, while special schools reached 35.09 per cent. Year 11 had the highest overall absence at 9.26 per cent, and Year 10 the highest persistent absence at 24.67 per cent.
法定指引给区域定的角色：出勤是所有人的责任
法定指引把责任拆成几层。地方当局负责区域层面的战略领导，分析本地出勤趋势、协调支持、推动多机构协同，并主导法定出勤干预。学校必须指定一名高级出勤负责人，公布一份容易找到的出勤政策，并与地方当局合作处理持续缺勤与严重缺勤的学生。信托与治理机构负责监督这些安排是否真的落地。家长的责任是把孩子送到学校接受有效率的全日制教育，按时上学只是实现它的常见方式。
The statutory guidance splits responsibility across several layers; local authorities provide strategic leadership for the area, analyse attendance trends, coordinate support and lead statutory intervention where it becomes necessary. Every school must name a senior attendance champion and publish an attendance policy that families can easily find. Trusts and governing bodies are expected to check that these arrangements actually work in practice, not just on paper; parents carry a duty to make sure their child receives an efficient full-time education, and regular attendance is the usual way that duty is met.
支持优先顺序：从自愿支持到法院
指引要求先支持、后执法，并把顺序写得相当具体。第一步是自愿支持，学校与家庭一起找出缺勤原因。接下来是出勤契约，由家长、学校或地方当局书面约定要做的动作与复查日期，它不具法律约束力，也不是执法动作。再往上才是 early help 与地方当局的学校出勤支持团队介入。只有在支持没有充分提供、家庭不配合或支持不合适时，才会考虑教育监督令、养育令这类法院环节。支持没给足就处罚，是官方反复点名的常见错误。
The guidance insists that support comes before enforcement, and the order of steps is set out in some detail; voluntary support comes first, with school and family working out what sits behind the absence. An attendance contract follows, recording agreed actions and review dates in writing; it is not legally binding and it is not an enforcement measure. Early help and the local authority attendance team come next, and only then are court-based routes such as an education supervision order considered; inspectors and the department both flag sanctions that arrive before proper support as a common mistake.
地方当局出勤团队能提供什么帮助
地方当局的出勤服务会与学校、家庭和伙伴机构一起排查障碍，而不是只发通知。对有特殊教育需求或残障的学生，团队要考虑个体情况、教育健康照护计划里的安排、医疗专业人员的建议与合理调整。区域层面的做法是把社会照护、健康服务、警方、青少年司法团队、虚拟学校与志愿组织请进来，各自提供专业支持。干预要按比例、个体化，目标是让孩子回到全日制教育里，而不是单纯记录违规次数。出勤契约这类正式化的支持，通常就是在这个阶段出现。
A local authority attendance service works with schools, families and partner agencies to identify barriers, rather than simply issuing letters; where a pupil has special educational needs or a disability, the team is expected to weigh individual circumstances, health advice and any reasonable adjustments recorded in an education, health and care plan. Regionally, the approach is to bring in social care, health services, the police, youth justice teams, virtual schools and voluntary organisations so each can offer specialist support. Interventions are meant to be proportionate and personalised, with the goal of returning the pupil to full-time education.
RISE 出勤与行为中心：区域资源的核心
区域标准与卓越改进（RISE）出勤与行为中心计划是国家级举措，专门支持学校改善学生出勤与行为。牵头学校是通过竞争性的申请与面试挑选出来的，它们在自身出勤与行为标准上有可证实的经验，也在帮助其他学校改进上有记录。计划的官方页面 2025 年 12 月 5 日发布，2026 年 5 月 12 日更新。它面向负责出勤与行为的资深领导，目标是复盘现有系统、分享有效做法、落地具体改动。学校能拿到专家支持、自我评估与行动计划工具、以及按本校优先事项定制的持续专业发展课程。
The regional improvement for standards and excellence, or RISE, attendance and behaviour hubs programme is a national initiative aimed at helping schools improve pupil attendance and behaviour; lead schools were selected through a competitive application and interview process, and each has demonstrable expertise in sustaining strong standards as well as supporting other schools. The programme page was published on 5 December 2025 and updated on 12 May 2026. It is designed for senior leaders who hold responsibility for attendance and behaviour, and it offers expert support, self-assessment and action-planning tools, and professional development matched to a school's own priorities.
区域支持与强化支持两条参与路径
参与路径分两条。区域支持面向大多数希望得到轻量帮助的学校，内容包括结构化的出勤与行为持续专业发展课程、每学期到牵头学校的开放日观摩、以及与同一中心内其他学校交流做法的机会。强化支持面向需要更集中帮助的学校，符合条件的伙伴学校会得到 3 个学期共 10 天的领导支持。这类支持不是来替学校做决定，而是帮学校把出勤与行为的领导、文化、系统一起理顺。学校也可以先阅读面向伙伴学校的指引，再决定报哪一条路径。
There are two routes into the programme; regional support suits the majority of schools that want lighter-touch help, and it includes a structured attendance and behaviour professional development offer, termly open days at the lead school, and chances to share practice with other schools in the same hub. Enhanced support is for schools that need more concerted help, and eligible partner schools receive ten days of leadership support spread across three terms. The point is not for the lead school to take over, but to help a school strengthen its leadership, culture and systems together; guidance for partner schools sets out what is expected from both sides.
中心容量：可支持 3000 多所学校
教育部在议会书面答复中给出的容量是：2026 年 1 月启动的 RISE 出勤与行为中心可支持 3000 多所学校。最多 500 所学校还能获得定向帮助。同一份答复提到，全国出勤辅导计划为 10,000 名持续缺勤的学生提供一对一支持。这个规模意味着区域支持不是零星试点，而是覆盖全国的常规选项。学校如果达到申请条件，走公开的表达意向表就能进入流程。
In a written answer to Parliament, the Department for Education set out the capacity of the RISE attendance and behaviour hubs launched in January 2026: support for more than 3,000 schools in total, with targeted assistance for up to 500 of them; the same answer notes that the national attendance mentoring programme is providing one-to-one support for 10,000 persistently absent pupils. That scale is worth remembering, because it shows regional support is a national option rather than a small pilot. Schools that meet the criteria can register their interest through the published form.
出勤基准改进期望：2026/27 学年起适用
自 2026/27 学年起，主流学校开始适用出勤基准改进期望，按学年给出最低改进要求。主流学校已经在同类学校报告里收到 2025/26 学年的指示性基准，用来到位地准备与寻求支持。持续未达到基准、或离基准差距较大的学校，会被引导去申请加入出勤与行为中心等支持项目。这套机制把区域资源与学校自身的改进节奏接在一起，而不只是事后追责。教育部同时强调，基准与支持是配套出现的，不是替代关系。
From the 2026/27 academic year, mainstream schools will work to Attendance Baseline Improvement Expectations, which set minimum improvement expectations year by year; mainstream schools have already received an indicative figure for 2025/26 inside their similar schools report, so they can prepare and engage with support early. Schools that consistently miss the benchmark, or miss it by some distance, will be signposted to further support, including applying to join an attendance and behaviour hub. The mechanism links regional resources to each school's improvement cycle rather than treating attendance purely as a matter of blame afterwards.
学校出勤工具包与 EEF 的六个主题
与一线学校共同制作的出勤工具包提供了一整套可以直接采用的工具与做法。这些工具与做法和法定指引一一对应。教育捐赠基金会的出勤支持资源按六个主题给出循证建议：整体理解学生与家庭、建立社区与归属感、与家庭有效沟通、改善面向全体学生的普适供给、提供定向干预、以及监测做法效果。小升初衔接的指引是 2026 年更新时加入的，因为这一段时间是出勤下滑的关键节点。对反复缺勤的孩子，学校通常会从普适供给与定向干预两条线同时下手。
A toolkit for schools, produced together with the sector, offers a set of practices and tools that can be adopted directly and that match the statutory guidance; the Education Endowment Foundation's supporting attendance resource gives evidence-based recommendations under six themes, from building a holistic understanding of pupils and families to monitoring the impact of approaches. The version updated in 2026 added guidance on primary-to-secondary transition, a point in the year where attendance commonly dips. For pupils who miss school repeatedly, schools tend to work on universal provision and targeted intervention at the same time.
区域数据工具：把问题找在早期
gov.uk 为学校、信托与地方当局提供查看教育数据的入口，以及出勤监测的用户指南。实时出勤数据让学校和地方当局在问题扩散之前就发现苗头，而不是等到学期末统计出来才处理。地方当局会把本地出勤趋势与区域内其他学校做比对，判断某个难点是普遍现象还是个别学校的管理问题。数据用得好，可以决定支持力量投向哪里。常见的错误是等到持续缺勤已经形成才启动支持，此时要补的功课会多得多。
There is a data-viewing service on gov.uk for schools, trusts and local authorities, along with a user guide to monitoring attendance; near real-time attendance data lets schools and councils spot emerging problems before they spread, rather than waiting for an end-of-term picture. Councils compare local trends with other schools in the same area to judge whether a difficulty is widespread or specific to one setting. Used well, this tells a region where to put its support capacity; the common mistake is waiting until persistent absence is established, which makes the work far harder.
罚款通知全国框架：十个课次的红线
未获准缺勤达到任意滚动 10 个学校周内 10 个课次，大约相当于 5 天，就进入罚款通知的考虑范围。课次不必连续，可以跨学期、跨学年，也可以由不同代码拼成。第一次罚款是 160 英镑，在 21 天内缴清减为 80 英镑。三年之内同一家长同一孩子的第二次一律 160 英镑，没有折扣。三年之内最多开出两张，第三次通常转为考虑起诉。学校提交请求通常不晚于原始违规之后 3 个学校周，罚款收入只能用于行政成本与出勤支持。
A penalty notice is considered once unauthorised absence reaches ten sessions within any rolling ten school weeks, which is roughly five days; those sessions do not have to be consecutive, and they can span terms or academic years and be made up of different codes. The first penalty is 160 pounds, reduced to 80 pounds if paid within 21 days. A second penalty for the same parent and child within three years is always 160 pounds with no discount, and a third case usually moves towards prosecution instead; schools normally submit requests within three school weeks of the original offence.
家长可以主动要的区域支持与常见误区
孩子缺勤当天上午就通知学校，并说明原因与预计返校时间，证据可以后补，预约短信、药袋标签与医生便条都算。医疗与牙科预约尽量排在放学之后，轻微不适不必整日缺席，这是首席医疗官给学校信里的话。如果缺勤反复出现，家长可以直接问学校是否有出勤契约、能不能申请 early help，或者是否需要地方当局出勤团队介入。很多学生以为获准病假不会影响统计，实际上持续缺勤只看缺多少课次，不看理由。常见的错误是把罚款当成第一步，而不是先要求把支持给到。
Families should tell the school on the morning of the first day of absence, explaining the reason and when the pupil is expected back; evidence such as an appointment message or a prescription label can follow later; medical and dental appointments are best booked outside school hours, and mild illness does not require a full day off, which is the message the Chief Medical Officer sent to schools. Where absence keeps recurring, parents can ask directly whether an attendance contract is available, whether early help can be requested, or whether the local authority attendance team should be involved. Many families assume authorised illness never counts, but persistent absence counts sessions rather than reasons.
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