Post-16 attendance remains a challenge despite signs of improvement

A new Estyn report published today finds that attendance among post-16 learners in Wales remains below providers’ expectations, with attendance rates across school sixth forms and further education colleges averaging around 80% of timetabled sessions over the last three years. However, differences in how attendance is recorded make reliable national comparison difficult.

The report, Post-16 attendance and participation: An evaluation of attendance, participation and provider practice across Wales, considers attendance and participation among full-time learners aged 16 to 19 in school sixth forms and further education colleges across Wales. It examines attendance patterns, barriers to attendance and the effectiveness of provider strategies to improve learner engagement.

The review found that there is currently no consistent national approach to measuring or reporting post-16 attendance. As a result, attendance figures are not fully comparable across providers and, in some cases, headline attendance data does not accurately reflect learners’ physical presence in lessons. These inconsistencies reduce the usefulness of attendance data for benchmarking, self-evaluation and improvement planning. 

The report highlights variation in attendance across different types of provision. Attendance tends to be stronger among Year 12 learners and those studying A-levels and Level 3 vocational programmes. Attendance is generally weaker among Year 13 learners, on lower-level programmes and in compulsory elements of provision such as GCSE English and Mathematics resit courses and Welsh Baccalaureate sessions. Learners were more likely to attend lessons they viewed as relevant to their future progression and career goals.

The report identifies a range of factors that contribute to lower attendance. These include emotional well-being concerns, transport difficulties, financial pressures, part-time employment, family circumstances and challenges associated with managing the increased independence expected in post-16 education. Providers reported that these factors often overlap and require tailored support rather than a single intervention.

Inspectors also found that learners place a high value on positive relationships with staff, engaging teaching and strong pastoral support. Learners were more likely to attend regularly when they enjoyed their courses, understood their relevance and felt well supported.

Providers that supported attendance well set clear expectations, identified concerns early and offered personalised support. They prioritised regular in-person attendance while responding sensitively to individual circumstances, recognising its importance in developing relationships, social skills and preparation for employment and adult life.

Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:

“Regular attendance supports learners’ progress, well-being and preparation for future study or employment. Many providers are working hard to improve attendance through clear expectations, strong pastoral support and approaches tailored to individual learners.

“However, attendance remains lower than providers expect, and learners face interconnected challenges including transport difficulties, financial pressures and well-being concerns. A more consistent national approach to recording attendance would give providers and policymakers a clearer picture and support improvement across the post-16 sector.”

The report recommends that providers strengthen their strategic approach to attendance, make more effective use of attendance data and maintain high expectations for attendance. The report also calls for greater consistency in recording and reporting attendance across Wales and recommends that Medr and Welsh Government work with the sector to develop a national approach to post-16 attendance data.