In September 2024, the Department for Education (DfE) rolled out some important clarifications around attendance coding. While it might sound a bit bureaucratic, these changes are already making waves, especially for students who’ve been receiving their education online.
Before, students learning off-site could be marked with a ‘B’ code – meaning they were being educated somewhere other than school, but still engaged in learning. This was particularly useful for students facing challenges like Emotionally Based School Avoidance (EBSA), a trend we’ve seen increasing since COVID. It allowed schools to recognise that these students were still learning, just not physically in the school building.
Now, however, the DfE says students can only be marked with a ‘B’ code if they are being physically supervised while learning. This means that many students accessing online learning from home, who don’t have that supervision, are now being reported as absent.
While it’s understandable that the DfE wants more accurate data on where and how students are learning – and ensuring their safety is critical – this blanket approach seems like a step in the wrong direction. There’s a huge variety of excellent online learning options available today, from one-on-one tutoring to group lessons, and even technology that links students learning remotely with their peers in a physical classroom.
Where do we go from here?
A full-time return to school should be the goal for most students, of course. But online learning can be a powerful tool to help make that happen, not something that’s sidelined or overlooked.
Here are a few thoughts on the way forward:
Support for reintegration
Schools need financial and structural support to help these students reintegrate back into the classroom, while also making sure they don’t fall further behind. If done right, online learning can act as a bridge, rather than a barrier.
Online and face-to-face
Combining flexible online learning, like the tutoring we offer at TLC LIVE Online Tutoring, with face-to-face support could provide a more rounded approach. It offers students broader options for learning and keeps things cost-effective.
Rural challenges
For students in rural areas, where face-to-face support can be tricky and travel costs add up, online learning can make a real difference. We should be making it easier for students to access these resources, not harder.
Reward systems
Many schools have reward schemes in place to allow students with good attendance to be rewarded. Students with medical needs preventing full time attendance on site will need to be supported to make sure they are able to access these and ensure that a lack of attendance in school doesn’t lead to them being treated differently and being penalised.
At the end of the day, we all want students to thrive – both in the classroom and online. The DfE’s changes aim to improve transparency and safety, but it’s important they also take into account the unique and valuable role that online learning can play in a student’s education journey.
Let’s hope for a more flexible approach that helps all students, no matter where or how they learn.
Learn more about our tutoring for schools.
By Josh Blackburn, COO, TLC LIVE Online Tutoring