Our emphasis on community focused schools will play a key role in responding to this challenge. Family engagement officers are vital in ensuring that positive partnerships are created and that bespoke support is offered. Schools that know their families well can ensure that measures are put in place that will help children maintain good engagement and attendance. We've recently provided £3.84 million for family engagement officers, who will establish positive relationships with parents and provide clear guidance and information on good attendance.

While fixed-penalty notices for non-attendance have been available to local authorities during the pandemic, we have generally recommended against their use. We are now at a stage where we can revert back to the previous policy, where they can be used as a last resort. We remain clear that fines are to be used in only the most extreme cases, as part of a range of options and when all efforts to engage with the family have been tried and failed, and where it is evident that there are no underlying reasons that are impacting upon attendance at school. Effective immediately, therefore, all local authorities should revert to guidance on the use of fixed-penalty notices contained within the 2013 guidance on penalty notices for regular non-attendance at school.

In recognition of the changing context, we will be updating the all-Wales attendance framework. As part of this work, I am keen that we review the definition of 'persistent' absence, which is currently considered as being more than 20 per cent absent. This is an important measure, as it is often set as the trigger for certain kinds of intervention, such as the involvement of the education welfare service. So, I believe there is merit in considering having a lower threshold for intervention, which would be accompanied with an increase in support for these services.

During the pandemic, absence has been poorest amongst year 11. To support these learners to prepare for exams, we funded the provision of targeted person-centred transition support of £1.28 million for year 11 learners to support them to progress with confidence and make informed decisions about transitions to the next steps, including further education and higher education.

I am also concerned that we should take all the steps we can to minimise the risk that a high level of absence in this group of learners could lead to a higher number shortly not being in education or training. This is why we've provided £8.5 million of dedicated transition funding to colleges and school sixth forms to support young people with their transition to the next stage of their education or career, enabling activities such as mentoring, taster sessions and additional tutoring. 

Estyn, of course, have a role in ensuring that attendance remains a key priority. Estyn will collect data on pupil attendance, and, as part of their pilot inspection framework, are considering schools' and pupil referral units' provision for monitoring and improving attendance. As part of their review of the new inspection arrangements for September 2022, I welcome that Estyn are also now considering how to strengthen their reporting requirements on pupil attendance as part of their increasing focus on equity in education. 

It's vital, Dirprwy Lywydd, that every school has a clear attendance policy. To help ensure that is the case, I'll be asking that all schools publish their attendance polices. These should take a whole-school approach and outline how schools follow up on learner absence, and highlight what actions schools are taking to support learners, particularly procedures for identifying and reintegrating long-term absentees.

The pandemic resulted in an increase in the number of children being home educated. The elective home education proposals we have under development will help to ensure that those learners have access to an efficient and suitable education. The wider package of support we're making available is an essential component that will enhance their learning experience and development opportunities, and will include full access to the educational resources on Hwb. We encourage local authorities to work together with families through a supportive approach to enable a return to school.

Today I have outlined just some of the actions we will be taking. As we transition to a longer term approach for responding to coronavirus, we will continue to work with our partners to ensure children's rights and the right to education are at the centre of all that we do.