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3.5 Attendance

Is there evidence that…

  • The school celebrates good attendance and can demonstrate that it analyses attendance data to identify patterns and trends and impact of interventions, this includes that of disadvantaged groups.

Discussion prompts / evidence of impact

  • There is a consistent approach, with clear accountability across the workforce, in relation to attendance. At a practice level, this may mean getting the approach right for the individual children and young people (CYP).
  • The school clearly acknowledges the partnership element in promoting good attendance, creating a welcoming, positive environment that encourages attendance for all CYP.
  • Attendance and punctuality are regularly monitored, and when attendance starts to fall, meetings with parents are held to foster strong relationships and understand the reasons for non-attendance. Effective plans are put in place and monitored to ensure attendance improves.  This is particularly crucial in the case of families from different cultural backgrounds as they might have different views on attendance.
  • There is proactive tracking of disadvantaged groups and data identifies the main types of attendance behaviours and the groups more at risk. The school has bespoke initiatives to successfully improve the attendance of these individuals.
  • Support is in place for CYP experiencing, or who are at risk of, emotional based school avoidance (EBSA). Please see EBSA toolkit for further information.
  • Schools know where every child on their roll is. Action plans are in place for all CYP who are persistently absent or are at risk of persistent absence. Leaders can demonstrate that where CYP attendance is low, effective strategies are in place and attendance is improving.  Leaders can demonstrate that the views of CYP play a central part in improving attendance.  Leaders should take individualised steps to allow the CYP to share why they are not attending school.
  • School contacts Child Missing in Education (CMIE) when there are concerns that a child is not on roll at any school or being home schooled.
  • Leaders ensure that the school maintains responsibility for any CYP attending off-site alternative provision. Leaders ensure that alternative provision is a suitable and safe environment that is meeting CYP needs effectively. The school works in partnership with the alternative provision provider to include planning for appropriate re-integration.  The opportunities given to CYP to attend off-site provision are based on true interests.
  • The school considers, in conjunction with a wide group of professionals, the risks associated with a reduced timetable prior to implementation. Where reduced timetables are used, there is a clear rationale and time-bound plan for reintegration. There is a clear understanding that all CYP are entitled to full time education.
  • Parents and CYP are fully involved in the development of personalised provision following return from exclusion or illness or other reasons for prolonged absence.
  • There is no ‘off-rolling / gaming’ or unrecorded exclusions at the school.

Last updated 8 September 2020

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