Contents Introduction Section One Preventing Absenteeism Section Two Promoting Attendance Section Three Traveller, Gypsy and Roma Pupils
Section Four
School Policy, Prospectus and a Whole School Approach
Section Five
Action Planning in Problematic Cases
Section Six
Statutory Powers Section Seven Monitoring: Local Authority and Schools
Section Eight
Registration Procedures Section Nine Good Practice Checklist Section Ten OFSTED Inspections Section Eleven Local Authority Attendance Service
Section Twelve
Attendance Initiatives & examples of good practice
Section Thirteen
Good Practice in Doncaster Section Fourteen Additional Information Section Fifteen
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Introduction In this Section: 1. Local Authority Attendance Targets 2. Six broad requirements
Do you know: 1. What the overall attendance target is for primary schools in the Local Authority? 2. What the overall attendance target is for secondary schools in the Local Authority? 3. What your own school’s attendance target is? Contact the LA Education Welfare Officer for this information. 2
Introduction The overriding aim of this guide is to assist school staff, governors and partner agencies in their efforts to further develop their practice and by implication enhance student attendance. Achieving high attendance has to be seen as key to achieving the challenging achievement targets towards which schools are working. Doncaster children or young people are competing nationally for educational opportunities, jobs and life chances. To be successful they require the highest level of access, attendance, and engagement with quality educational opportunities. In this context only the highest educational aspirations and expectations are acceptable. Schools are already welcoming places for children or young people, and many children or young people have exemplary attendance records. Schools do however need to consider the student experience and curriculum and evaluate the extent to which they could present barriers to children or young people. Children or young people, who find that schools bring them success, and where they feel valued as individuals, normally attend school regularly. Schools that reward good or improved attendance are giving a tangible message that it matters. In summary, school action and Local Authority support can make a difference, although there is no single, prescriptive way to reduce absenteeism. This guide proposes six broad requirements: • • • • • •
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Development of policy into effective practice Promotion of a positive school environment Provision of clear and high attendance expectations Establishment of efficient and effective day-to-day management of attendance issues Effective communication and collaboration with parent(s)/carer(s) and the community Targeting additional support for attendance issues on priority areas of need.
Why Attendance Matters Section 7 of the Education Act 1996 states: ”The parent of every child or young person of compulsory school age shall cause him/her to receive efficient, full time education suitable to his/her age, ability and aptitude and to any special need(s) he/she may have, either by attendance at school or otherwise.” The ‘4P’ Model of Attendance Policy • • •
Philosophy - Vision Statement / Ethos Principles - Rights and Responsibilities of the child or young person, parent, staff and Head Teacher Policy and Procedures: a) Prompt contact on the first day of absence b) Individual lesson registration c) Analysis of patterns of absence d) Sanctions and rewards e) Systems for the registration of pupils who have been absent f) Investigate curriculum, pupil, teacher relationships g) Promoting partnership with parent(s)/carer(s) regarding school attendance h) Stress the school policy on authorised and unauthorised absence i) Enlist the support of partner agencies where appropriate
• Performance: a) How will you evaluate the effectiveness of your procedures b) When will you monitor and evaluate c) Who will do the monitoring d) What resources will need to be allocated Roles and Responsibilities The Local Authority Attendance Service will advise schools on managing attendance and assist in the development of attendance policies as well as assisting in the attendance support programme and the whole school attendance review. Education Welfare Officers will conduct register inspections and advise schools on Safeguarding issues and will also attend case conferences and core group meetings. Education Welfare Officers will also promote multi-agency working, will advise and assist schools with the Common Assessment Framework (CAF) process. The Local Authority Attendance Service will advise schools on Local Authority duties and Department for Education (DfE) initiatives. Education Welfare Officers follow service procedures. These are available upon request and where appropriate are published on the website
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Identification to Referral Process – Local Authority Schools Step One The monitoring process, which is carried out by class/form teachers is an important part of the whole school approach on attendance. When a child or young person is identified as giving cause for concern with regard to attendance, the class/form teacher will inform the person responsible for attendance, who will ensure that Letter 1 will be sent. Following this letter there will be a two to four week monitoring period when the school will closely monitor the attendance of the child or young person concerned. Step Two and Three are interchangable. Step Two The monitoring process has continued for the last two to four weeks. If the child or young person’s attendance has improved then no further action is necessary. If the child or young person’s attendance has not improved, then it may be decided to send attendance Letter 2. This will inform the parent(s)/carer(s) that no further absence will be authorised. It will also advise parent(s)/Carer(s) that the next step may be to refer to the Education Welfare Officer if the child or young person’s attendance does not improve and that it is their legal duty to ensure full school attendance. Step Three The school may invite the parent/carer into school for a meeting and complete an Attendance Support Plan Step Four If attendance has improved school may want to continue to monitor the situation for a further four weeks and if improvement continues it may be decided that no further action is necessary. If the child or young person’s attendance has not improved, the school would refer to the Education Welfare Officer. Schools are recommended to write to parents to advise them that a referral has been made. The referral should consist of: •
Referral Form
•
Copies of all correspondence sent to parent(s)/carer(s)
•
Copies of the Attendance Support Plan
•
Print out of the child or young person’s attendance certificate.
•
A CAF - if this is in place
This process clarifies that the child or young person now belongs to the officer for the school and it will enable the officer to make an assessment as to whether the child or young person goes on to the Targeted Case Work Delivery. This could lead to legal action or it could be a welfare case which could be ongoing.
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Identify pupil with Attendance Concerns Analyse reasons for pupil absence School send letter.
Improvement
No
School send second letter. No more authorised absence without evidence
Sustained
Not Sustained
Improvement
No Improvement Invite parent/carers into school and complete attendance support plan.
Monitor
Parent attended
Complete attendance plan
Parent fail to attend No Improvement 10 school days of consecutive unauthorsied absence
Improvement
4 - 6 weeks unauthorised erratic attendance
Refer to the Attendance Service
Monitor
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Attendance Plan Name DOB Strengths, outside interests, School interests, motivators
Form
School agrees to:
Allocate a link Worker.
Name
Provide an attendance card to be signed daily by the link Worker.
Impose a sanction if attendance card is lost.
Sanction
Offer support from a Learning Mentor.
Name
Offer support from a Learning Support Assistant.
Name
Offer incentive for improved attendance.
Incentive
Refer to other agencies.
Name of agency
Parents/carers agree to:
Ensure preparation for school is done the night before.
Ensure Student is up, ready and prepared for school on time.
Give incentive for attending without complaint.
Incentive.
Give sanctions when expectations are not met.
Sanction
Attendance card signed every night.
Contact school to check on attendance.
Weekly / Daily
Provide evidence to support any absences Contact Link Worker to discuss any issues affecting attendance. Contact school on 1st day of absence. Student agrees to:
Arrive at school on time every day, morning and afternoon.
Arrive fully equipped for the school day.
Attend all lessons.
Treat staff with respect.
Conform to the schools code of conduct.
Report to their Link Worker every day with their attendance card.
Discuss any and all issues affecting attendance at school with their Link Worker.
Other support or actions not previously mentioned: Agreed by: Student
Parent/carer
School Date Review date 7
Number of days lost
Current % attendance
Signed by pupil
Help I need to reach my target
What I’ll do to improve my attendance
What I dislike about school
Reasons for absence
Tutor Group
Name
Signed by tutor
To be achieved on
Attendance target
Date
INDIVIDUAL PUPIL ATTENDANCE ACTION PLAN
Number of days lost
Current % attendance
Signed by pupil
Help I need to reach my target
What I’ll do to improve my attendance (even more)
What stopped me achieveing my target or doing even better
How I achieved my target
Tutor Group
Name
Signed by tutor
To be achieved on
Attendance target
Date
INDIVIDUAL PUPIL ATTENDANCE ACTION PLAN - 6 Weeks Later
SCHOOL ATTENDANCE SUPPORT PLAN
Date Name DOB Class / Yr Parent / carer agree to: •
Ensure preparation for school is done the night before
•
Ensure child is up and ready for school on time
•
Bring child to school every day unless ill
•
Provide evidence to support any absence
•
Contact school on first day of absence with reason
•
Provide up to date contact details
School agrees to: •
uild a pupil profile i.e. attendance patterns over time / reasons for non attendance / unauthorised B absence etc.
•
Keep an attendance chart for child to complete daily
•
eward good attendance - i.e. stickers given for attending school for a whole week / certificate for R half a term
•
eep appropriate agencies informed of attendance pattern i.e. improved / not improved / serious K cause for concern
Agreed by Parent / carer ................................................. School ............................................................. Date ..................................................review date .............................
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Improving Attendance Action Plan
Pupil
Parent/Carer
School Contact
D.O.B
Start date:
Review date:
Reasons for absence
Actions to be taken
By
What will happen?
How will we know it is working?
Monitor and give support
School
Referral will be made if attendance does not improve
Attendance and achievement will improve.
Get ready for school on time and be ready to learn
Pupil
Be ready and focussed to Rate of learning will learn. increase.
Ensure your child attends Parent/Carer school regularly and on time.
Ensure full school attendance and supply medical evidence for absence
Attendance will improve.
Contact family directly
Attendance and punctuality will improve
Other family members
Monitor attendance and punctuality
Attendance support services
Other agencies
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Identification to Referral Conclusion This process clarifies that the referral now sits very clearly with the Education Welfare Officer and makes the assessment that the officer has to carry out much easier. It enables the Education Welfare Officer to place the referral straight onto Targeted Case Work Delivery (TCWD) which could lead to legal action or onto welfare if there are issues that need addressing. If the child or young person’s attendance is giving serious cause for concern with constant absence, then the monitoring time can be greatly reduced to make the process more expedient. Assessment The Education Welfare Officer will endeavour to meet with the parent to carry out an assessment. This will inform the next actions based on the assessment framework.
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Targeted Casework Delivery Targeted Case Work Delivery is a process of ensuring that cases are targeted in a more efficient manner and more specifically, those cases that necessitate legal action come before the courts as expeditiously as possible. This process is only directed at active casework. The evidential period begins when the referral is accepted. 1. Within 7 days of the date that the file is opened the EWO should • • • •
Send a letter arranging a home visit Haved checked ONE and Liquid Logic to see if case is open to any agency Consulted with school Have checked the safety database
2. Within 30 days of opening • • • • • • • •
First Parental meeting (contract possible) Consulted with school Made further home visits if necessary Compiled referrals to other agencies/provision where necessary Completed the Pre-CAF Checklist and begin a CAF where appropriate Discussed in Supervision Have an action plan in place School attendance Panel if appropriate (close case at week 4 if attendance improved)
3. Within 60 days of opening • • • •
Conducted further home visits up to three if necessary Consulted with the school Set a date for a Multi Agency Meeting if required Closed case if no legal action is required unless there is a need for significant involvement on welfare issues • Discuss with Supervisor and Management if case is to stay open Enforcement • Local Authority Attendance Panel (week 6). • PACE interview • Decision to be made whether to prosecute. • Notice of Intention to Prosecute • Summons If case is to go to court the EWO will ensure availability of:-
• Statement of Evidence
• Head Teachers Certificate of Attendance •
Additional statements if required
Please be aware each section says WITHIN the time scale so you don’t have to wait until the stated numbers of days have passed. But please consult with a Manager for the final decision.
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Letter 1 - Attendance
Date
Child’s Name ______________________________Class/Form ______________ Dear As part of the school’s continued efforts to ensure each child achieves their full potential, we are monitoring attendance very closely. I am writing to you as I am concerned that (name’s) attendance at this time is a cause for concern and if improvements in their attendance do not take place then their ability to progress to their full potential will be inhibited. We will continue to monitor (name’s) attendance and will look to support you in any way we can. Should you have any questions regarding this letter please do not hesitate to contact me. Assuring you of support at all times.
Yours sincerely
Headteacher
Enc. Attendance Certificate
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Letter 2 - Attendance
Date
Child’s Name ______________________________Class/Form ______________ As part of the school’s continued efforts to ensure each child achieves their full potential, we are monitoring attendance very closely. Unfortunately over the last half term (name) has only attended .... sessions out of a possible .... This is an attendance level of ...... The government guidelines indicate that an average attendance in School is 95% and therefore (name’s) attendance this half-term is cause for concern. Due to this attendance level, and following Local Authority Guidelines, I can no longer authorise any absences and attendance will be closely monitored for the next half-term. I would appreciate it if you could ensure that (name’s) attendance improves and no further intervention is needed. I do however need you to be aware that if (names) attendance continues to decline, then I will need to consider a referral being made to the Local Authority Education Welfare Officer for further intervention. The Officer will endeavour to support you but does have a statutory responsibility to ensure regular attendance is maintained and so may need to follow Local Authority Enforcement Procedures. If you have any questions about this letter or wish to discuss in private any circumstances that are causing short term difficulties in attendance then please do not hesitate to contact me. Yours sincerely Headteacher Encl. Attendance Certificate
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Letter 3 Attendance
Date:
Dear As part of the school’s continued efforts to ensure each child achieves their full potential, I recently wrote to you with our concerns about (name’s) attendance level. I would like to thank you for responding so positively and ensuring that (name’s) attendance has improved significantly. We will continue to monitor (name’s) attendance and will look to support you in any way we can. Should you have any future concerns, please do not hesitate to discuss these with me. Working together, I am sure we can make sure that (name’s) improved attendance continues and (name) has a very positive and productive school experience and the opportunity to reach his/her full potential. Thank you. Yours sincerely Headteacher
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Letter 1 – Punctuality
Date
Child’s Name ______________________________
Class ______________
Dear Parent You child’s punctuality for the last four weeks is a cause for concern. Late arrivals at school result in children or young people missing the beginning of lessons and disturbing the rest of the class when they arrive. All children or young people are expected to arrive in school between (time) and (time) every day. Please make sure that your child arrives at the correct time. We will continue to monitor punctuality, and hope to see an improvement in the coming month. If there are particular problems, which we might help with, please do not hesitate to contact either your child’s teacher or myself. Yours sincerely Head teacher
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Letter 2 - Punctuality
Date
Child’s Name ______________________________
Class ______________
Further to my recent letter, continued monitoring shows that there has not been sufficient improvement in your child’s punctuality. If your child is very late after the register has closed this will result in a “U” mark and as such will reduce your child’s overall attendance percentage. If there are no significant improvements over the next four weeks I will have to refer the matter to the Local Authority Education Welfare Officer. It is important that your child attends school punctually in order to make progress. It is also your legal duty to ensure your child’s regular and punctual attendance at school.
Yours sincerely Headteacher Encl. Attendance Certificate
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Identification to Referral Process – Academies Academies receive direct funding to carry out or commission Attendnace Services. However the Local Authority are responsible for issuing Fixed Penalty Notices and bring prosecutions under the Education Act 1996 Section 444. Therefore in addition to sending attendance letters, Academies must complete the actions identified on the Academy Referral Checklist and evidence this action. Referral Academy Checklist • Pupil’s full name • Pupil’s date of birth • Details of Ethnicity and Language used in the home • Who has legal parental responsibility? • Father’s full name, address and telephone numbers, including mobile • Father’s date of birth • Mother’s full name, address and telephone numbers, including mobile • Mother’s date of birth • Description of both parents (necessary for cases where arrest warrant is issued) • Are there any other adults in the house? • Have you tried to contact all appropriate adults in the case? • E vidence of different types of communications, i.e. copy letters, telephone calls, home visits, minutes of meetings etc, including if the family have not co-operated.
• E vidence that targets for improved attendance having been set and not achieved and that parents have been made aware that legal action could be taken against them
• Have the parents made any comments regarding the potential prosecution? • Complete a CAF or provide evidence of why this has not been possible • Have other agencies been consulted regarding the prosecution? What are their views • Have referrals been made to other agencies? Please evidence • A re there any Special Educational Needs? If so, evidence needed that the case was prioritised for Educational Psychologist support.
• Are there any behavioural issues? If so evidence needed that school has tried to address any bullying issues raised, action plans, pupil support plans, alternative programmes etc. • A re there any mental health issues with the child? If so was the case signposted to support agencies? please specify.
• A re there any other family issues, i.e. substance misuse, domestic violence, ASB etc. Evidence of contact with other agencies required, please specify which agencies are/or have been involved and which are currently involved.
• A re there any Health & Safety issues relating to risks to staff visiting the home, i.e. aggressive adults, animals etc.
• Are there any proven mental health issues with the parent? If so please specify.
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• Copies of registration certificates, current and previous year • List of all siblings, DOBs, schools and print-outs of attendance. • H as the feelings of the child been ascertained regarding this possible prosecution and reasons for poor attendance?
• Have any issues been raised regarding school transport? If so how was this resolved. • I s a significant amount of absence apparently due to illness? If so what investigations have been made to ascertain whether or not the illness is genuine. All interventions must be recorded and evidenced.
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Academies and Statutory Attendance Services Statutory Service Description All children of compulsory school age are entitled to an education that is appropriate to their age, ability and aptitude. This right is embedded in law – both in the Education Act 1996 and Human Rights legislation. Outcomes for children and young people who do not attend school regularly are far worse that for those who do attend. In order to secure regular attendance at school parents are responsible for their child’s regular attendance at school or otherwise. Failure to secure their attendance can result in legal enforcement action being taken. The Local Authority Attendance Service is granted power to discharge this statutory duty on behalf of the local authority. All schools should aim to achieve the highest possible levels of attendance as schools, children’s services and local authorities are all accountable for outcomes for children and young people. The Local Authority Attendance Service performs a statutory function to process prosecutions for nonattendance on behalf of all schools and settings, including Academies, to secure regular attendance. Relevant legislation to the statutory service is listed below: Children Act 1989 Education Act 1996 Crime and Disorder Act 1998 Police and Criminal Evidence Act 1984 Education and Inspections Act 2006 Anti-Social Behaviour Act 2003 Pupil Registration Regulations 2006 Statutory Service to Academies In order to facilitate the statutory service, a designated Education Welfare Officer can arrange a half-termly meeting with an appropriate representative of the Academy if required by the Academy. The Academy representative must have sufficient authority to initiate any additional work to be undertaken by the Academy in order to fulfil the requirements of the prosecution checklist. The Academy is expected to prepare any required documentation for these meetings in advance. The Education Welfare Officer will supply a copy of the meeting minutes to the Academy.
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The purpose of the meeting is to: • R eview against the requirements of the Academy Referral Checklist whether cases can be handed over to the Attendance Service
• Advise the Academy of any additional work that will be required • To arrange a School Attendance Panel, where cases fit the referral criteria In addition to this process, if centralised an Academy may email to welfare.service@doncaster.gov.uk a request for legal intervention directly to the Attendance Service at any time otherwise referrals should be posted to Doncaster Council, Attendance Service, Floor 3, Civic Office, Waterdale, DN1 3BU. They will then be advised by telephone whether the request meets the criteria required by the prosecution checklist. The Local Authority will provide a statutory service from the point of the School Attendance Panel. Legal Interventions The Attendance Service will:• M ake use of the full range of legal tools and parental responsibility measures to enforce regular school attendance which include: Penalty Notices, prosecution in the Magistrates Court for Section 444 and 444(1a) offences, Child Employment 458z offence, Parenting Orders, Education Supervision Orders and School Attendance Orders
• E stablish protocols for Academies to contribute to the process of consideration of an Education Supervision Order
• U pon receipt of a prosecution case file, carry out all actions connected with getting the case through the legal process
• E nsure that Academies are aware of the local code of conduct for penalty notices and the procedures for issuing them
• Undertake any assessments required by the court • R eport the result of the legal action back to the Academy detailing any action required by the Academy
• Ensure that all Academies are consulted if the code is to be amended • Ensure that the enforcement of attendance is equitable to parents/carers across the Local Authority. • O ffer a training course to Academy staff on writing witness statements and making assessments which comply with the prosecution checklist.
The Attendance Service retain the right to withhold the presentation of a case to legal services
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Academies must ensure: • A ppropriate staff are able to provide evidence and reports sufficient for court purposes. This will include evidence of actions taken to address attendance related issues as agreed with the local authority. • T hey comply with local protocols relating to any assessment that the local authority is obliged to carry out relating to a pupil’s non attendance
• R equest to the LA for Penalty Notices to be issued (Holidays in term time) comply with the local code of conduct.
• T hey are able to provide the LA with the required information in cases where a penalty notice is not paid and prosecution has to commence.
• Send a data collection sheet to parents no less than once each academic year • T heir requests for legal intervention are not so disproportionate as to create an inequitable process which increases the likelihood of parents/carers being subject to potentially criminal proceedings for a criminal group • They do not implement a blanket policy on holidays in term time. In addition, the Education (Pupil registration) Regulations (England) 2006 require all schools to inform the local authority of: • any pupils who fail to attend regularly • A ny pupil who has had more than ten days of consecutive absence where that absence has not been authorised as illness Schools are required to provide a termly report to the Attendance Service Manager. Schools are also legally required to notify the LA when a pupil is removed from school roll.
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Holding of Statutory Orders Whilst the Attendance Service will deliver the statutory functions on behalf of the local authority at no cost at the point of case handover, where statutory orders are applied for or granted by the court, there is an element of on-going supervision for the duration of the order i.e. a named officer must be responsible for ensuring the delivery of the requirements of the order. Personnel, Roles and Staff Development All local authority Education Welfare Officers are suitably qualified and experienced to carry out this work. The Service Manager of Attendance will ensure that any person providing the service has been appointed through safer recruitment processes Allocation The Education Welfare Officer allocated to the Academy will be decided by factors pertinent to the Service. Any changes to staffing provided by the Attendance Service will be communicated to the Academy principal prior to the anticipated change by either the Service Manager of Attendance or Deputy Service Manager.
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Sickness and Emergency Cover Arrangements If the Education Welfare Officer is absent due to sickness or otherwise, the Attendance Service Manager or Deputy Manager will notify the Academy on the first day of absence and provide the expected duration of the absence where possible. Where an EWO will be absent for more than two weeks, the name of another EWO will be provided who will offer telephone support to the Academy. All LA EWOs are subject to the Doncaster Council sickness monitoring procedures (Managing Attendance) a copy of which is available upon request. Cover arrangements for long term sickness/vacancy will be made through discussion between the Academy and the Service Manager of Attendance at Doncaster Council. Training In order to ensure the effective transition of cases into the legal process, the Attendance Service Manager will provide training to Academy staff, should this be required, in order that they are able to provide evidence and reports sufficient for court purposes. The training will be offered to all Academies and be held at a venue supplied by Doncaster Council at Local Authority training rates. Academies can commission training specific to them to be held at their own venue. Costs for this will include travel of the trainer. Children Missing Education The document ‘revised statutory guidance for local authorities in England to identify children not receiving a suitable education’ (Children Missing Education) was issued in January 2009. Where children fail to turn up for school or stop attending, the Academy must ensure that reasonable enquiries have been made to locate the child. Reasonable enquiries are described as: telephone calls to parents and emergency contacts numbers, telephone calls to any other school which have siblings on roll, letters send to the home requesting parent/carer to contact the school and home visits made to ascertain the whereabouts of the child and family. Once these ‘reasonable enquiries’ have been completed and the pupils whereabouts are still unknown by the Academy; and after a period of 4 weeks the pupil has still failed to attend school, the Academy should complete a Children Missing Education referral form ensuring that all sections of the form are fully completed. The Children Missing Education referral form should be faxed to the Children Missing Education Officer, Doncaster Council on 01302 737342. Advice on whether a CME referral needs to be made or if the ‘reasonable enquiries’ have been met is available at no charge to Academies.
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Elective Home Education/Permanent Exclusion The requirement to inform the local authority where any pupil on roll is withdrawn for the purpose of home arranged education or has been permanently excluded remains a statutory responsibility for the Academy. Traded Services The Local Authority can offer a range of service/intervention purchase options that are available to Academies, including attendance initiatives and casework. Details of these can be found in the Local Authority Traded Services Brochure. However, the price of these interventions is subject to change.
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Preventing Absenteeism In this section: 1. 2. 3. 4. 5. 6. 7.
Actions that can prevent absenteeism Some problems highlighted by lateness Why children or young people truant Internal truancy Leave of Absence (Family holidays or other) during term time Extended visits to the country of family origin during term time Returning children or young people: Reintegration Plans
Introduction to Guide This guide is to provide information about how schools can deal more effectively with pupil attendance and gives advice on how to manage absenteeism and truancy. Do you know: 1. What factors influence student absence in your school? 2. How your school monitors internal truancy? 3. How your school reintegrates children or young people back after a long absence? Preventing Persistent Absenteeism If all key stakeholders place an emphasis on reducing absenteeism the problem can be reduced. The following actions can prevent absenteeism: Exploring ways of dealing with Persistent Absence children or young people Schools should always interrogate their attendance data to identify children or young people who maybe becoming Persistent Absence children or young people and also children or young people who are already in this category. Strategies of intervention with Persistent Absence children or young people • • • • • •
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Children or young people own their own attendance data Each potential Persistent Absence student is interviewed and shown data Children or young people should be put into categories Category 1 good attendees (green) Category 2 need some intervention (amber) Category 3 individual action plans (red)
Category 1 children or young people will be :• • • • •
Leave of absence Illness Other authorised circumstances Normally good attendance Rewards / Sanctions
Category 2 children or young people will be :• • • • •
Group attendance meetings Group attendance action plans Form tutor gets involved with monitoring and chasing absences All efforts made to stop them becoming category 3 Persistent Absence children or young people Rewards / Sanctions
Category 3 children or young people will be :• • • • • • •
Individual action plans Individual attendance targets Attendance panels Rewards / Sanctions Referral to Attendance Service Possible prosecution Fixed penalty Notices
DfE guidance • • • • •
Data interrogated every half term Persistent Absence children or young people identified Sifting through data Set into categories Look at actions plan for each category
The school makes clear its expectations Raise the profile of attendance for children or young people, parent(s)/carer(s), staff, governors and the broader community by: • presenting a clear and coherent whole school attendance policy • designating a senior member of staff to lead on attendance issues detailing parental responsibilities for attendance in the school prospectus and at admission meetings, giving a clear message on the law, times of school day, and procedures in case of absence.
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Ensuring effective communication between school and home Authorising absence is the sole responsibility of the Head Teacher not the parent • • • • •
Promptly notify parent(s)/carer(s) of any absence Require and expect explanations for absence Send standard letters with response slips Attendance reports to parent(s)/carer(s) each half term Monitor children or young people with attendance difficulties and make reports to parent(s)/carer(s).
Ensuring effective communication in school • Manage clear two-way communication systems between class teachers/form tutors and the lead person for school attendance • Promptly convey concerns and responses to all appropriate staff • Class teachers/form tutors develop activities for the registration period that encourage punctuality and attendance • Senior management regularly reviews attendance • All staff members contribute to improving and maintaining student attendance and take ownership of attendance as a whole school responsibility • Make use of electronic registration, where available. The Curriculum Children or young people consistently raise issues about the curriculum as key factors for their absence. To minimise this issue schools may wish to review: • • • • •
curriculum support differentiated learning opportunities for children or young people to evaluate their own learning and set targets opportunities to encourage and acknowledge the contribution of all children or young people review the extra curricular programme.
First day or same day contact First day contact has consistently been shown to be the most effective initiative in reducing the length of absence and thereby improving rates of attendance. Effective systems need to provide for speedy registration checks, telephone contact, text messaging, where this is available, and for home visiting and ‘letter dropping’ where required. Consistency in such schemes is vital to ensure that the message received by parent(s)/carer(s) is that the school is genuinely concerned, and is determined to respond firmly in cases of unauthorised absence.
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Like all other systems it is time consuming, but this problem can be minimised by instituting a good system, for example: • select the target group (this can be anything from the whole school, a year group or a specific class) • the registers will need to be read every day whilst same day contact is in operation - so an early read is essential • ensure that all late children or young people are marked in the appropriate registers • run off all absences for a session • ensure that any known absence is noted and crossed off the contact list • proceed with the contact by telephone in the first place. Make a note of all reasons given on the working document. Also note if messages have been left on answer machines • decide whether those not contacted by telephone are to be contacted by a visit or a letter. Implement this after phone contacts. • ensure the information is given to the pastoral person responsible to enable correct marking of registers and absence reports. Anti-Bullying Strategies Research consistently reveals bullying as a major cause of child or young person’s absence. The school’s policy on bullying should be covered within the whole school discipline policy. However, clear links should also be made to the whole school attendance police. Further information and guidance can be found on the DfE website or access via your Local Authority contact. Enabling children or young people to raise concerns about bullying and well-publicised responses that effectively tackle bullying will have a positive impact on student attendance. Avoiding ‘Split-Weeks’ The existence of ‘split weeks’ around the start or end of school terms has been proven to increase levels of student absence. School should seek, where possible, to minimise the number of split weeks and to schedule teacher training days to assist in this respect. Where split weeks are unavoidable schools should plan ‘Attendance Challenge’ weeks and offer rewards as an incentive to attend. Parent Interviews Parent interviews should be used to reaffirm school policies, procedures and individual agreements. The causes of absence or lateness should be addressed and any agreements written down. Copies of an agreement should be provided to the parent and, where appropriate, the student also. Schools may which to use an Attendance Support Plan.
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Using pagers to combat truancy Absence Sweeps Targeted or random absence sweeps to reduce truancy can be effective in raising parent and student awareness of attendance issues. Sweeps can focus on specific year groups or cases of concern and may be reinforced through telephone contact or letters to parent(s)/carer(s), home visits or meetings at school. It is important to ensure that absence sweeps are followed up by longer-term planned action where required. Such sweeps can be counter-effective in cases that are not followed up. Please see the section on Local Authority Attendance Initiatives. Lateness Lateness is often an indication of more serious problems, but can also be merely the result of poor time management. Schools need to make clear their expectation that children or young people arrive on time both to school and individual lessons. Parent(s)/carer(s) also need to be kept informed if punctuality is a problem because often they will be unaware of this, having left home before their child is expected to go to school. Where a short-term problem develops it may be advisable to agree to allow lateness to prevent absences being incurred instead. Standard letters to parent(s)/carer(s) can also be helpful in stressing parental responsibility and highlighting the damage caused by lateness. Such letters should require a response from parent(s)/ carer(s) to explain the reasons for lateness. Parental responsibility for lateness should be stressed in the majority of cases. It is unhelpful for children or young people to be punished if the parent is at fault.
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Some Problems Highlighted by Lateness: • a difficult domestic situation where the student is expected to help with siblings/ parent(s)/carer(s) • the student may be a young carer • bullying on the way to school • lack of incentive to arrive on time - the registration period is seen as a waste of time • poor time management by parent(s)/carer(s) who bring their child or young person to school late • dislike of assembly. All schools must have a cut off time where they close the registers (usually 30 minutes). After this time the pupil should be marked with the U code. This enables the LA attendance service to tackle the absence, if necessary, via legal routes. Failure to use the ‘U’ code in order to reduce absence rates is an ineffective strategy and leads to further deterioration. Truancy Schools need to devise and implement strategies to minimise truancy if it is suspected. Children or young people were asked why they thought children or young people truanted; the following are common responses: • • • • • • • • • • • • • • • • • • • • •
don’t like lessons I haven’t done homework bored with school being bullied dislike the teacher teachers pick on me better things to do day time parties because my mates are wagging teachers don’t listen to what children or young people are saying if your friend is away, you don’t want to sit on your own going shopping got a job the house is empty - I like the peace I can work better at home avoiding a test/exam they think it makes them look big don’t understand the work the teacher cannot control the class looking after younger brother/sister you know you won’t get caught.
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Internal Truancy Where internal truancy is suspected, schools should implement the following: • establish a well-publicised system of classroom spot checks, using electronic registration systems where possible • ensure that registers, in schools where children or young people move to different classes during the day, are kept for each lesson • patrol the school regularly, especially after morning and afternoon registration and break times • develop links with the community, especially local shopkeepers • provide “Off-Site” passes and “Out of Lesson” passes • Consider setting up a “Truancy Watch” scheme. This alerts schools and services to known hot spots or when children or young people are reported to school as being seen off-site.
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Leave of absence in term-time The Education (pupil registration) (England) Regulation 2006 Amendments have been made to the 2006 regulations in the Education (pupil registration) (England (amendment) Regulations 2013. Term time holiday The regulations remove references to family holiday and extended leave as well as the statutory threshold of ten days. The amendments make it clear that headteachers may not grant any leave of absence during term time unless there are exceptional circumstances. Headteachers should determine the number of school days a child can be away from school if the leave is granted. The Education (penalty notices) (England) Regulations 2007 Amendments have been made to the 2007 regulations in the Education (penalty notices) (England Amendments Regulations 2013. These will come into force on 1 September 2013. The amendment reduces the timescales for paying a penalty notice. Parents must, pay £60 within 21 days or £120 within 28 days. Leave of absence requests – procedures. Schools should: • Ensure all parents are aware of the law and the schools procedures relating to leave of absence, including information on fixed penalty notices. • Develop standard letters to respond to requests for leave of absence. • Ensure that where a request for leave of absence has been agreed this decision can be justified in the event of a challenge by the regulatory body. • Where a school does not issue a fixed penalty notice they should have clear reasons for this and ensure the decision is made fairly and based on factual information.
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Information to parents about fixed penalty notices What is a Fixed Penalty Notice? The Anti-Social Behaviour Act 2003 introduced legislation that made provision for a Local Authority to issue Fixed Penalty Notices. These notices require a fine to be paid by parents of pupils who have unauthorised absence from school. In what circumstances will Fixed Penalty Notices be issued? A Fixed Penalty Notice will be issued in three situations:1. If a holiday or other leave of absence is taken during term time without authorisation of the Head Teacher. 2. If a pupil has unauthorised absence from school and this does not improve following a warning letter. 3. I f a child is found on a truancy patrol twice during a four month period. A separate Penalty Notice will be issued to EACH parent for EACH child who has unauthorised absence. What are the Penalties? If a Fixed Penalty Notice is issued the penalty is £60 when the payment is made within 21 days. If payment is made after 21 days but within 28 days will increase to £120. Failure to pay within 28 days will result in a summons to appear before the Magistrates Court on the grounds that you have failed to secure your child’s regular attendance at school. Why has the Government introduced this legislation? The message of this new legislation is that it is really very important that every child attends school for as many of the 380 half day sessions of the school year as possible. It is the responsibility of parents to ensure that their children do not take unnecessary time off school. What must I do? If you are having difficulties in ensuring your child attends school regularly, you should contact the school in the first instance. If you receive a warning letter from Doncaster Council about your child’s attendance you should get in touch with the Education Welfare Officer, as soon as possible, to discuss the reason for your child’s absence from school. You should avoid taking your child out of school for a holiday unless there are exceptional circumstances as you may receive a Fixed Penalty Notice. Can I get help if my child is not attending school regularly? The Education Welfare Officers support schools, parents and pupils so that high levels of attendance can be achieved. In the first instance you should contact your child’s school who will offer advice and support. If problems persist you can seek advice from an Education Welfare Officer on (01302) 736504. Every school in Doncaster is supporting the message that school attendance is a high priority. We hope that parents will help us to ensure that all Doncaster children achieve the very highest levels of attendance at school.
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Returning Children or young people: Reintegration Plans In some cases the circumstances of a child or young person’s return to school, following extended absence, may lead to further absence. It is helpful for schools to establish a standard procedure to re-integrate children or young people following periods of absence. In cases of longer-term absence, re-integration will be more time consuming but effective in returning the student to good attendance. General advice:Pupils should be welcomed back to school, irrespective of why they have been absent. Teachers should avoid misplaced irony when a pupil returns after a period of non attendance. Class teachers should promote a positive atmosphere which is welcoming to the returning pupil Be sensitive to the individual needs of the pupil when planning reintegration following significant periods of absence Involve and inform all staff of the reintegration process Encouragement and support in organising missed work helps to avoid the pupil feeling overwhelmed. This should be carefully coordinated beforehand. Provide opportunities for counselling and feedback Consider peer support and mentoring Involve parents as far as possible Agree timescales for a review of the reintegration plan Include pupil, parents and where appropriate the EWO in the plan Placing a pupil on Attendance Report may be supportive in some situations
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Promoting Attendance In this Section: 1.
A School Attendance Framework
Do you know: 1. What rewards children or young people are given for improving his/her attendance? 2. The priority concerns the Education Welfare Officer is focussed on currently? 3. What the school does to keep parents informed with regard to attendance issue? 37
Promoting Attendance Schools have a significant role to play if attendance issues are to be addressed successfully. The following actions form an Attendance Framework that may help schools write/communicate an agenda that promotes attendance: The school displays a positive and proactive ethos that places high value on attendance through: • ensuring attendance and punctuality are given a high priority in policy statements • ensuring regular attendance and punctuality feature prominently in the school prospectus and related brochures • ensuring regular emphasis is given to attendance and punctuality in newsletters to parent(s)/ carer(s); school assemblies; parent(s)/carer(s) evening; staff meetings; notice boards and governors meetings. The school establishes appropriate targets for attendance and makes known its action plan to achieve these targets through: • making the aims and objectives clear and ensuring each is understood by children or young people, parent(s)/carer(s), all staff and governors • collaboratively developing long and short-term action plans to support the successful delivery of the aims and objectives • engaging the participation and support of children or young people and parent(s)/carer(s) in the planning of objectives and associate actions • ensuring that action plans are based on proven good practice whilst opening opportunities to develop new initiatives • planning and delivering a relevant programme of staff training • detailing how specific objectives and associate actions will be monitored. The school promotes good attendance through: • integrated curriculum work to raise the awareness of children or young people to the importance of regular attendance • providing opportunities in registration periods for children or young people to engage in age appropriate initiatives that give positive feedback to children or young people on attendance • inventive use of notice board areas. Interactive displays can convey current performance against targets and highlight achievements by individuals • the provision of attendance certificates and awards to individual children or young people and form or class groups. Care should be taken to ensure that no student is excluded from the opportunity to achieve a certificate. “100% Clubs” can spearhead the approach but equal value should be given to “significantly improved attendance” where children or young people may have overcome illness or accident and yet missed the minimum time off school • providing prizes for excellent attendance. To make the most impact from such prizes it is again important to listen to children or young people regarding those items they will value and want to keep. • planning an annual campaign, communicating the same message, but in different ways • involving children or young people in committees, which have a key role in advising schools how to manage issues, which may be preventing or enabling regular school attendance.
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The school works effectively with partner agencies through: • • • • •
working in partnership agreeing a School Action Plan that focuses on agreed priority issues collaboratively planning joint Action Plans with support workers, e.g. Education Welfare Officer jointly monitoring and evaluating initiatives that the school and partner agencies are focused on respecting the outside agency’s contribution and efforts.
The school works effectively with parent(s)/carer(s) and the community through: • developing a culture of mutual respect and trust • making sure parent(s)/carer(s) and other members of the community are made to feel welcome in school • listening to their concerns and ideas and acting on them where appropriate • keeping parent(s)/carer(s) fully informed about attendance matters • seeking the support of community/religious groups to reinforce the message to parent(s)/carer(s) and children or young people about the importance of attendance • collaborating with home-school link workers. The school publicises its success in relation to attendance through: • highlighting successes in the school prospectus and brochures • providing opportunities for all involved in supporting student attendance: children or young people, parent(s)/carer(s), school staff, governors and the local community to gather to celebrate improvements in student attendance and punctuality • contacting the communications press office who can arrange a press release to be written and sent to all local media.
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Attendance advice Gypsy, Roma and Traveller children This part of the Best Practice Guide is designed to give advice to schools on attendance practice relating to Gypsy, Roma and Traveller Children. Introduction It is important for Schools, Academies and Local Authorities to understand the culture of children and young people from Gypsy, Roma and Traveller communities as this reduces the risk of underachievement or exclusion of the pupil. The best results are found when parents/carers, schools and local authorities understand each other and plan and work together in the interest of the child. Who are Gypsies and Travellers? ‘Traveller’ is a generic term which covers many distinct communities including: • Gypsy/Romany of English, Scottish and Welsh origin • Irish Traveller • European Roma • Fairground Traveller families and showmen • Circus Traveller • Bargee Traveller Canal Boat families • New Traveller Gypsy/Romany (English, Scottish and Welsh) Evidence suggests that Gypsy people originally descended from India and migrated in the mediaeval period arriving in Britain in the 15th Century. The term Gypsy was given to them at that time and came from the mistaken idea that they had originated from Egypt. Indigenous travelling people already existed in most of Europe and in Britain. Gypsies today may identify themselves as English, Scottish or Welsh Romany or Travellers. Many maintain aspects of their Romany language. They have a strong sense of culture religion and traditions and strive to follow whenever possible.
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Irish Travellers The first reliable report of the presence of Irish Travellers dates from 1850. They found work as skilled ironmongers and general metal workers. After the Second World War, many came over to work on the development of English motorways and later as labourers for local councils, as well as scrap metal dealers. Their way of life and their experiences and expectations are similar to those of Gypsies. European Roma The Roma populations across European countries descend from India and as such share a heritage with some members of Gypsy communities in the UK. Roma is the general term used to indicate Romany people from European countries; although there may be different terms that they ascribe themselves. Fairground Travellers Families and Showmen Fairs have been held since the earliest of times and traditionally brought together the important elements of trade and festival. In the middle ages, Royal Charters gave the fairs legal status and this developed their economic importance. Traders came long distances to sell their goods and so did the travelling musicians and entertainers who did good business keeping the traders and their customers amused. By the 18th century the trading aspect of the fairs diminished and fairs consisted of amusements. These evolved into the modern day travelling fairs of today. People who live and work in travelling fairs today are known as showmen. Their lifestyle changes throughout the year. About half of their time is spent travelling with the fair and the rest is spent at home in their winter quarters. Circus Travellers The first modern circus is thought to have been presented in London in 1768. Circuses were then introduced throughout Europe so that by the beginning of the 19th century there were permanent circuses as well as travelling ones. Circus families have a seasonal pattern of travelling and generally spend the winter season at their home site. Children who travel with the circus may either be performers or be children of performers. New Travellers These are the newest of the Traveller communities having taken to the road in the last 30 years and their history and culture are still evolving. Their roots lie mainly in the settled community although recently children have been born into a travelling way of life and know no other lifestyle. Bargee Travellers Canel Boat Families This community traditionally worked on the canal system throughout the UK and today is the smallest of the travelling communities. In European countries that still have a waterways system that is used as a means of industrial transportation, the Bargee population is much greater. In the UK there is a known small population of families living on sea going boats that travel between small harbours and ports during the Summer.
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The Law The Education Act 1996 Section 13 places Local Authorities under a statutory duty to provide education for all school aged children in their area, appropriate to their age, ability and aptitude and any special educational needs they may have. The duty extends to all children residing in their area whether permanently or temporarily and therefore includes Traveller children. Traveller children should be given the same opportunities as other children and educational establishments should take full responsibility for the education of Travellers once they are on roll. The Law states that parents must ensure that their compulsory school age children receive and efficient, full-time education suitable to their age, ability and needs. This can be at school or otherwise, such as elective home education. Where a child is removed from the school roll in order to be subject to elective home education, the Education (Pupil Registration) (England) Regulations (2006) (2010) must be complied with.
Registering at a school/Academy Parents/carers and children from Gypsy, Roma and Traveller families have the same rights as any other family in relation to school places. Class sizes can be increased in some cases to enable a child from a Gypsy, Roma or Traveller family to attend a local school near to where they are staying. All children can be on the register at more than one school, this is known as dual registration. A base school is the school that a child most recently attended during the preceding 18 months, when the family was not travelling. Induction The quality of induction is very important for Gypsy, Roma and Traveller pupils. In some cases school may be an entirely new environment to the pupil and could become overwhelming or daunting. Primary Induction – Recommendations • • • • • • • • • • • •
Pupil/parents are shown around the classroom, Lunctime arrangements are explained, collection and drop off arrangements made The school will contact previous school for information The school will contact parents at the end of the first day and the first week with positive news The family will have a named member of staff to contact about any issues There will be first day calling for any absences Class buddies are set up Pupil are made aware that they can speak to class teacher if there are difficulties The class teacher will monitor pupils ability to access letters and differentiate where necessary The school will monitor the social inclusion of new pupil All staff will receive brief inset training on Traveller culture The class teacher will carry out assessment and include it in the pupils file The school will promote the homework policy with parents
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Secondary Induction – Recommendations • T he child’s educational background is checked – years in school, gaps in education, strengths, levels of attainment, SEN, etc
• W here education has been significantly disrupted, school could consider a reduced timetable during the first week
• T eaching is mindful of pupils entitlement to the National Curriculum and teachers actively plan to incorporate aspects of race equality and an understanding of cultural diversity.
• Relevant information is distributed to staff • The induction Pack is talked through and understood by parents • School discuss lunch and homework arrangements with parents • T he school will identify buddies – this can help pupils adjust to a larger school community and alleviate anxieties about making friends
• Staff will receive a brief update on Traveller culture • There is an early assessment of ability • The pupil may be withdrawn for support sessions on a regular basis • There is regular contact with parents • T he school will assess appropriate usage of distance learning in situations where learning is interrupted by future regular mobility.
Recording attendance It is important that parents/carers understand that schools and their staff must comply with legislation and follow government guidance relating to attendance and absence. The Education (Pupil Registration) Regulations (England) 2010 gives detailed information on the appropriate codes. There may be times when a pupil is present at another school or educational provision. On days when a pupil from a Gypsy Roma or Traveller family is known to be out of area due to the family travelling, for parent’s work and is not in educational provision the school can use the letter code T to record the absence. Parents/carers should make sure they let the school know in advance when they are going to be travelling and when they expect to return, so that attendance and absence are recorded accurately. Where practical traveller families should dual register their children. If this is not available the school should consider e-learning options. On days when pupils are absent for other reasons (whether travelling or not) schools should use the appropriate absence code. If the reason for absence is not known it must be recorded as unauthorised absence. When Travellers are travelling schools should have an agreement in place that they will contact the school every four weeks. Failure to contact the school should instigate CME procedures. If a pupil has failed to record a minimum of 200 sessions of attendance during the previous 12 month period, the school should seriously consider whether it is appropriate to continue to authorise the absence.
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School Attendance Legislation The law recognises that Gypsy Roma and Traveller families may have an additional reason for their children being absent from school. This is that children are of no fixed abode and their parents are engaged in a trade or business that requires them to travel from place to place and therefore prevents them from attending school. Each child must attend school as regularly as that trade or business permits and all children over 6 must attend at least 200 sessions in each rolling 12 month period. Schools, Academies and Local Authorities should still seek to secure the regular attendance of these children of 380 sessions per year. Schools and Local Authorities should still use the full range of interventions and legal interventions in the same way as they would for any other family. These may include Education Supervision Orders, School Attendance Orders, Prosecution and Fixed Penalty Notices.
Children Missing Education All Local Authorities maintain a register of children not receiving a suitable education. The Local Authority has to take all reasonable steps to find out what has happened to those children included on this register. Gypsy, Roma and Traveller children who are not accessing education are included on this register. Please refer to the Children Missing Education Policy for further information Good Practice Gypsy, Roma and Traveller (GRT) families sometimes need help to ensure their children get the most of their education. The following strategies are recommended:•
hildren learn best when they feel safe, secure and supported as well as excited and motivated. C GRT children need to see their culture reflected in the school environment
•
chools should consider using distance learning and use IT to support children in continuing their S education while travelling.
•
Implement initiatives to encourage nursery education
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I mplement a Gypsy, Roma and Traveller induction model, the LA Traveller Attendance Liasion Officer can help with this
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Schools and Academies consult with LA Traveller Attendance Liason Officer
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Consider developing distance E-learning packages.
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repare a pack of work for children to complete while they are travelling or provide work on the P schools VLE.
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Encourage parents to use Doncaster Councils Green Card
•
chools should ask parents of Gypsy, Roma and Traveller pupils to give as much S notice as possible of dates when they will be away travelling. This will enable the school to work with parents/carers on planning education, setting up e-learning provision and ensure that attendance is recorded accurately.
•
I n Secondary education a bespoke curriculum should be considered which allows the pupil to study construction etc and enables Travellers to slot in if they arrive part way through the year.
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Strategies to improve attendance. • Treat each family individually and try to get to grips with why that child is not attending • Emphasise the effect that attendance levels have on a child’s education • Investigate the use of reward schemes or attendance charts with the pupil • Ensure that families have frequent positive feedback regarding their child’s education • Speak directly to parents as often as possible • A ct rapidly if a child does not attend. A phone call on the first day of absence shows that the school cares about the child as well as that non-attendance is an issue • P arents should be made aware of the schools expectations regarding attendance on entry and should find out whether regular travel is likely to be a feature of the child’s education and how the family may be supported in this • Encourage the children who travel to keep in touch with the class via postcards or e-mail • Consider a suitable E-learning package
When the attendance of a Traveller child is causing concern, in the first instance school should discuss concerns with the family. Following this a referral should be made to the LA Attendance Service. The LA Traveller Attendance Officer will make three contacts with the family and if there is no improvement, will refer the case to the Education Welfare Officer. If issues persist then the Education Welfare Officer should follow the targeted casework system as with any child. The complete working protocol is available from your LA EWO. School supported distance learning For a range of complex reasons Gypsy, Roma and Traveller pupils are amongst the lowest achieving pupils in our schools. One reason being interrupted education. Dual registration should always be encouraged when travelling but is not always practicable. Schools have the option to provide good quality distance learning support. E-learning enables children to have a continuous education and to keep in contact with peers and teachers. If this is something your school is considering, the DfES Publication ‘School Supported Distance Learning’ may be of help
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Good Practice Checklist How well is your school performing regarding the needs of Gypsy, Roma and Traveller Pupils? How well does your school understand the Traveller lifestyle and culture? Are Traveller pupils able to demonstrate success in areas which may not be curriculum orientated? Are there strategies in place to address poor attendance issues? Does your school involve Traveller parents in the wider school community? Do the school Governors have a clear understanding of the needs of Traveller pupils? Does your school analyse the achievement and progress of Traveller pupils Does your school create an ethos that supports diversity and promotes good relationships within the school community? How does you school celebrate diversity? Does the curriculum planning take account of the specific needs of Traveller pupils Does your school recognise that the behaviour and discipline policy reflect the needs of the Traveller culture (positive behaviour strategies)? Are Travellers aware of the established systems in your school and do they feel comfortable with these? Does your school recognise that pupils from Traveller communities have distinctive needs within the pastoral systems, Useful resources Doncaster Attendance & Pupil Welfare Service – advice, support and resources NATT+ website – National Association of Teachers of Travellers + other professionals – Useful resources and links to other websites Department for Education
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School Policy, Prospectus and a Whole School Approach In this Section: 1. Model for a School Attendance Policy 2. Towards a Prospectus 3. Developing a Whole School Approach to Attendance
Do you know: 1. Where you would find your school’s statement of intent in relation to student attendance? 2. What references there are to the Local Authority Education Welfare Officer in your school’s prospectus? 3. Who is responsible for writing and updating your school’s Attendance Policy? 47
School Policy, Prospectus and a Whole School Approach Model for a School Attendance Policy: When writing an Attendance Policy: • use language which is clear and easy to follow so that it is accessible to all • phrase statements positively • be inclusive rather than exclusive In writing a policy you might consider following these ten steps: Step One - Mission Statement • Agree a whole school mission statement for student attendance such as, this school intends to improve attendance figures by 1% each year. Step Two - Statutory Duties A short statement that indicates the school takes account of: • • • •
The Education Act 1996 The Education (Students Attendance Records) Regulations 1991 The Education (England) (Pupil Registration) Regulations 1995 (2003, 2010, 2013) Guidance for Local Authority and schools on Attendance and Pupil Welfare Service in place of circular 10/99 and 11/99
Step Three - Aims The aims should outline what the attendance policy sets out to achieve. Step Four - Objectives • • • •
Set out specific, but realistic, targets for achieving, improving and sustaining attendance figures Break these targets down by year groups rather than have global school figures Set out the resources available and how they will be used Contain statements about how communication between all the partners in the process will be implemented.
Step Five - Responsibilities • The legal responsibilities of Local Authority, schools and parent(s)/carer(s) should be cited • Emphasis on a partnership approach between senior management, governors and those working to support attendance with parent(s)/carer(s) and children or young people should be outlined • Details of a school’s agreement with the Attendance Service and partner agencies who support the school in relation to attendance issues, should be referred to here • Identify school personnel with specific responsibilities for attendance issues.
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Step Six - Working Partnerships • Summarise the role of the Education Welfare Officer in addressing the attendance issue • Clarify how the school negotiates its School Action Plan with the Attendance Service • Identify other services that the school requires a working relationship with and what each service does to support the school. Step Seven - Procedures • • • • •
Clarify the stages, processes and staffing involved in registration Outline a system for lateness (not so punitive that it prevents late registration) Clarify how and when problems with attendance are communicated to parent(s)/carer(s) Clarify the process used to reintegrate children or young people returning to school after absence Clarify to impress upon parent(s)/carer(s) and children or young people the strong link between attendance and educational achievement • Referral criteria to Attendance Service and partner agencies involved in attendance issues. Step Eight - Attendance Strategies • Clarify how this policy integrates with other policies that impact upon attendance such as equal opportunities, special needs, behaviour management • Strategies could include: rewards and incentives, reintegration programmes, same day contact schemes, post registration truancy practice, attendance support groups, individual target setting and parent and community initiatives, mentoring, work related initiatives • The methods of implementing each strategy should be outlined in this section. It is important that projected outcomes for each strategy should be agreed prior to implementation. Step Nine - Monitoring and Evaluation • Clarify how and when monitoring takes place • Clarify how the school evaluates projected outcomes of support • Clarify which staff, parent(s)/carer(s), governors, children or young people’ partner agencies are involved • Clarify what additional resources are required in monitoring and evaluation activities • Clarify how evaluation will inform future school practice or developments. Step Ten - Reporting • The designated person responsible for attendance should provide a weekly summary report to the head teacher • The designated person responsible for attendance should provide a report each term to the Governing Body • The designated person responsible for attendance should provide a report at the end of each half term to the Attendance Service. Note: Please see Section Fourteen for a blank template for Attendance Policy.
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Before you go any further can you answer these questions? 1. Who is going to write this policy? If it is going to have any meaning make sure that it’s not just one member of staff who writes it. If the whole school owns the policy, attendance at your school is more likely to improve. You will need to consult children or young people, families, teachers, your Education Welfare Officer, administrative and ancillary staff, governors and senior management and involve them before and during the drafting of the attendance policy. 2. Where and when will the policy be written? Do the people involved in the development have all the information they need to draft a policy? Is your school willing and able to support the development of this policy with resources? If your school can support policy development with resources you have a good starting point. It means that there is an ownership of the need for this policy and a whole school approach means that attendance at your school is more likely to improve. Working towards a Prospectus Information The prospectus provides an opportunity for schools to be clear about its approach to improving and maintaining good attendance. You could include statements about why your school values good attendance, for example: • Each student is important to, and valued by, the school • The school has a commitment to providing the best possible education for each student and that cannot be achieved if attendance is poor • What the emotional effects are on a student who is absent from school • What the educational effects are on a student who is absent from school. These might include falling behind other children or young people in work or failing to impress prospective employers. Partnership You could include statements about how the school views its partnership with parent(s)/carer(s) and partner agencies. For example: • What the school promises to do to enable a student to come to school • When the school informs the parent(s)/carer(s) if attendance or punctuality becomes a problem • What the parent(s)/carer(s) need to do to support their children in attending and getting what they need from school • How the school reintegrates pupils following extended periods of absence for any reason • How the school collaborates with partner agencies to promote attendance.
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Procedures You can include a clear outline of the procedure the school will follow to ensure good attendance. The main information parent(s)/carer(s) will need is: • • • • • • • •
The starting and finishing times of school sessions The dates of school terms Who to contact when their child or young person is away What is the best time to contact that person What to do if they haven’t got a phone What to do if they have difficulty with writing What are unacceptable reasons for not attending school What parent(s)/carer(s) must do if children or young people propose to take a holiday during term time • What the law says about attendance generally • What the roles of the class teacher, the head teacher, the administrative staff and the Attendance and Pupil Welfare Service are in terms of attendance • Most importantly, to whom can a family member or student go for support or advice in relation to an attendance issue. Developing a Whole School Approach to Attendance The key to addressing the issue of a whole school approach to improving attendance is to open a debate about the feelings and attitudes of all individuals connected with the school. This can feel risky as it may entail tackling sensitive areas. Starting points could be answering questions such as: • How valued do members of staff, children or young people, and parent(s)/carer(s) feel within the school? • How do we communicate the attitude and belief that attendance at school is important to the process of ensuring that young people have the best start in life through a positive, supportive and enabling education? • Are the relationships between all staff in the school and partner agencies a good model for children or young people? • What strategies can we put in place to improve our existing situation? These questions will also need to be answered: • • • • • • •
What do we all understand by good attendance? Do we all know and understand the registration procedures? Do we all know who our Education Welfare Officers are and their role? How do we determine the focus of our Education Welfare Officer’s support to our school? What do we all perceive to be the causes of non-school attendance? Which of these identified causes can we affect by a change in our school practice? Does our school environment reflect our desire to create a safe, positive and caring place for children or young people and all staff, parent(s)/carer(s) and others who came into contact with the school? • In what ways could we improve our teaching and learning environment? • What are the support systems in school for children or young people and staff? • Do our systems and procedures build in time to interact and listen to each other?
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• • • •
How do we communicate with parent(s)/carer(s), children or young people and each other? What can we do to improve communication? Do we ever ask parent(s)/carer(s) and children or young people what they think? If not, why not? Could improvements be made in the way we interact with the Governing Body?
Schools that have adopted a whole school approach have found that they have: • • • •
Developed a positive school ethos and shared aims Established a collaborative work culture Adopted an inclusive leadership style Evolved a sense of family.
All these factors are influential in improving student attendance.
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DRAFT SCHOOL ATTENDANCE POLICY INTRODUCTION
• This policy was developed through a process of consultation with the relevant professionals. • It was approved by the Governing Body on …………….............................……………… • It was approved by the Teaching Staff on ……………………..............................……….. • It will be reviewed annually Attendance Co-ordinator: Head teacher Education Welfare Officer: Attendance Policy Group members:
Name Role
Responsibility
Head teacher To monitor the attendance throughout the school
Identified person
To monitor the attendance situation of individual children or young people
Identified person
To raise the level of attendance of those children or young people identified as being at risk
Identified person
The welfare of children or young people in school
Governor
To keep a check on the general situation
EWO
To support the school in achieving its objectives by following the Local Authority Guidelines.
Attendance Policy Statement: Good attendance is essential if pupils are to take full advantage of school and gain the appropriate skills, which will equip them for life. It is important to ensure that our most vulnerable pupils are given the same opportunities, which may mean extra support in certain cases. The school aims to achieve good attendance by operating an attendance policy within which staff, pupils, parent(s)/carer(s), local community and the Attendance Service can work in partnership. The school will monitor attendance and ensure quick and early intervention if a problem is identified. All staff will encourage good attendance and will liase with home and partner agencies if this is appropriate. Good attendance will be seen as an achievement in its own right and recognised as such by the school. The attendance policy is based on the premise of equal opportunities for all.
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Aims: • To improve the quality of school life • To create a culture in which good attendance is ‘normality’ • To demonstrate to pupils, parent(s)/carer(s) and staff that the school values good attendance and to recognise that good regular attendance is an achievement in itself • To be consistent in implementation, both in terms of rewards and sanctions • To value the individual and be socially and educationally inclusive Objectives: • • • •
To involve the children or young people more in their school attendance To improve communication with parent(s)/carer(s) about regular school attendance All school staff to continue to take responsibility for children or young people’s attendance To recognise the important role of class teachers and learning mentors in promoting and monitoring good attendance • To ensure time and organisation within the school to enable the AIMS and OBJECTIVES to be met • Effective working relationship with the Attendance Service, and the reporting of half-termly figures to the service Targets: • To have an effective means of collecting and monitoring attendance information • To discuss the settings of targets for the school with the Local Authority Attendance Service and the School Improvement partner • To ensure that such data is available and used effectively by school managers and staff in conjunction with the Local Authority Attendance Service • To agree specific targets for individuals, groups, years and the whole school in a context of all known relevant factors and record these in the School Attendance Plan • To target resources and implement where most appropriate and to undertake this within a reasonable time frame • To keep parent(s)/carer(s), pupils and governors informed of policy and practice • To ensure that the school is aware of government targets which may have been set for some vulnerable groups, such as children in care or young people. Consultation Process: 1. School Staff: The attendance group will be invited to a staff meeting to discuss this policy and make any changes, which are deemed supportive of the aims of the policy. 2. The Governing Body: The attendance group will be invited to a Policy meeting to discuss this policy and make any changes which are deemed supportive of the aims of the policy. The final policy, after consultation will be presented for approval to the whole Governing Body.
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3. The Parent(s)/carer(s): Parent(s)/carer(s) will be advised of our policy on attendance: • When their children first start at our school • Home school contracts • Through newsletters • At parent(s)/carer(s) evenings • In the school brochure • In the annual Governors’ Report to Parent(s)/carer(s). 4. The Children or young people: Children or young people will be advised of our policy on attendance: • In assemblies • In the classroom • During appropriate areas of the curriculum.
Time schedule for implementation: • This policy will be in place by _____________________ • It will be reviewed annually.
Procedure: • Children or young people are expected to attend school for the full 190 days of the academic year, unless there is a good reason for absence. There are two types of absence: • Authorised (where the school approves pupil absence) • Unauthorised (where the school will not approve absence) • It is expected that parent(s)/carer(s) or carers will provide an explanation if the child or young person is absent on the first day the absence occurs. This can be by letter, telephone, personally at the office or by appointment • If contact, explaining the child or young person’s absence, fails to be made by parent(s)/carer(s) or carers, then the school will contact the home by telephone on the initial day, following this with a letter after 3 days of unexplained absence. This contact needs to be recorded in the register. • The head teacher will regularly remind parent(s)/carer(s) of the importance of good attendance and punctuality • Children or young people with 100% attendance will be rewarded by the school (when/how)
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Identification and Referral • • • • • • • • • •
Identification is made by the form teacher (cause for concern) Concerns are passed to the person responsible for contacting parent(s)/carer(s) Person responsible will contact parent(s)/carer(s) with letter 1 Following the letter, there will be four weeks’ monitoring of the child or young person’s attendance If there is no improvement, at this point, attendance letter 2 may be sent and parent(s)/carer(s) can be invited in for a meeting and/or an Attendance Support Plan is implemented. You may, after four weeks’ monitoring, inform parent(s)/carer(s) you will refer to the Attendance Service. Reinforce parental duty to ensure full school attendance If attendance has improved over the last four weeks, you may continue to monitor attendance At this point you would refer to Attendance Service if attendance has not improved and you may feel a final warning letter appropriate at this point The referral to the Attendance Service will consist of the referral form, copies of all correspondence to parent(s)/carer(s) and a print out of the child or young person’s attendance certificate.
Completing the Register • The twice-daily requirement to register pupils can and should be perceived as an opportunity for the school to receive children or young people formally from home, and serve as an introduction to the session • The marking of registers can sometimes become so routine that its importance is lost • However, incomplete or inaccurate registers are unacceptable for several reasons. Registers provide the daily record of the attendance of all pupils; they are legal documents that may be required in a court of law, for example as evidence in prosecutions for non-attendance at school • Paper registers are required to be marked in ink. Any alterations should be visible and explained. Tippex or similar products may not be used • The register must be marked using the symbols referred to in The Education (pupil registration) (England) Regulation 2006 and the associated DfE guidance)) • For schools with computerised registers the Governing Body is responsible for registering with the Data Protection Registrar under the Data Protection Act 1998 • Electronic registers have to be printed out once a month and kept in the same way as manual registers. These are legal documents. Lateness School begins at ________________ and all pupils are expected to be in school for registration at this time. Pupils who are consistently late are disrupting not only their own education but also that of others. Where persistent lateness gives cause for concern further action may be taken.
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Pupils returned to school by Truancy Patrols and South Yorkshire Police The school will have in place a procedure for pupils who are returned to school by a Truancy Patrol and by Officers from South Yorkshire Police during the course of their work. Leave of Absence during term time Parent(s)/carer(s) are strongly urged to avoid booking a family holiday during term time. Parent(s)/ carer(s) do not have the right to take their child or young person out of school for such a holiday. The school will consider each case individually, leave of absence for holidays will not be authorised unless there are exceptional circumstance. The school will not authorise holidays taken during any examination weeks. What can parent(s)/carer(s) do to help? • • • •
Let the school know as soon as possible why your child or young person is away Send a note when your child returns to school Try to make appointments outside school time Do not allow your child to have time off school unless it is really necessary
If you are worried about your child’s attendance at school what can you do? • Talk to your child; it may be something simple • Talk to the head teacher and staff at the school • Talk to the Attendance & Pupil Welfare Service The school aims to have ALL children or young people attending regularly and punctually and parent(s)/carer(s) need to know that should their child fail to attend in this way then the matter will be referred to the Attendance Service. Parent(s)/carer(s) need to be aware that Doncaster Schools are operating a prosecution system in co-operation with the Attendance Service. Parent(s)/carer(s) need to be aware that Doncaster Council in conjunction with Schools are operating Fixed Penalty Notices for non attendance. The school understands the need for on-going communication with parent(s)/carer(s)/carers and pupils regarding this policy, particularly those new to the school.
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Education of Pregnant school girls and school age mothers Teenage mothers in the UK have been found to be at risk of early school leaving, low levels of educational achievement and low levels of post-compulsory educational participation. Current policy in the UK emphasizes the importance of education as a way of improving the life chances of those who become pregnant while young, and as part of that, schools are encouraged to support the educational inclusion of those who become pregnant while still of statutory school age. In Doncaster we are fortunate to have a Senior Education Officer providing specialist support for pregnant teenagers and school age mothers. We are also fortunate to have the Young Parent Centre, which is part of the Maple Medical Pupil Referral Unit. The Young Parents Centre / Maple Medical Pupil Referral Unit (PRU) Once it has been identified that a girl of school age is pregnant, a referral will be made to a Senior Education Officer. The Senior Education Officer will come and meet with the pupil and their parent/carer at home to discuss education provision. If there is a place available at the Young Parents Centre and the pupil is interested, a visit to view the centre will be arranged. If the pupil then decides to attend the Centre a meeting at the pupils school will be arranged and an education plan will be drawn up. Transport will be discussed and the pupil can start attending as soon as possible. Pupils start on a four week trial at the end of which there will be a review meeting. Some pupils remain at their original school or split their time between the two. The Local Authority recognises there may be significant barriers to maintaining the continuity of education for these girls and the Senior Education Officer and the Maple Medical PRU support pupils to reduce these difficulties. Where the pupil chooses to continue to receive their education at their original school. The school should make every effort to support the pupil in continuing their education. This must include support when they are absent or during the post-natal period. Schools must work with each individual pupil to achieve a balance between learning and their role as a parent.
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Action Planning in Problematic Cases In this Section: 1.
Action Planning: Helpful Hints
2.
Responding to Cases of Priority Concern
Do you know:
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1.
Who in your school takes initial action about an attendance issue?
2.
How many children or young people in your school represent a priority concern?
Example questions
Relationships and engagement
Co-ordination of resources
Resource allocations and capacity
Priority
2.2 P erformance Management
Recent Data
Is the school Attendance Leader a member of SLT? Is there a whole school approach to improving attendance which included PA pupils? Is the school effectively targeting PA pupils with appropriate interventions? Does the school policy have a clear escalation of interventions? Do departmental plans reflect an understanding of and make links between attendance and attainment? Do the staff have appropriate amounts of time to implement the policy? Is the school supported appropriately by outside agencies? Is the school developing appropriate partnerships to support PA pupils? Have staff recieved appropriate training in roles and responsibilities? Does the school policy/strategy for improving attendance identify the roles of staff and procedures to be followed? Does the school have SLA, or similar, with partner agencies? Does the outcome from monitoring ensure interventions are focused/used appropriately? Is there a specific escalation of early interventions to prevent pupils meeting the threshold for PA? Does the school have effectively working practices with appropriate partners? Does the school attendance leader have effective networking with Children’s Services and other schools?
regularly/early? Are the number of pupils identified less than the number in the same period last year? Is the data fully analyzed to identify the types of absence that the pupils have acquired? Is the school using the analysis of data to target effective interventions? Is the school providing accurate data to the Children’s Service on time?
1.1 Recent Perfomance Are pupils who are likely to meet PA criteria identified
Areas to Consider
Schools - Reducing Persistent Absence
Partners not used School Attendance Leader, in this role, does not network outside of the school
There are no wrtten SLAs with partners Interventions are not monitored Pupils with PA are not monitored and/or interventions strategically planned
Roles and procedures are not indentified
Attendance is not written into departmental plans Staff do not have sufficent time to carry out attendance responsibilies
PA is not an area that recieves attention The school has no clear escalation policy
The school does not have an identified lead for attendance
School consistently fails to return data to LA when requested
Evidence of escalation processes exists Full range of partners work with the school to improve attenddance School Attendance Leader involved in LA network opportunities
Staff have appropriate amounts of time to undertake roles Outside partners actively engaged Regular attendance related CPD provided to staff Written roles and responsibilities available for staff Interventions are monitored and evaluated
Evidence of effective whole school approach is available with PA pupils appropriately targeted Clear escalation policy in place Departmental plans make links between attendance and attainment
Attendance Leader is a member of SLT
School always provides LA with data when requested
Reasons for PA are identified per pupil and issues fully addressed
No. of pupils with PA is consistently below the number for the same period last year
No. of Pupils meeting PA criteria has increased Data not used in this way
12 Pupils with PA identified regularly
Green
Pupils not identified
1
Red
Communications
Strategic framework
Performance monitoring and management
2.2 P erformance Management
Policy framework
2.1 Quality of planning
Areas to Consider
First day contact is not used and/or monitored Indevidual targets not set for pupils
Is first day contact used effectively and are actions taken with parents who fail in their parental responsibility?
Are pupils aware of their individual level of attendance and the target they need to achieve?
Medai is used effectively
Media is very seldom used
Does the school plan the promotion of attendance throughout the academic year using a range of media?
Pupils receive regular feedback on their attendance rates together with individual targets
School can evidence how its strategies to improve attendance are having a positive effect within the school
Attendance is included within the SEF
Links between attendance and attainment are made and disseminated to pupils
All pupils have individual attendance targets
First day contact is used and evidence of impact considered
Governors actively involved in reviewing policy and fully understand practice within the school
Policy and practice constantly monitored and assessed
All interventions are time limited and this is monitoredby staff
Staff receive attendance data per form/year and subject group
Parents/pupils only get annual feedback on attendance levels
Attendance not specifically referred to in the SEF
12
Plans exist for pupils with attendance issues including all pupils likely to become PA
Policy and procedures kept under constant review and all staff know how to feed into this
Green
Is the work on attendance reported on a regular basis to Attendance is not reported on to these teaching and non teaching staff, governors, parents/carers? groups
Do pupils and parents receive regular updates on pupil attendance?
Does the school use this school framework on a regular basis to update performance and determine actions for improvement?
Does the SEF consider the need to improve and sustain levels of attendance?
No links made
Governors not involved
Do governors oversee this monitoring process? Is the effectiveness of interventions monitored regularly?
Are the links between attainment and attendance understood and actions to manage these implemented?
No regular monitoring exists
Interventions are not time limited
Is attendance policy and practice rigorously and robustly monitored and is impact measured?
Is the management of attendance based within a fast track timescale.
Plans not developed for pupils with PA
oes each pupil with PA have an individual action plan for D improvement which is regularly reviewed and shared with pupils and parents/carers? No review system
No formal stategy inplace or roles and responsibilities which are unclear
1
Red
Does the school regularly review its strategy, policy and practice in relation to improving attendance?
Example questions
Schools (continued) - Reducing Persistent Absence
Action Planning in Problematic Cases The development and maintenance of clear and shared action planning between school and the Attendance Service, and other services dealing with attendance issues is critical to effective working arrangements. A useful measure of such arrangements is the ability to respond effectively to problematic cases. Helpful hints • It is crucial to establish partnership agreement between school, the Attendance Service and partner agencies involved with the student and family. • Agree that the support from the Attendance Service is focussed on the most vulnerable cases. • Ensure register checks and attendance reports are undertaken and the nature and scale of the problem shared with the Attendance Service. • Networking with all the available support agencies in the local area dealing with the attendance will broaden the resources available to schools. • Programming work for the current and/or coming school year ensures that both the school and the Attendance Service are able to develop, implement and evaluate good practice. It is important for schools and the Attendance Service to be able to target work with non-attending children or young people efficiently and consistently. The following strategies have been found to assist in this process: Responding to Cases of Priority Concern • A student identified as being of concern for his/her attendance is referred to the school’s Pastoral Care Team. The Pastoral Care Team undertake initial actions with parent(s), student and/or school staff. • The school identifies a list of cases of priority concern. The school should complete a written summary of each student of priority concern. • The summary information is used as a basis of referral to the Attendance Service, using the appropriate referral form. • The summaries of priority concerns form the basis for negotiating a School Action Plan. The School Action Plan enables the allocation of time allotted to the school to focus support on cases of priority concern and the actions to be undertaken by the school and monitored and reviewed. Partner agencies are involved as appropriate. • Where concern about attendance continues following the planned intervention, the statutory process should be considered.
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Statutory Powers In this Section: 1. Key Legislation 2. Factors that may lead to legal action
Do you know? 1. Under what circumstances legal proceedings can be initiated? 2. What is the value of legal proceedings? 3. What does Section 16 of the Crime and Disorder Act enable police to do? 63
Statutory Powers Legal action can be started where it is deemed the appropriate action to secure a young person’s return to education. Whether to prosecute is a matter for the Attendance Service, who takes full account of the particular circumstances of each case. It is only the Local Authority that can bring such prosecutions and it is the Attendance Service that undertakes the preparation of cases. The Local Authority can have recourse to both the Magistrate’s Court and the Family Court to take steps to affect regular school attendance. Key Legislation S444 (1) Education Parent(s)/carer(s) fail to ensure that child or young person attends school Act 1996 regularly. There is no obligation to prove that the parent(s)/carer(s) were aware of the absence although good practice requires this. S444 (1a) Education Act 1996
Under this section there is a need to prove that the parent(s)/carer(s) were aware of the absence and they failed to take steps to address the problem. A higher penalty may be incurred including a prison sentence.
S437 Education Act 1996 - School Attendance Order
Parent(s)/carer(s) fail to register a child or young person at school or the education of children or young people being home educated is assessed as failing - a School Attendance Order will name a school that the child or young person is required to attend.
S36 Children Act Education Supervision Order
Empowers the Local Authority to have a more directive role with parent(s)/ carer(s) and children or young people with a view to resolving problems with school attendance.
S8 Crime and Disorder Act 1998 Parenting Order
The order comprises two elements: a requirement that the parent/guardian attends counselling or guidance sessions on parenting and managing behaviour and other requirements encouraging the parent(s)/carer(s) or guardian to exercise control over their child.
S16 Crime and Disorder Act 1998 Police Power to Remove Truants
This order empowers the police to remove a child or young person whom they believe to be of statutory school age and absent from school without good cause, from a public place and return them to school or a “safe place”.
Education Act 1996 Employment of Children
Employers can be prosecuted for contravening the law, including Bye Laws, in relation to employment of children or young people under the age of 16.
Bye-Laws: Children Local Bye laws stipulate the procedures and terms under which children or in Entertainment young people under 16 can be registered and take part in a performance(s). Licence Anti-Social Behaviour Act 2003
Fixed Penalty Notices can be issued for unauthorised absence from school
Factors that may lead to legal action • Unauthorised absence • Where parent(s)/carer(s) do not respond to letters or invitations to meetings with the school and/or Education Welfare Officer • Where parent(s)/carer(s) do not cooperate with any interventions that are agreed as appropriate for their child in order to improve attendance • A likelihood that court action will ensure that the student will return to school • Where all other strategies have failed. 64
Monitoring In this Section: 1. 2. 3. 4.
Local Authority Monitoring of Attendance School Monitoring of Attendance School Monitoring of Lateness Keeping Track of Children or young people
Do you know? 1. Where the school should send annual attendance returns? 2. How your school monitors lateness? 3. Who monitors attendance on behalf of the Local Authority? 65
Monitoring Attendance Local Authority Monitoring of Attendance There is a range of processes to support Local Authority monitoring of attendance: • All schools have a statutory obligation to provide information about attendance in annual returns to the Department for Education (DfE). This enables national comparisons. Although such information is now sent directly to the DfE data collection centre, it would be helpful if schools could send the Local Authority a copy of this information at the same time. This will allow for earlier identification of trends to use for target setting and fair Attendance Service allocation. Collection has now increased to every half term. • The development of Electronic Registration means that the Local Authority should be able to access attendance data centrally, and could therefore monitor trends. • The Attendance Service monitors attendance on behalf of the Local Authority through regular meetings with school staff and regular register checks. This focuses particularly on children or young people with long-term absences, regular patterns of absence, the school’s monitoring of student attendance at alternative provision such as college placements, return of children or young people after fixed term exclusions, admissions of children or young people for whom a place at the school has been agreed, children in care or young people looked after by the Local Authority. • Monitoring of agreed School/Local Authority School Action Plans to ensure priority concerns are effectively addressed. School must regularly review the Action Plans. • Monitoring the use and success of legal action to enforce attendance. • The Pupil Admissions Service has a protocol for referral to the Attendance Service of children or young people who, for whatever reason, are without a school place.
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School monitoring of Attendance Every school must have a designated person responsible for attendance, and establish a routine that ensures that regular monitoring and review take place. General Frequency
Action
Daily
Form/class teacher has initial responsibility for dealing with concerns. The way in which concerns are dealt with will vary from school to school and details should be outlined in the school policy. School should ensure that they check that children accessing off-site provision are present at that provision.
Weekly
Action to be taken by the school with regard to children or young people whose absence is causing concern.
Termly
Summary report on attendance prepared for Governors - copy to Behaviour and Attendance Service. Progress towards meeting targets discussed in appropriate forums.
Specific Individual schools should allocate overall responsibility for specific tasks to a designated senior member of staff. Details should be included in the school policy. Group
Issues
Year Group
• Compare figures with those for other local schools • Compare figures with those for other cohorts within the school • Compare figures for the same cohort over time i.e. as it progresses through the school • Compare figures with those for the same year group over time i.e. year 9 over the years • Consider attendance pattern over the year.
Form/Class Group
• Compare group with others in the same year group • Analyse long-term absentees contribution to the figure • Consider if registration guidelines are being correctly applied • Consider the tutor/class teacher effect • Consider school effects e.g. over use of supply teachers etc.
Individuals
• Look for broken weeks - five separate one-day absences are more significant than a week’s absence • Look for same day absence each week • Check reasons for absence • Check absence notes • Look for absences with friends • Closely monitor vulnerable/”at risk” children or young people • Reward good/improved attendance • Report to the Attendance Service long-term absentees/those for whom no reason for absence has been received.
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School Monitoring of Lateness The major principles of any late monitoring system are: • It should ensure everyone in school is recorded in case of fire • It should not allow children or young people to come into school undetected especially if some form of same day contact is being made with absentees. Duplicate slip systems are helpful as they: • enable the school office to keep a record and monitor punctuality • make it difficult for a student to enter a classroom late without possession of a slip • to ensure all teachers are consistently and correctly coding registers. School can construct their own slip system. Some schools have enjoyed success in overcoming punctuality by starting the school day with a lesson and moving assembly to a time later in the school day. Keeping Track of Children or young people The movement of children or young people between schools nationally has recently undergone significant improvement by the introduction of the use of Common Transfer Forms - CTF. This statutory monitoring procedure uses the Internet to transfer basic information on pupils between schools if pupils transfer in England and Wales. The system mirrors the requirements of the Education (Pupil Registration) (England) Regulations (2006) (amended 2010) and uses the principle that no child or young person can be taken off the roll of one school until they have been taken onto the roll of another. The Local Authority should therefore know the whereabouts of all registered children or young people. The Education (Pupil Registration) (England) Regulations (2006) clearly set out the criteria for removal of a child’s name from the school roll. Where there is a breach of these regulations the Local Authority will intervene using the escalation policy shown at the end of this section. It is not legally permissible to remove a child’s name from the Register because he or she is not attending regularly or truanting. If a pupil is to be taken off the Register because the child is moving to another area or school (including out of the country), staff should first find out the name and address of the new school and when the pupil will start, confirming that the pupil has been admitted with the receiving school. In the event that schools cannot identify a successor school, the CTF are forwarded to a central DfE database - the ‘Lost Pupil’ database that may be interrogated by schools when the children or young people apply for admission to another school without an accompanying CTF. Under the Pupil regulations all schools are required to report to the LA any pupil with continuous absence of not less than two weeks, and any pupil who otherwise fails to attend regularly except when the absences are authorised by reason of the child’s illness. In every situation where a child or young person becomes lost to the system, the school should be discussing with the Attendance Service the current scenario and linking back to the ‘Children Missing Education’ (CME) policy document.
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Children Missing Education Definition Children Missing Education are defined as children of compulsory school age who are not on a school roll, and who are not receiving a suitable education elsewhere: for example, at home, privately, or in alternative provision. (Education and Inspections Act 2006) These missing children are amongst the most vulnerable in our communities and may be at risk of neglect or abuse. It is vital that all practitioners work together to locate and re-engage these children back into appropriate education provision as quickly as possible. Any child who is identified as not being on roll at a school and not receiving any appropriate education MUST be placed on the Children Missing Education Register. Following these procedures will also ensure Doncaster Local Authority meets its statutory duties relating to the provision of education and safeguarding the welfare of children missing education. Where school suspect they have a missing pupil the Doncaster Council procedures must be followed. The full policy can be found in the final section of this book and can also be accessed via the website, www.doncaster.gov.uk. Guidance for schools before removing any pupil from the school register is fully explained in the Children Missing Education policy. The following areas that may affect schools can be found on the relevant pages in the policy: Pupils who have gone missing from a Doncaster School
Page 6
Pupils who are believed to have left the country
Page 6
Pupils who have failed to arrive at an allocated school
Page 6
Missing EU Nationals, Refugees, Asylum Seekers
Page 7
Children in Care Page 8 Gypsy, Roma and Traveller Pupils
Page 8
School’s must not remove any pupil from the school roll without referring to the Attendance Service unless the pupil is on roll at another school.
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Flow chart for the progression of cases where a School or Academy has breached the Education (Pupil Registration) (England) Regulations 2010 The LA is informed that a school or Academy have taken action which breaches the Education (Pupil registration) (England) Regulations 2010
A Local Authority Officer contacts the School/Academy Head Teacher or SLT member to advise that the legislation has not been complied with. Meeting is offered to discuss support options. The School/ Academy are asked to comply with the requirements of the legislation and advised that a letter will follow. A copy of the letter will be sent to the governing body and Academy sponsor.
Examples of a Breach of the regulations •
Failing to comply with registration regulation 9
(deletion from school roll)
•
Inappropriate use of coding
•
Inappropriate exclusion coding
Legislation is not complied with within 5 school days. Letter is sent to School/Academy from Director of Children and Young People’s Service to advise school to comply with Legislation and that if the School fail to comply within 5 school days the LA will inform the, Department of Education, Secretary of State for Education/YPLA. A copy of this letter is sent to the governing body and Academy sponsor
Letter to Department for Education, Secretary of State for Education/ YPLA
Copy of this letter to Safeguarding Children Board, Ward Councillor, School/Academy, Academy sponsor, Governing Body and Ofsted
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Procedures in Doncaster for Elective Home Education The Local Authority fully supports the rights of parents / carers to educate at home and seeks to work in a supportive manner with such parents / carers. The full policy on elective home education can be found in the final section of this book. Schools must not seek to persuade parents to educate their children at home as a way of avoiding an exclusion, because a child has poor attendance or is unlikely to achieve academic success. In the case of exclusion school’s must follow the statutory guidance. If a pupil has a poor attendance record, the school and local authority must seek to address the issues behind the absenteeism and use other remedies available to them.
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Registration Procedures In this Section: 1. Registration Categories 2. Marking the Register 3. Reading Registers 4. SIMS Attendance Codes 5. Recording Absence 6. Official Registers 7. Regulations
Do you know? 1. How many registration categories there are? 2. What the code ‘P’ stands for in a register 3. How you should mark the register when the reason for a student’s absence cannot be established? 72
Registration Procedures Registration is a legal requirement. By law, registers have to be marked twice daily and constitute a legal document. Registration details must be accurately kept, especially as they are primary evidence in court for cases for poor attendance. There are four registration categories: Present Student on school premises at the time the register is taken. Approved Educational Activity The school, or an approved provider, must supervise student activity off-site. The following types of activity come into this group: • • • •
Work experience placements for children or young people in Year 10 and after Field trips and educational visits at home and abroad Sporting activities Link courses with Further Education colleges where children or young people attend for part of the time • Children or young people receiving tuition at another school while remaining on roll at their home schools. Authorised Absence An absence can be authorised by a school either before or after it occurs. There are three main categories of authorised absence: • When a student is prevented from attending by sickness • A day set apart for religious observance by the religious body to which the parent(s)/carer(s) belong • When no suitable transport is available and the school is not within walking distance (2 miles for primary pupils, 3 miles for secondary pupils). Other categories of authorised absence include: • • • • •
Annual holiday in term time (leave of absence) Attendance at an interview with a prospective employer or another educational establishment Medical or dental appointments, by necessity made in school time Exclusions of a fixed term Domestic circumstances that could include death of a close relative, a house fire or other exceptional traumatic event.
Unauthorised Absence If a student is absent and no explanation is provided or the one given is unacceptable to the school, the child or young person’s absence is unauthorised. There are really only two categories of unauthorised absence:
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• Truancy - where a student is away from school without permission from an authorised person. A parent is not an authorised person and the school can refuse to accept their reason • Late - after the register has closed. A school should stipulate a time when their register closes - half an hour after the register opened is the recommended time period. Marking the Register Entering attendance marks can be done in three ways: • manually • electronic Registration. • using an Optical Mark Reader The teacher marks a student Present, Absent or, Late. Every student should be marked in one of these modes by the end of the registration period. Leaving a student unmarked is not permissible. The school must have an effective system of recording children or young people who arrive late after the register has been returned to the office. Such late marks must be added to the Registers. Accuracy in both aspects is necessary because: • it is a legal responsibility • it meets the requirements of fire regulations. If schools use paper registers the information should be transferred to the electronic system as often as possible but at least weekly. Failure to ensure the registers are marked correctly is taken very seriously by the LA (please see page 72) for escalation of challenge flowchart
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SIMS Attendance Codes Below is a list of available codes together with the statistical and physical meanings. Registration Codes - refer to guidance Code
Statistical Meaning
/\
Present at registration
B
Educated off-site (not dual registration)
C
Other authorised absence
D
Dual registered (i.e. present at another school or at a PRU)
E
Excluded but no alternative provision made
F
Agreed extended family holiday
G
Family holiday (not agreed or sessions in excess of agreement)
H
Agreed family holiday
I
Illness
J
Interview
L
Late but arrived before the register closed
M
Medical or dental appointment
N
No reason for the absence provided yet
O
Other unauthorised (not covered by other codes or descriptions)
P
Approved sporting activity
R
Day set aside exclusively for religious observance
S
Study leave
T
Traveller absence
U
Late and arrived after the register closed
V
Educational visit or trip
W
Work experience (not work based training)
X
Untimetabled sessions for non-compulsory school-age pupils
Y
Partial and forced closure
Z
Pupil not on roll yet
#
School closed to all pupils
Useful tip: Decide on a cut off for obtaining reasons for absence such as two weeks after the absence has occurred. Then convert ‘n’ codes to ‘0’. It motivates staff to obtain reasons from children or young people and cuts down on absence reports.
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Official Registers Official Registers have to be printed monthly. It is recommended that schools print off Official Registers for each calendar month about half way through the next month. This is to allow for absence to be collected and entered into the system. The reason for this is that Official Registers should not contain any ‘Ns’ (no reason yet provided) or missing marks. Two copies of the Official Registers should be kept, one with changes and one without. The person designated as responsible for attendance should sign the Official Registers and keep them in a safe place. Regulation 6 (3) Where the reason for a child or young person’s absence cannot be established when the register is taken, the absence should be recorded as unauthorised absence. Regulation 6 (6) A child or young person’s name may not be deleted from the attendance register unless it has also been deleted from the admission register. Register 8 (F 1) A student can be deleted from the admission register if the student has failed to return to school within 10 school days of the agreed return date from a leave of absence such as extended leave if this absence is not due to sickness or any other unavoidable cause. A school can register Traveller children or young people even if they are on the roll of another school. The school the child or young person normally attends is the base school; other registration is temporary. Please also see Section 7 – Monitoring: Local Authority and Schools – ‘Keeping a track of Children or young people’
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Good Practice Checklist In this Section: 1. Policy 2. Action Planning 3. In-School System for Recording and Monitoring of Attendance 4. Partnership with Attendance and Pupil Welfare Service 5. Networking with Partner agencies 6. Preventing Absenteeism 7. Promoting Attendance 8. School Environment 9. Immediate Community Environment 10. The Broader Community 11. Resources
Do you know? 1. How does your school promote good attendance? 2. How does your school take account of religious and cultural needs of the community in the planning and arrangements of the school? 3. What range of attendance certificates are used in your school? 77
Good Practice Checklist The following diagnostic checklist will help school staff in assessing the school’s existing practice and highlight where practice can be further improved. The checklist can also be used by the Attendance & Pupil Welfare Service to monitor a school’s practice. In completing this checklist it is best to maximise staff, governor, parent and student input. Policy Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. T he school prospectus gives a clear statement of the value placed on high levels of school attendance and of the school’s expectations in this respect. 2. T he school has an effective written policy on school attendance. 3. G overnors have been fully involved in the development and agreement of the existing policy. 4. S chool staff has been fully involved in the development and agreement of the existing policy. 5. T he Attendance Service has been fully involved in the development and agreement of the existing policy. 6. P arent(s)/carer(s) have been fully involved in the development and agreement of the existing policy. 7. C hildren or young people have been fully involved in the development and agreement of the existing policy. 8. T here is an identified member of staff with overall responsibility for attendance issues. 9. A ll staff of the school are able to demonstrate a familiarity with school policy on attendance.
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Action Planning Issue
1. T here is a collective responsibility for action on school attendance. 2. T he school has set targets for attendance in the current academic year. 3. T he school has a written Action Plan to improve attendance 4. T he Action Plan identifies ways in which progress can be monitored and outcomes evaluated 5. T he Action Plan is being supported by an INSET programme for all staff 6. T he Action Plan is being supported by an INSET programme for the governing body. 7. T he Attendance Service is involved in the INSET programme relating to attendance 8. T he school, School Improvement Officer and the Attendance Servicecollaborate on objectives, identified in the Action Plan
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1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
In-School System for Recording and Monitoring of Attendance Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. T here are clear written procedures for staff with respect to student registration and recording of absence 2. A ttendance data for class and year groups is regularly shared with school staff 3. Class tutors are provided with attendance monitoring resources 4.
T he Senior Management Team of the school regularly review whole school attendance issues
5.
G overnors of the school regularly review school attendance issues
6.
T he Attendance Service involved in the regular review of whole school attendance issues
7.
P arent(s)/carer(s) have a clear understanding of attendance procedures
8. Children or young people have a clear understanding of attendance procedures 9. There is effective communication between class tutors and senior staff regarding attendance issues 10. T here is a clear working arrangement with the Attendance Service 11. P arent(s)/carer(s) receive prompt notice of any concerns regarding student absences 12. U nexplained absence triggers immediate contact with parent(s)/ carer(s) 13. S tandard letters, and procedures about contact with parent(s)/carer(s), are established for use in cases of concern
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Partnership with the Attendance Service Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. There is a named Education Welfare Officer linking with the school 2. There is an identified senior member of staff designated to liaise with the Education Welfare Officer 3. There is an up-to-date Partnership Agreement and Action Plan with the Attendance Service 4. Regular updates between the designated member of staff and the Education Welfare Officer are undertaken 5. A list of ‘priority concern cases’ are maintained and reviewed regularly 6. The school observes the criteria for making a referral to the Attendance Service 7. There is a shared responsibility for decision making regarding action in all cases 8. Joint working between school staff and the Attendance Service Staff is facilitated 9. The Attendance Service and school staff are encouraged to work within school to promote attendance 10. The Education Welfare Officer is involved in parent(s)/carer(s)’ evenings if appropriate
Networking with Partner agencies Issue
1. T here are clear referral procedures to other relevant agencies 2. R egular attendance updates are sent to children or young people’ key workers in partner agencies 3. P ositive links are established with voluntary agencies in the community 4. A lternative providers for children or young people are working effectively in partnership in the school.
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Preventing Absenteeism Issue
1
2
3
4
Strongly Agree
Agree
Disagree
Strongly Disagree
1. A ttendance issues are discussed with parent(s)/ carer(s) and student at the point of admission to school 2. S tudent previous attendance records are received and reviewed 3. S chool systems identify absences as soon as possible 4. A bsences are monitored each school day 5. P ost registration checks are undertaken regularly 6. U nauthorised absences lead to prompt communication with parent(s)/carer(s) 7. F irst day contact is established with parent(s)/carer(s) 8. S tandard letters, with a response requirement are sent to parent(s)/carer(s) following a set of day’s absence 9. A bsence trawls are undertaken periodically 10. C ontinued absence triggers a review of each case by members of staff 11. C hildren or young people returning from absence are welcomed back positively 12. T here is a system for reintegration and catch-up for returnees after absence
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13. S chool assemblies are utilised to reinforce the value of education and the need for regular school attendance 14. P arent(s)/carer(s) concerns are listened to and responded to sensitively 15. C hildren or young people concerns are listened to and responded to sensitively 16. T he staff provide positive role models (including attendance) 17. T eacher Training days are planned to minimise split weeks 18. P arent(s)/carer(s) are informed of a clear policy regarding holidays during school time 19. C ommunications to parent(s)/ carer(s) are understandable, and all written communication translated where necessary 20. T he Curriculum and extra curricular activities are reviewed to enhance student motivation 21. F lexibility is developed in Year 10 and 11 to ensure children or young people are effectively engaged in study
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Promoting Attendance Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. T he school has introduced initiatives to improve attendance 2. E xcellent attendance is given a high value in school policy statements 3. T he school sets attendance targets 4. E xcellent attendance is rewarded 5. I mprovement in attendance is rewarded 6. A ll children or young people are enabled to achieve through continuing or improving their attendance 7. A ttendance certificates are used effectively to promote attendance 8. C ampaigns are planned to promote attendance 9. C ommunications to parent(s)/ carer(s) are designed to promote attendance 10. I ncentives are offered for good attendance 11. C hildren or young people’ views are sought on attendance issues 12. P arent(s)/carer(s)’ views are sought on attendance issues 13. S taff views are sought on attendance issues
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School Environment Issue
1. T he school is a working place to children or young people, parent(s)/carer(s), staff and visitors 2. T he school is easily accessible to all children or young people, parent(s)/ carer(s) and others 3.
T here is a purpose designed reception area for parent(s)/ carer(s) and visitors
4.
T here is a welcoming and comfortable parent(s)/carer(s)’ room in the school
5.
T here is a quiet and separate waiting area for parent/visitors
6.
T oilets are clearly identified and easily accessible to visitors
7.
T he school has prominent interactive displays focused on promoting school attendance
8.
C lassrooms and other school areas are well resourced
9.
DĂŠcor is of a good standard
10. F urnishings are of a good standard 11. C lassrooms are welcoming to children or young people, staff and parent(s)/carer(s) 12. C hildren or young people feel welcomed in all areas of the school 13. S ecure facilities are provided for children or young people’ bikes
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1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
Immediate Community Environment Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. T ransport systems to the school are well established and effective 2. ’Risk’ areas are acknowledged and managed 3. R oad crossings are adequately supervised 4. T he local community is supportive to school attendance 5. C hildren or young people feel safe travelling to school 6. C hildren or young people feel safe in the surrounding area of the school
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The Broader Community Issue
1. T he school has effective and positive links with the community 2. T he community is represented on the school’s Government Group 3. L ocal resources, which may act as attractions to truancy are working in partnership with the school to promote attendance 4. T he school reflects the community it serves 5. T he religious and cultural needs of the community are acknowledged in the planning and arrangements of the school 6. T he broader community places a high value on school attendance 7. S afe routes to school are maintained by the broader community 8. A community-wide system of reporting sightings of children or young people who should possibly be in school is operated
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1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
Resources Issue
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
1. T he school has resources available to support direct work with: • I ndividual children or young people • Parent(s)/carer(s) •C lass groups/key stage groups • Assemblies • Whole school campaigns 2. T he school has a range of attendance certificates for: • 100% attendance • Excellence in Attendance • Good Attendance • Improvement in Attendance 3. Certificates are available for: • Weekly attendance • Half-term attendance • Term attendance • Year’s attendance 4. T he school has established business and community links, which can be utilised to support student attendance 5. T he school library contains resources, which relate to the value of education and attendance at school 6. R esources are available for work, which reinforces the value of educational outcomes 7. L ocal role models engaged to work with children or young people to promote the value of education and attendance
Do you know? 1. What prior inspection data schools are asked for? 2. What information you would put on an attendance notice board? 3. How attendance in your school is impacting on attainment? 88
Evaluating attendance Learners’ attendance is evaluated in comparison to national figures for mainstream schools (not free school meal bands) as part of the judgement on behaviour and safety. This also applies to special schools and pupil referral units. Inspectors must use the data in RAISEonline and the figures below, combined with the school’s own analysis and documentary evidence, to evaluate attendance. When deciding whether attendance is consistently low, inspectors should consider how it compares with the attendance figures for the lowest 10% of schools in 2011/12: this was 94.24% in primary schools and 92.61% in secondary schools. It is important to note that published data are often dated, so current attendance must be taken into account. To evaluate whether attendance has changed since the last published figures, it is useful to compare attendance for the same time period, such as from September until the inspection date, in the current and previous school years. The effectiveness of the school’s strategies to promote good attendance should be taken into account. RAISEonline presents the school’s attendance and persistent absence figures against free school meals data. However, while there is a clear statistical link between levels of social deprivation and attendance, this should not be taken as an excuse for poor attendance and high absence rates. It is not acceptable to judge poor attendance as ‘average’ on the basis that the school is working hard to improve it unless there is clear evidence of sustained impact and rapid improvement. Inspectors should take into account any differences between the attendance of different groups of learners, such as those of different genders or ethnicities, when evaluating attendance. Inspectors should evaluate how much the school knows about the attendance patterns of groups of learners and the effectiveness of systems to alert them to changes in pupils’ attendance. A sudden or a gradual alteration can indicate a safeguarding issue. Inspectors should also take account of whether the percentage of pupils present in each lesson observed is broadly consistent with the school’s attendance and absence figures. Investigate the school’s procedures for registering pupils and recording absence where discrepancies arise. Truancy from lessons may be occurring after pupils have initially registered. In addition, inspectors should evaluate the support given to any pupils absent for long-term medical reasons, such as any in hospital, and arrangements made to keep pupils in touch with school work and how well these are maintained during extended spells in hospital or at home. Investigate the liaison arrangements in place with other supporting professionals, for example at the hospital school or home tuition.
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Schools should Bear in mind, the importance of looking at the figure for persistent absence, since the overall absence figure can disguise the poor attendance of a small but significant number of pupils. RAISEonline data will also give an indication of whether attendance is improving or declining over time. Inspectors should ask the school to provide the latest attendance and absence figures at the start of the inspection. Inspectors should also ask the school for its breakdown of attendance by year group and by groups of pupils, such as pupils with special educational needs and/or disabilities, girls and boys, as this must be taken into account when making the judgement. The charts in RAISEonline show absence levels in comparison with other schools with similar free school meals levels. While this may help inspectors to form a view about the effectiveness of the school’s work to promote regular attendance, it is the national figures (shown in the above tables and in RAISEonline) which show the overall absence and persistent absence that should guide inspectors’ judgements about attendance. When judging attendance inspectors should consider all the evidence available, including: • figures for overall and persistent absence, in comparison with national averages, shown in RAISEonline (there are no RAISEonline data for children not yet of statutory school age) • the most up-to-date attendance and absence data held by the school • t he attendance of different groups of pupils, including those with special educational needs and/or disabilities and those from minority ethnic groups – inspectors will find it useful to use the school’s own analysis of this data as a starting point. If there is no analysis this is a cause for concern and will need to be considered as part of other judgements such as care, guidance and support and aspects of leadership and management • t he proportion of pupils who are persistently absent, which is identified nationally as absence of more than 15% • p atterns of absence – is there more absence at particular times of year, days of the week, from a particular class or year group? • p roportions of pupils with particular levels of attendance, for example below 85% or above 95%, and whether these proportions are changing. Account should be taken of whether the percentage of pupils present in each lesson observed is broadly consistent with the school’s attendance and absence figures. Should discrepancies arise it may be necessary to investigate the school’s procedures for registering pupils and recording absence. Is truancy from lessons occurring after pupils have initially registered? In a small school it is particularly important to make sure that the average is not masking significant differences in individuals’ attendance. If there is a very small number of pupils who are persistent non or low attenders, consider the attendance figure without these pupils’ attendance. What does the figure now look like? If it is above average without these pupils then it is reasonable to consider an overall attendance grade of average. However, in making a judgement on care, guidance and support it will be essential to ascertain whether these pupils are being given the appropriate amount of support and challenge to improve their attendance, and whether this is being effective.
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Judging attendance when published data indicate that it is below average The previous section of this guidance suggests that inspectors may consider a judgement that attendance is low if attendance rates lie within the lowest quartile of all schools nationally. However, this section also makes clear that inspectors should consider all the evidence available about attendance, including, for example, the school’s own data and trends and patterns in attendance. Inspectors should also consider the size of the difference between the school’s attendance rate and the national lower quartile. A slight difference may be consistent with a judgement that attendance is average, if the school’s own data are suggesting this. However, a substantial and sustained difference would point more strongly towards a judgement that attendance is low (grade 4). The evaluation schedule for schools uses the phrase ‘well below average’ in the descriptor for low attendance – this is unlikely to apply to attendance rates which are only marginally below the national lower quartile, or where the rate has dropped slightly below for one year. The grade descriptor for ‘low’ refers to the last three years’ data. As with the other judgements that they make, inspectors should use professional judgement to form a view about attendance. It is certainly not the case that attendance will be judged to be low (grade 4) simply because the school’s current published attendance rate lies within the lower quartile.
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External factors affecting attendance Inspectors should consider carefully, for example, the impact of extreme weather conditions on attendance rates in schools which remain open when some other local schools decided to close. If a short-term decline in attendance is not related to any underlying trend and if the school can provide convincing evidence that it was linked to the poor weather conditions, then this should not affect the judgement about attendance. Indeed, the school’s decision to stay open in difficult circumstances may reflect favourably on its leadership and management. These general principles should be applied to other external factors, over which a school has little control, but which may adversely affect pupils’ attendance. Another of these is set out in the next section. Attendance of children of service personnel It is Ministry of Defence practice for service personnel returning from active deployment to get a two-week period of rest and recreation. For service personnel with young families this usually means them wanting to take their children out of school for all or part of this. This routinely happens in Ministry of Defence schools abroad and is a similar issue for personnel returning to England following active service. While the Pupil Registration Regulations constrain a school’s ability to allow term-time holidays, Department for Education (DfE) guidance on the regulations makes specific reference to service personnel as one of the special cases that would warrant the school allowing up to 10 days’ holiday in term time, subject to minimal disruption to pupils’ education. In a school which includes children from service families inspectors should take account of the impact of these arrangements on overall attendance rates when making a judgement on attendance. If the school can convincingly demonstrate that ‘dips’ in the attendance of these pupils are linked to the particular circumstance of service personnel returning from active service, then this should not affect the judgement about attendance. How well the school mitigates the degree of disruption to pupils’ education should be considered as part of the judgement about care, guidance and support.
Evaluation schedule of judgements for schools inspected under section five of the Education Act 2005, from September 2009, Ofsted, 2009; www.ofsted.gov.uk/publications/090098. 92
Judging the effectiveness of the school’s actions to reduce absence and promote attendance as part of ‘How effective is the provision?’ As part of making an overall judgement on the quality of the care, guidance and support offered to learners it is important to consider the effectiveness of the steps taken by the school to encourage regular attendance for all groups of pupils, including the school’s progress towards any attendance targets set by the DfE or local authority. This includes a consideration of: • w hether attendance has improved as a result of actions taken by the school, or whether previously high attendance has been maintained • whether reductions in overall absence and persistent absence have been sustained. Effectiveness should be judged in terms of the reduction of both overall and persistent absence and not in terms of conversion from unauthorised absence to authorised absence. Inspectors should also evaluate: • t he effectiveness of provision to enable any pupils to catch up with work missed, for example through absence, through attendance at additional programmes, or through exclusion • t he school’s arrangements to monitor the attendance of any pupils who attend provision off-site, such as extended work experience or college. Inspectors should take into account: • t he school’s monitoring and evaluation of any patterns of absence among particular groups of pupils and the effectiveness of action taken to address this. The school should know if there is higher absence among any groups of pupils, or if there are distinctive patterns of absence for individuals. For example, if some pupils are frequently absent on a Monday or a Friday or if pupils with special educational needs and/or disabilities are disproportionately absent, then these issues should have been identified and addressed • w hether the school’s strategies to tackle poor attendance are appropriate. Different causes of nonattendance need different responses and senior leaders should be able to explain what they are doing and why • t he support given to any pupils absent long-term for medical reasons, such as any in hospital, and arrangements made to keep pupils in touch with school work. How are these maintained during extended spells in hospital or at home? What liaison arrangements are in place with other supporting professionals, for example at the hospital school or home tuition? • t he effectiveness of partnership work to reduce absence, for example with the attendance and Pupil Welfare Service and with parents • t he extent to which the school has clear action plans for the re-admittance/engagement of nonattending pupils? Does it include plans for reintegrating them in all areas of the curriculum? Alternatively, can it show how another agency is pursuing their re-admittance to school?
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If it is clear that the school has high levels of absence and/or high persistent absence and its actions have failed to reduce those rates and, as a result, it has failed to meet learners’ needs, then a grade 4 may be warranted for ‘care, guidance and support’. Inspectors should also consider whether poor attendance is a result of other failures on the school’s part, such as a curriculum which does not meet all learners’ needs or an ethos of low expectations. Judging attendance in special schools and pupil referral units The attendance guidance in the evaluation schedule makes it clear that judgements on attendance are made by using national averages data. This also applies to special schools. National data for mainstream primary and secondary schools should be used as a general guideline – where special schools and pupil referral units are working well, and the curriculum and teaching are engaging pupils, it is possible for them to achieve high attendance rates. If pupils are not attending then they will not be achieving their potential and will continue to be disadvantaged. It is important not to give positive but inaccurate messages about outcomes for these pupils, however hard staff may be working. RAISEonline reports for special schools provide the annual percentage of the school’s enrolments that are persistent absentees and the annual percentage of sessions missed due to overall absence. In addition to the school’s data, the national average for persistent absence and absence for maintained and non-maintained special schools is also reported. Inspectors must remember and take into account the fact that the data for special schools cover all types of special school and do not distinguish between schools providing for pupils with particular needs such as those with severe learning difficulties or those with emotional, social and behavioural difficulties. Moreover, there are schools that provide for pupils with a wide array of needs. Nevertheless, the RAISEonline information about special schools may be a useful tool for schools to help them set interim targets if they are working from a very high level of absence towards the attendance rates found in mainstream schools. Taking account of these caveats, as in small mainstream schools, it is particularly important to make sure that the average rate is not masking significant differences in individuals’ attendance. If there is a very small number of pupils who are persistent non or low attenders, consider the attendance figure without these pupils’ attendance. What does the figure now look like? If it is above average without these pupils then it may be reasonable to consider an overall attendance grade of average. However, in making a judgement on care, guidance and support it will be essential to ascertain whether these pupils are being given the appropriate amount of support and challenge to improve their attendance, and whether this is effective.
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If some pupils have medical needs that influence attendance, inspectors need to investigate whether the levels of absence are justifiable and, if not, check that they are challenged by the school. If pupils are absent for considerable amounts of time inspectors should find out about arrangements for work to be continued at home or any links made with hospital school provision. As part of their safeguarding duties inspectors need to be assured that the school: • is in regular contact with the family and medical professionals as appropriate and • is rigorous in checking the pupil’s actual whereabouts. Schools have a duty to make reasonable adjustments that enable pupils to return to school as soon as they are fit enough. Note: In the past, School Improvement Partners have used special school attendance data to set statutory attendance targets with schools.
The relationship between low attendance and ‘the extent to which pupils develop workplace and other skills which will contribute to their future economic well-being’ The prime judgement about ‘the extent to which pupils develop workplace and other skills which will contribute to their future economic well-being’ takes account of pupils’ attendance. However, it does not follow that the prime judgement must be ‘inadequate’ if attendance is low. The evaluation schedule indicates that this is likely to be the case if ‘pupils’ attendance and punctuality generally, or for a significant minority, are poor and show no sign of improvement’ and explains that the prime judgement may be ‘satisfactory’ even when attendance is low. Again, it is important that inspectors use professional judgement and are not drawn into a mechanistic approach which leads to the school being judged inadequate solely because attendance is low.
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Grade
Ofsted Descriptor
Evidence
Out standing (1)
Parents, carers, staff and pupils are highly positive about behaviour and safety. Pupils make an exceptional contribution to a safe, positive learnrng environment. They make every effort to ensure that others learn and thrive rn an atmosphere of respect and dignity.
• On-Iine surveys questionnaires or focus groups show clearly that parents/carers, staff & pupils are highly positive about behaviour and safety including feeling safe at school at all times
Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons. They have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption. Pupils are consistently punctual in arriving at school and lessons. They are highly adept at managing their own behaviour in the classroom and in social situations, supported by systematic, consistently applied aporoaches to behaviour management. They are very calm, orderly and considerate when moving around the school. There are excellent improvements in behaviour over time for any individuals or groups with particular behavioural difficulties. Instances of bullying, including cyber-bullying) and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability are extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent It from occurring. The school has an active and highly effective approach to Identifying and tackling bullying. all groups of pupils feel safe at school at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. It is likely that attendance will be above average for all groups of pupils or will showsustained and convincing improvement over time.
•The School Council (SC) rrakes regular surveys about behaviour and safety, always With positive findings - as above •The available evidence is analysable by pupil group and no groups are anything but highly positive about behaviour and safety •Lesson observations records clearly show that pupils from all groups and highly engaged enthusiastic and show couriesy, collaboration and cooperation to all. They also make distinct efforts to ensure that other learn. •The SC and SLT agrees that there are always very high levels of engagement. courtesy, collaboration and cooperation by pupils and that they are very calm and considerate when moving around school •Records show, and staff agree, that pupils are consistently punctual arriving in school and at lessons • Records show. and SC agrees that bullying of any type is extremely rare •The SC agrees that pupils are all aware of dlfferent forms of bullying through planned school experiences and pro-actively try to prevent it •The school can show how it teaches about ‘unsafe situations’ and the SC agrees that all pupils are aware of how to keep themselves and others safe •School records show both persistent and overall absence are better than the national average and no groups fall below their own national average
Grade
Ofsted Descriptor
Evidence
Good (2)
There are few well founded concerns expressed by parents carers, staff and pupils about behaviour and safety, Pupils are typically considerate, respectful and courteous to staff and each other and consistentiy meet the school’s expectations This makes a very positive contribution to a well ordered, safe school. The very large majority of pupils are consistently punctual to school and to lessons. In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other. Their good levels of engagement allow lessons to flow smoothly throughout so that disruption is unusual. Pupils Including those with identified behavioural difficulties, respond very well to the school’s strategies for managing and improving behaviour, which are applied consistently Disruptive incidents seldom occur. There are marked improvements in behaviour over time for individuals or groups with particular needs Instances of bullying, including cyber-bullying and prejudicebased bullying related to special educational need sexual orientation, sex, race, religion and belief, gender reassignment or disability, are rare Pupils have a good awareness of different forms of bullying and take active steps to prevent it from occurring. The school swiftly and successfully addresses a!ly Incidents of bullying that do occur, thus gaining the full confidence of pupils, parents and carers. Pupils feel safe at school. They understand clearly what constitutes unsafe situations and how to keep themselves safe. Where pupils are able to influence their own attendance, It is likely that attendance will be above average for all sizeable groups of pupils, or showing sustained and convincing improvement.
•On-line surveys, question’iaires or focus groups show clearly that most parents/carers staff & pupils are highly positive about behaviour and safety including feeling safe at school most of the time •The SC’s surveys about behav,our and safety show that pupils feel that they are usually considerate respectful and courteous to staff and each, other and staff agree with this Judgement •Records show, and staff agree that the vast majority of pupils are consistently punctual arriving in school and at lessons •Lesson observations records clearly show that pupils are engaged, with disruption through bad behaviour unusual •Records show that all forms of bullylllg are rare •The SC agrees that pupils are aware of different forms of bullying through planned school experiences, and pro-actively try, to prevent it. •School research shows clearly that parents/carers, staff & pupils believe pupils feel safe at school and have confidence in the school’s ability to address any bullying incidents •The school can show how it teaches about ‘unsafe Situations’ and the SC agrees that all pupils are aware of hovv to keep themselves and others safe •School, records show both persistent and overall absence are better than the national average for all groups larger than 20 or, If not improving 96
Grade
Ofsted Descriptor
Parents, carers, pupils and staff are gerlerally pos,t,ve Requires Improvement about behaviour, although some concerns may be raised Pupils’ behaviour and engagement, including (3)
their punctuality to school and lessons contributes to a safe and orderly school environment. In lessons, pupils respond promptly to teachers’ direction and work cooperatively with each other Major disruption to learning is uncommon The school”s behaviour management procedures are clear and usually applied but some Inconsistencies exist and low level disruption may occur occasionally However, it is not endemic In any subject class or group or key stage, Pupils including those with identified behavioural dlfficuities, are well aware of the school’s strategies for managing and improving behaviour, they try hard to respond and improvements over over time are evident for individuals and groups, including for those with particular needs, Instances of bullying, including cyber-bullying and prejudice-based bullying related to special educational need’, sexual orientation, sex, race, religion and belief, gender reassignment or dlsabliity are infrequent and pupils are aware of different forms of bullying and the importance of preventing them The school generally deals with any incidents of bullying promptly and effectively thus gaining the confidence of pupils, parents and carers Pupils feel safe at school. They know about the main risks they might face and unstandand how these risks may threaten their own and others’ safety. Attendance will usually be at least average but if it is below average, for all pupils or particular groups, it will be Improving over time.
Evidence •On-line surveys, questionnaires or focus groups show that most parents/carers, staff & pupils are generally positive about behaviour and safety, including feeling safe at school most of the time •Staff surveys, records and lesson observations show that pupils are generally punctual to school and to lessons •Lesson observations and staff surveys show major disruption to learning through bad behaviour in lessons is rare, and that pupils generally respond well to staff direction •SC and staff surveys show that pupils and staff feel that the school is generally safe and orderly •School records show, and staff agree, that no subject class, group or key stage has endemic low level disruption in lessons •Records show that bullying instances of any type are rare, and pupils, parents and carers all agree they are dealt with promptly and effectively •The School has curriculum plans, and the SC agrees that it is effective, to teach pupils about risk and how to keep themselves and others safe •School records show both persistent and overall absence are at least as good as the national average for all groups larger than 20 or, if not how it has been improving.
Grade
Ofsted Descriptor
Evidence
Inadequate (4)
Behaviour and safety are likely to be inadequate when any of the following apply
•On-line surveys, questionnaires or focus groups show that many parents/carers, staff & pupils (or groups of pupils) are not generally positive about behaviour and safety, Including feeling unsafe at school for much of the time OR the school has no data to judge this
•Parents, carers, pupils or staff raise major and/or wellfounded concems about behaviour that are not being addressed •Pupils’ lack of engagement and persistent lowIevel disruption comribute more than occasionally to reduced learning and/or a disorderly classroom environment. •A significant minority of pupils show a lack of respect and intolerance for each other or staft and a lack of self-discipline, resulting in poor behaviour around the school •Incidents of bullying overall oc specific types of bullying including cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation sex, race, religion arld belief, gender reassignment or disability, are frequent or pupils have little confidence In the school’s ability to address bullying successfully
•Lesson observations and staff surveys show major disruption to learning through bad behaviour in lessons is not unusual OR the school has no data to judge this •SC and staff surveys show that pupils and staff feel that the school is often unsafe and disorderly OR the school has no data to judge this •Records show, and- the SC agrees, that bullying is quite common OR the school has no data to Judge this •School records show both persistent and overall absence worse than the national average for all pupils or for any group larger than 20 or, common OR the school has no data to judge this
•Pupils or specific groups of pupils do not feel safe, •Attendance is consistently low for ali pupils or groups of pupils and shows little or no sign of improvement Notes: I) SC means School Council II) SL T means Senior Leadership Team ill) The new Ofsted Evaluation Schedule (published October 2011. in force from 1st January 2012) makes it very clear that “inspection will test school’s response to Individual. needs by observiIlg how well ii helps ali pupils (from differellt groups) to make progress and fulfil their potential.” Such groups are disabled pupils boys. girls, groups of pupils whose prior attainment may be different from that of other groups, the academically more able, EAL pupils, minority ethnic pupils, GRT pupils, Looked After Children, FSME pupils lesblal\ gay and bisexual pupils. transsexual pupils, young carers, pupils from low income backgrounds, other vulnerable groups This has impilcatlons for how schools collect their data including the design of surveys and questionnaires and the facilitation and recording of focus group discussion. 97
Local Authority Attendance Service In this Section: 1. Legal responsibilities of the Local Authority 2. Support from the Attendance Service 3. Referrals 4. Individual Pupil Casework 5. Attendance Audits 6. School Improvement Initiatives 7. Additional Support
Do you know? 1. How the Attendance Service works with schools in agreeing what priorities are to be addressed? 2. What is the success rate of the Attendance Service in improving attendance? 3. What constitutes a priority concern in terms of attendance? 4. What your school’s initial actions are in response to an attendance issue? 98
The Local Authority discharges its legal responsibilities in relation to enforcing attendance, employment and licensing of children or young people through the Attendance Service. The Attendance Service: • fulfils the duty of the Local Authority to enforce school attendance and, where necessary, to instigate legal proceedings • endeavours to ensure that all children or young people are able to benefit fully from the educational opportunities that are available to them • seeks to prevent the exploitation of children or young people in employment and in entertainment • works with schools and partner agencies to protect children or young people from abuse • co-operates with schools and agencies in addressing problems which affect children or young people and young persons e.g. crime, drugs, alcohol, gambling, domestic violence • endeavours to ensure equality of access to services and assists in addressing the many disadvantages that may limit children or young people’ ability to develop to their full potential • helps enable the families of children or young people at school to receive the material benefits to which they are entitled.
Referral Process to Attendance Service Doncaster Council’s Attendance Service accepts referrals where: • the level of attendance, achieved by an individual pupil, is below the published threshold • the school have established, or are in the process of establishing, an Attendance Policy • the school submits evidence to show it has attempted to address the situation such as through sending letters, inviting the parent/carer to meetings or other appropriate action and after discussion with appropriate pastoral staff • the school and the School Standards and Effectiveness Officer request support in addressing a whole school attendance issue • a completed referral form is submitted to the Attendance Service along with supporting evidence • the school agree to negotiate a Joint Attendance Action Plan • the school accept that new priorities, identified by the school or School Improvement Officer, may require the arrangements agreed in relation to a previously negotiated priority, to be adjusted such as reduction in time allotted to a specific priority
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Individual Pupil Casework The Attendance Service undertakes to: • • • • •
assess the appropriateness of the referral make an initial contact such as phone call/letter supply feedback in writing to the school, as a result of initial contact negotiate, with the school, an appropriate Action Plan such as Fast Track Procedures instigate, where all appropriate casework has been undertaken, legal proceedings against parent(s)/ carer(s) who are failing to ensue the regular attendance at school of their children or young people. Decisions about the appropriateness of any form of legal action rest with the Attendance Service Managers including the use of Education Supervision Orders under the Children Act 1989 • review with the school the Action Plan. Attendance Audits The Attendance Service undertakes to: • visit the school to undertake a whole school register inspection, including an Attendance Data Audit by appointment where possible • provide a copy of the register inspection report to the head teacher. Audits will be conducted when concern is raised about the attendance levels or practice or if requested by the school. Targeted Blitz Attendance Intiatives This initiative involves a team of experienced Education Welfare Officers (EWOs) who would liaise closely with the school attendance lead to create a tailor made package i.e. targeting specific year groups/ percentages and the time of year to be carried out. This is a proven effective way of not only improving individual attendance but also raising overall school attendance. Prior to the initiative A key worker will be allocated to meet with the designated school representative. A selection of letters are available for school to choose the most appropriate to leave with parents/carers. This could include a Fixed Penalty Notice (FPN) warning letter for any future unauthorised absences. The EWO will assist in ensuring appropriate referrals are made. The day before the initiative a current attendance certificate will be required detailing parents/carers contact details. It is essential that any relevant information is shared at this point i.e. any visiting concerns. The day of the initiative EWOs will complete all home visits, challenging parents/carers on absences as well as identifying any problematic issues. All telephone queries/complaints from parents will be dealt with by EWOs. Following the initiative A spreadsheet detailing all outcomes of the home visits will be given to the school representative. After a four week monitoring period an attendance certificate will be requested so the data can be analysed and if appropriate a Fixed Penalty Notice may be issued.
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Deep Dive, Attendance Reviews and other services The Attendance Service, is able to provide • • • • •
advice in relation to whole school attendance strategies training for staff, governors or parent(s)/carer(s) on attendance issues project planning and management in relation to attendance issues. A basic attendance review A Deep Dive event – this would involve a small team spending a day in the school observing the whole school approach to attendance, meeting staff, governors, parents and pupils. We will provide the school with questionnaires to be sent out prior to the event to parents/carers, staff and pupils. Following the event, a report including recommendations is sent to the school. • Bespoke solutions. Schools and Academies may want to purchase extra EWO time, in conjunction with an attendance initiative or ‘Welfare work’. Schools should contact the Service Manager to discuss their requirements. • Project work
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Attendance Initiatives In this Section: 1. 2. 3. 4. 5. 6. 7.
Blackburn and Darwen Education Welfare Team Falmer Secondary School, Brighton Liverpool Lifelong Learning Birley Spa Primary School, Sheffield Newcastle Local Authority Liverpool Local Authority Stockton-on-Tees Local Authority
Did you know: 1. How Liverpool Student Watch hotline operates? 2. How is ‘hard core’ absence tackled in Stockton-on-Tees?
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Attendance Initiatives 1. Blackburn and Darwen Education Welfare Team ‘Missing School… Missing Out’ Bus Advertising Campaign* to Increase Parental Awareness of Truancy The Blackburn with Darwen Education Welfare Team launched a bus advertising campaign to promote more regular school attendance. The campaign built on earlier promotional work that we had carried out under our ‘Be Aware, Show Your Child That You Care’ poster campaign. The primary aim of the campaign was to raise public awareness of truancy by interacting with parent(s)/ carer(s) and carers commuting to and from work, socialising in the evenings and shopping at weekends. Research showed us that twice as many adults notice bus advertising than read all the quality newspapers combined. However, 15-24 year-olds are 67% more likely to travel by bus than the average adult and so the campaign also targeted older children or young people as well. We commissioned Viacom Outdoor to design, print and place the advertisements, as they had already helped to run similar successful campaigns in other Local Authorities. Our twice monthly campaign focused on the main bus routes serving the larger housing estates and the more socially disadvantaged areas of the borough. The campaign incorporated 10 “Streetliner” posters (side of bus) that pedestrians could see through the day and 20 “Headliners” located inside the bus which Travellers could read.
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2. Falmer Secondary School, Brighton In January 1998, Falmer High School was placed in Special Measures, due in part to poor attendance levels and truancy. The school implemented a number of strategies to promote attendance and reduce truancy, focusing predominantly on 100% attendance. These included: Displaying weekly attendance charts in tutor room. These place tutor groups in rank order, creating a spirit of competitiveness. Displaying daily attendance print-outs outside the main administrative offices, highlighting attendance percentages by year group. Arranging a Quiz game each Friday during morning registration, in which children or young people answered a question such as “Guess the combined weight of the Senior Management Team”. Examples of prizes included a £5 WHSmith Voucher. Termly prize draw for all children or young people with 100% attendance. Prizes have included a weekend family leisure pass to the David Lloyd Leisure Centre and a hot air balloon ride across East Sussex. Funding for prizes comes from business sponsorship (British Telecom, Brighton and Hove Albion) and through conference and examining fees received by the school. Appointment of an attendance manager to deal with all attendance issues, including analysis of data available from the electronic registration system. Installation of a dedicated ‘attendance’ telephone line, specifically for parent(s)/carer(s) to inform school of absences.
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3. Student Watch A ‘Student Watch’ hotline service is run via the Authority’s call centre “Liverpool Direct”. The initiative encourages public vigilance of young people not in school and provides a formal reporting mechanism. Allows for significant publicity in the wider community, keeping attendance at school as a high priority. Facilitates deployment of Truancy Sweeps with the Police. Assists scrutiny of vulnerable children or young people/families. The Call Centre provides a dedicated phone line that is widely publicised in schools, corporate and community outlets. Callers are encouraged to report young people out of school; this can include those young people apparently not placed in any school, irregular attendees or the presence at a particular time and place of obviously school-age young people. Calls are treated in confidence if required and are logged by Call Centre Staff using a prepared “script”. All contacts are passed to The Education Welfare Service (EWS) for follow-up by staff. Details of contacts are also entered onto a GIS Mapping System - this electronically displays a map of the City overlaid with a set of boundaries (Wards/areas of deprivation etc) - all contact points are shown individually, allowing for immediate identification of “hotpsots”. This information is used in turn by EWS to inform strategic planning, including the deployment of joint Truancy Sweeps with Merseyside Police.
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4. Birley Spa Primary School, Sheffield The attendance tree is the latest in a number of measures that Birley Spa Primary School has put into place to encourage children or young people and parent(s)/carer(s) not to spend time off school in termtime. Children or young people are given a gold leaf for 100% attendance, silver for 98%+ and bronze for 95%+. At the end of each term they add the leaves, with their names on, to the tree and are presented with a certificate in assembly for all their friends to see. At the end of the year golden acorns will be presented to children or young people with over 95% attendance all year. The gold acorns will be placed in a prize draw and the children or young people who have achieved 95% attendance are in with the chance of winning a great prize, such as a new bike. The attendance tree has been a great success since its implementation and over half of Year Six students (aged 11) received 100% attendance in the last school term. This and other initiatives have seen school attendance rise from 90.1% to 93.8% over the last three years. The popularity of the tree with both teachers and children or young people has meant other schools in the city have taken up the idea and created their own attendance trees. Geoff Mawson, Head Teacher at Birley Spa Primary School said “attendance is an important factor in a child or young person’s school life and we are working hard to get this message over to both children or young people and their parent(s)/carer(s). The tree has been a great success with our children or young people, as is evident by the number of leaves on it, and with improved attendance each term, we are well on our way to achieving our target of 95%. Most children or young people are trying really hard to achieve gold leaves, and parent(s)/carer(s) are being very supportive, some are even commenting that their children are reluctant to stay off school when genuinely ill!�
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5. Newcastle Local Authority Description The 100% Attendance Club was introduced to Newcastle Schools in 1998 by the Behaviour and Attendance Service. Its objectives are to: • raise awareness of the importance of regular school attendance amongst children or young people, parent(s)/carer(s)/carers and local communities • provide incentives to achieve, and celebrate the efforts of children or young people achieving 100% attendance • get members of the community to work in partnership with the city council in promoting regular school attendance. The project has: • generated a variety of rewards/incentives for children or young people achieving 100% attendance each term, including certificates, stationery items and swimming vouchers • encouraged the development of annual events celebrating 100% attendance over the whole of each academic year and for consecutive academic years • won the support of major players within the business community. Examples include Newcastle United FC, the Universal Building Society, and the University of Northumbria at Newcastle • successfully encouraged family involvement and participation in ongoing developments and in the introduction of new ideas • generated excellent media links and subsequently major press coverage • encouraged schools to participate in this and other projects introduced by the Behaviour and Attendance Service. Making it Work • • • •
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The project is co-ordinated by a lead officer within the Behaviour and Attendance Service School-based staff are actively involved in the project The project is widely recognised and has introduced new ideas and initiatives Support from the business community has encouraged further developments.
6. Liverpool Local Authority The initiative’s aim was and remains a focus upon attendance rather than absences, highlighting positive features and promoting an awareness of the issue to foster long-term cultural change. A range of strategies have been developed to promote attendance: • Posters and pamphlets around the theme “Cool To Be in School”. The central character at Primary stage is a logo for which a primary school naming competition produced the name “Doug the Bug”. Posters illustrate a series of challenges, which might prevent Doug from reaching school, but culminate in a “Made It” main poster. • T Shirts with the “Cool To Be in School” logo. • Starter Packs for all Reception entrants and Year 6/7 transfers, which includes welcome/promotional material as well as practical school equipment • Radio Campaigns to illustrate attendance matters developed by the Commercial Radio Station and used in prime-time broadcasting slots across the Merseyside region. These remain the commercial property of Radio City but five other local authorities within the broadcast areas have now bought into the package (defraying initial costs for Liverpool). Marketing surveys conducted by Radio City have confirmed a very positive response from listeners, mirrored by feedback from fellow advertisers who are keen for their products to feature alongside such a positive message • A road-show run by Radio City with local schools which Head Teachers can use as a reward with children or young people • A poster/sticker campaign for use on buses, in bus shelters and on council vehicles • Citywide Attendance Awards Ceremony to celebrate exemplary attendance at all levels.
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7. Stockton-on-Tees Social Work Service Analysis of attendance of children or young people revealed that there was a ‘hard core’ of families and a significant number of children or young people, particularly in the primary sector whose attendance was between 80% and 95%. The service looked at ways in which the attendance of this latter group of children or young people could be improved by developing a culture where attending school regularly was accepted practice and children or young people and parent(s)/carer(s)/carers could see the benefits of learning. The project developed strategies that enabled children or young people to engage in group work and assemblies where attendance issues were addressed. High attendance levels were promoted by rewards, workshops and special events. Children or young people were motivated and encouraged to attend school regularly through short-term achievable targets. Every child or young person was given the opportunity to achieve success through the project. The project has two elements, firstly assisting the schools in tackling attendance concerns and secondly rewarding success. How The Project Tackles Absence The project activities included: • targeting children or young people and involving them in small groups where various fun strategies were used to encourage regular improved attendance • working with children or young people in the class situation, in raising awareness of the benefits of regular attendance • addressing children or young people during assemblies • regularly circulating newsletters and flyers to encourage and reinforce the message and keep the momentum of the project • involving children or young people in initiatives such as poetry competitions and poster campaigns • involving parent(s)/carer(s) by promoting the project at parent(s)/carer(s)’ evening and keeping them informed of the projects activities • transition work with Year 6 to allow children or young people the opportunity to express fears about secondary schools and enable children or young people to feel confident about making the transition to their new school. How The Project Rewarded Success The project workers directly invited sponsorship from the business community who made the second part of the project possible. Through a series of school assemblies the project launched its 100% Club in July 2002. Middlesbrough Football Club, Asda, Hollywood Bowl (a tenpin bowling and games centre) TFM Radio Station, Matalan, and auto Plus Bikes were amongst some of the companies that sponsored the project.
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Good Practice in Doncaster This section of the best practice guide contains documents collected from schools over the last three years. Many thanks to all of the schools who have provided sources of information. Acknowledgements
This Guide has been published thanks to: Doncaster Attendance Service and Doncaster Schools
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Example of Good Practice Hall Cross School Doncaster During the 2010 -11 academic year the school has moved the persistent absence category from red to green. 1. Analysis of attendance figures identified a group of students receiving educational, behavioural and emotional support who, without intensive involvement, would easily fall into the PA category. In an effort to maximise resources, staff already providing support to these students promote attendance in the work they undertake and alongside Attendance Officers, Year Managers and Student Support Officers, mentor students and talk to parents about attendance issues. 2. A Traffic Light system is operating which is refreshed weekly to identify PA students, and those with unsatisfactory attendance. This has proved to be an invaluable tool in identifying attendance problems. 3. Attendance Officers and other Pastoral staff discuss attendance with students and parents regularly. 4. Parents are invited into school or home visits are made by Attendance Officers where attendance continues to fall after in house work with students has been undertaken 5. Regular absence is always addressed and evidence is always required to support ongoing illness. 6. Where attendance is unsatisfactory, a letter of concern is sent home at half termly or termly intervals and a further letter sent congratulating improved attendance. 7. First day absence contact is made by telephone or text message, if this is not possible a letter is sent on the day of absence, and follow up letters sent weekly for the following two weeks when absences remain unresolved. 8. Weekly rewards are given to the form in each year group with the highest attendance that week. 9. Pupils with 100% attendance are taken on a reward outing at the end of the year. 10. Incentives for 100% attendance and 100% punctuality are run termly, 11. From tutors are provided with weekly completed registers detailing absence and also lateness reports to address punctuality . 12. This level of involvement is now also applied to the sixth form which has resulted in a marked improvement
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Thorne King Edward Primary School Attendance Case Study Context of the School Thorne King Edward Primary School is based in the market town of Thorne, approximately 10 miles to the east of Doncaster Town Centre. It serves an area of high deprivation and around 30% of pupils receive free school meals. Approximately 5% of the school is comprised of Gypsy, Roma, Travellers and there is a small number of EAL pupils. Historically attendance at the school has been low and in the January 2006 OFSTED Inspection attendance was given an inadequate grade, and attendance that school year was 92.8%. A new headteacher took up his post in January 2007. Initial Steps to Improve Attendance Initial steps to improve attendance included raising the profile of attendance by having a weekly attendance trophy and certificate for the class with best attendance. Any class that had 100% attendance in any week each child in that class received a pencil. There was also a monthly prize for best attendance (examples include Connect Four and Frustration), as well as a certificate. These were displayed around classroom doors. A display also promoted attendance in the main hall. Prizes were given out for 100% attendance at the end of each term. At the end of the year all children with 100% attendance received a Woolworths / WH Smiths voucher, and all children with attendance over 98% received a prize and certificate. This was supported by a rigorous system of letters to address the issue of attendance where there was a cause for concern (below 90%). Where attendance improved congratulatory letters were sent to parents and where there was no or inadequate improvement parents were invited to meetings with the headteacher, or the School Attendance Panel process was followed depending on the context. A pyramid policy was also implemented where no holidays were authorised if attendance the previous year was below 90%. Impact : As a result attendance rose to be consistently above 94% in 2006 – 2007 (94.2%), 2007 – 2008 (94.2%) and 2008 – 2009 (94.1%). At the November 2008 OFSTED Inspection attendance was graded good as a result of this improvement and the attendance of our Gypsy, Roma, Travellers being well above the national average for this group. Implementation of an Attendance Challenge In 2009 – 2010 partly as a result of very high levels of chicken pox we were in danger of missing 94% for the first time in 3 years, so we considered what urgent action could be taken to have a quick impact on the situation. As a result we developed our ‘Attendance Challenge’ which would run for the last three weeks prior to Easter, the previous four weeks’ attendance being 92.5%! During these three weeks everyone was challenged to achieve 100% attendance and a letter went out to this effect to all parents/carers. At the end of the three weeks all children who had 100% would be entered into a draw and first, second and third prizes would be awarded in each phase - Foundation (F1 and F2), Year 1 and 2, Year 3 and 4, Year 5 and 6. The first prize had a value of around £15 - £20, and the second and third prizes were Easter Eggs. All 100% attendees were then re-entered and a name was drawn out again and the parent/carer of this child received a £50 Sainsbury’s Voucher. Impact : This Attendance Challenge was a significant success with attendance at 95.1% for the three weeks of the challenge (all pupils including all F2), this was 2.6% higher than the previous four week period. As a result attendance for the two terms crept up to 94.4% - our highest ever. An unexpected side effect of the attendance challenge was that attendance stayed high for the four weeks after the attendance challenge – with attendance being 96.0% over this period which also included the Bank Holiday May Day and Election Day period!
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Subsequent Attendance Challenges Following the resounding success of the Attendance Challenge we have followed up with two further Attendance Challenges, data for which is presented in the table below. The only difference to these challenges is that instead of one prize of £50 for parents we split this into two £25 prizes, and in the last Attendance Challenge the School Council helped us choose the prizes. Period of Attendance Challenges 15th March – 1st April 2010 4th October – 22nd October 2010 21st March – 6th May 2011 Averages
Attendance 4 Attendance during Attendance Four Weeks Prior to the the Attendance Weeks after Challenge Challenge the Attendance Challenge 92.5% 95.1% 96.0% 94.8%
94.3%
96.0%
93.8%
96.6%
95.2%
93.7%
95.3%
95.7%
Based on attendance for all children aged 4 – 11.
Impact : As can be seen from the data the Attendance Challenges have had a significant impact on attendance with attendance during the Attendance Challenge period being 1.6% higher than during the preceding four weeks, and the attendance being 2.0% higher in the four weeks after the attendance challenge than before it, and being 0.4% above the Attendance Challenge period! We also feel that the Attendance Challenges have raised the profile of attendance above anything else we have done, and as a result attendance in 2010 – 2011 was 95.1% - our highest ever, being above 95% for the first time, and being above the national average for the first time! Other Developments to As well as the positive affect that the attendance challenges have had, this has been supported by other developments in school. We now have a Gold, Silver and Bronze medal chart in school and at the end of each week each class that is above the current self-set school target (95.5% in 2011 – 2012) receives a gold medal that goes up on the chart, this is also repeated at the end of each month. We also award a gold, silver and bronze medal for the classes with the highest attendances each week, as well as the attendance trophy and certificate. At the end of each half-term every child who has a 100% attendance earns a gold medal for their class. A prize is then given to the class who tops the gold medal table each half-term, before it is re-set for the next half-term. This approach ensures everybody and every class can enjoy success in relation to attendance at some time, and one bad period does not limit this chance to be successful to some degree. For example, in 2011 – 2012 there was not one class who did not have gold medals by the end of September. Additionally the Thorne and Moorends Pyramid have agreed to use Fixed Penalty Notices where parents take unauthorised holidays, the main element of this policy being that the child’s attendance needs to be above 95% for the previous 12 months – setting a high standard! As this policy only came into place in February 2011 it is too early to analyse its impact. This will be carried out later in the year.
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Overall Impact Like many schools we have shown the impact that can be made on improving the culture of attendance, but like all things it can take time to have a long-term impact on the culture of a school community. However, we know it is something we can’t be complacent with and need to keep working hard on to keep the attendance at good levels. The most pleasing aspect is that Foundation 2 attendance levels have been high in 2010 -2011 and have started very well in 2011 – 2012 (96.7% for the first six weeks of the year) making it look positive for future attendance levels, and I feel illustrating the changing culture. 2011 – 2012 is off to a very positive start with attendance at the end of the sixth week of the Autumn Term standing at 95.9%, 1.4 % higher than a year ago for the same period.
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A Penalty Notice is a fixed fine paid by parents/carers of pupils who have unauthorised absence from school. Penalty Notices are issued to all parents/carers. This includes partners or any person who has responsibility for making sure the child attends school regularly.
Take an interest in your child’s education and encourage regular school attendance. Contact your child’s school on the first day of absence. Try to avoid unnecessary absences. Wherever possible make medical and dental appointments outside of school hours. Avoid family holidays during term time, especially during the first week in September. This is when children make new friends and learn the routines of their new teacher. Children often feel confused and are slow to settle if they miss the first week.
Remember, you can talk in confidence about any problems you may be having with Mrs Orchard.
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What can I do to help?
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What is a Penalty Notice?
Every day of school attendance helps your child enjoy and achieve
SCHOOL ATTENDANCE