Ordinarily available targeted support may include a range of strategies and approaches.
Classroom approaches
- Daily check-ins for the pupil with a trusted adult at school, such as a teacher or teaching assistant.
- Opportunities for the pupil to discuss feelings and emotions, either one-on-one or in a group.
- Support to enhance the pupil’s friendship skills and address any conflicts.
Whole school approaches
- Defined communication methods between home and school, or ways for the pupil to contact home during the day if anxious, such as a single phone call.
- Adjustments to the pupil’s timetable to focus on subjects they enjoy, thereby motivating them to attend school. Success in these subjects may reduce anxiety and boost confidence. Some schools offer short-term positive interventions to help build friendships, confidence, and a sense of belonging, encouraging regular attendance.
- Part-time timetable (Annexe R). In some cases, it may be appropriate for schools and families, along with external professionals, to agree on temporarily reducing a pupil’s school day. All pupils are entitled to a full-time education and therefore any adjustments should be considered exceptional and short-term. Therefore, it must be considered carefully and reviewed regularly to ensure it benefits the pupil. Part time timetables and submitting the Annexe R.
- By collaborating with the student, parents, and school staff, a Wellbeing and Attendance Support Plan can help monitor progress and ensure that the student feels supported throughout the process. This strategy not only addresses attendance issues but also promotes overall well-being.
The Education Endowment Foundation have produced a really useful resource for schools: Supporting school attendance