Supporting pupils who are missing a lot of school

Whilst a pupil may be attending very infrequently or may have stopped attending at all, it is important that there is still an active plan to support their education. The pupil’s stepped support plan should continue to be implemented, regularly reviewed and adjusted.

To support the pupil’s reintegration this should focus on the small steps and support that the pupil needs in order to start attending school again. This should aim to reconnect the pupil with the school environment by enhancing their involvement in social and educational activities, which might initially occur outside the school premises. Over time, it will also explore how they can gradually spend short periods within the school, such as entering the building at the end of the day and using a classroom for their studies.

It’s important that this phased return to school life takes place at a pace that doesn’t overwhelm or compromise any steps of progress. This could include creating a step-by-step incremental exposure to situations in school which they are finding anxiety provoking. A scaling or laddering approach could be used with the pupil to help them to identify situations in school which they find challenging.

For some pupils a reduced timetable may be a way to enable attendance to feel manageable. Where a reduced timetable is used it is important that this is used within a broader strategy to support the pupil’s attendance and engagement. The pupil and parents should be consulted about aspects of the school day they feel are most manageable and motivating, and it is important that there is regular review of their progress.

Schools have a statutory duty to provide full-time education for all pupils and a reduced timetable should only be used in exceptional circumstances to meet the pupil’s individual needs. Guidance around the use of reduced timetables, including statutory duties.

When reduced timetables are implemented, it is important to ensure the pupil remains connected to school and continues to foster a sense of belonging. Strategies that might support this include:  

• Sending work home and ensuring that pupils are kept up to date with the curriculum.
• Emails or letters from key members of staff to help pupils feel engaged with the pastoral and social side of school. This should include information about content of school assemblies, clubs and activities and school trips.
• Although a pupil may find it difficult to attend lessons they should be encouraged to access clubs and activities where they feel able to.

For complex, long-term Emotionally Based School Avoidance (EBSA), school staff may need additional support. Recommendations from external professionals should be integrated into the pupil’s individual learning plan using a ‘plan, do, review‘ process.

For severe attendance issues, it’s crucial to consider all factors impacting engagement, including any additional learning needs. External professionals, such as Educational Psychologists, Advisory teachers, Speech and Language Therapists, and CAMHS, may be involved. Their recommendations should be included in the pupil’s stepped support plan as part of the ‘plan, do, review’ process. The impact of these recommendations and intervention should be regularly reviewed with the pupil and family.

Regular review of professional involvement and advice, both internally and with external professionals, is important. The SEND Support Consultation Service offers additional guidance on supporting pupils and addressing attendance issues. Further information and booking are available at SEND Support Consultations for Schools.

Support from Inclusion Services

If a pupil has medical or health needs which are impacting their school attendance they may require additional support through DCC inclusion services. This is sometimes called a Section 19 referral. According to Section 19 of the Education Act 1996, local authorities must arrange suitable education for children who can’t attend school due to illness, exclusions or other reasons. In Devon this may include alternative education support. To access this support a referral to inclusion services will need to be completed.

In some cases, there may be continued concerns around a pupil’s progress despite continued support as part of a plan, do, review process, which has included external professional input. Where this is the case it may be appropriate to make an education, health and care (EHC) needs assessment request for the pupil. An EHC plan (EHCP) is for pupils who have a long-term or more complex needs which cannot be met through Ordinarily Available Inclusive Provision and targeted support. Further information about EHCPs and how to make a needs assessment request.

Devon’s Educational Psychology Service is leading a pilot project using AV1s to help students who have challenges or worries about attending school. We will use special robots called AV1s to help students engage with school. The AV1 robot will be in the classroom and individual children will be watching via an app linked to a tablet or phone. AV1s are made by a company called ‘No Isolation’.

They have produced lots of films about AV1s which are available on Vimeo.

We hope that this project will help children and young people increase their engagement and attendance at school, little by little, in a way that feels safe and manageable for the child. This is a ‘step-by-step’ approach or graded exposure. The child’s views and experiences will be at the centre of the planning for this approach.

Currently, this project is being piloted across Devon within five secondary schools, with sixteen children and young people participating. This will be running between January 2025 and July 2025, with an evaluation published before the end of the next school year.

If you would like to find out more information about the AV1 Project, please contact the Educational Psychology Service: educate.educationalpsychologycentral-mailbox@devon.gov.uk

• SEND support consultations for schools
• Education, health and care plans (EHC plans) in Devon.
• Reduced timetable guidance for schools in Devon
• Supporting a Young Person Struggling with Anxiety | YoungMinds
• Resources Archive – Children and Family Health Devon
• Devon Schools Wellbeing Partnership website