OAIP describes the inclusive provision and practice that all Devon schools, early years, and post 16 settings should be able to provide for all pupils, including those with SEND, from within their own resources. This will support all pupils to attend, engage and thrive in their educational setting.
There is a section on attendance and belonging which outlines the support schools can put in place.
Graduated approach
To support all pupils with their attendance schools should:
be curious and concerned about changes to attendance
make reasonable adjustments to policies and procedures
work in partnership with families, so that schools have a sense of school belonging
Some pupils may need enhanced adaptations and support which may:
include time specific, targeted interventions, including a personalised stepped support plan
require support from external agencies
A small number of pupils may need specialist attendance support, such as:
multi-agency support
support outlined in an education, health and care (EHC) plan, or via Section 19.
Whole school approaches
An EBSA Audit can give insight into strength and areas for development, helping schools and settings develop approaches to support students at risk of EBSA. EBSA Whole School Audit and Planning Tool.
Flexible application of school policies, like behaviour and uniform policies, by incorporating reasonable adjustments, can enhance attendance. For instance, allowing pupils with sensory needs to wear softer fabrics or to remove ties. Another example is allowing fidgeting in lessons if it helps concentration and does not disturb others or a gentle reminder about tucking in a shirt, rather than a behaviour point.
Training all staff on factors affecting attendance and EBSA helps them understand and address attendance challenges.
There is a culture of professional curiosity about changes in attendance at the earliest stages
Establishing clear processes for early identification, monitoring, and support of attendance issues
Implementing ‘soft starts’ to the day or methods to facilitate transitions from home to school
Maintaining relationships with pupils when they are not attending through check-ins, phone calls, sending work home.
“I cannot express enough that the relationships with the school staff have an impact on my child. When she is struggling with coming in a familiar friendly face of that staff member meeting her at the door was so supportive …. Sometimes she just couldn’t go in. Going home and trying again later in the day helped. During times of stress sensory overload like the restrictions of uniform haven’t helped, specifically school shoes. Wearing trainers made is possible to go in.”
Parent responding to our survey on attendance
Classroom approaches
Creating a consistent and predictable environment.
Reducing change or preparing pupils for change as much as possible.
Welcoming pupils back sensitively into the class when they return, noticing them and commenting on their interests to build trust.
Working in partnership with children and young people
Empowering pupils to have agency in decisions about their school life can be crucial to their sense of well-being. When students are involved in decision-making processes, they feel valued and respected, which can enhance their attendance and engagement in learning. This can be especially important for pupils who are experiencing attendance difficulties and worries as they can feel that many aspects of their school experience are out of their control. Ways schools can support a sense of AGENCY can be found here
It is crucial to work in partnership with parent carers when there are attendance difficulties and worries. Parents are often the first people to notice their child’s worries and will have good ideas about what support their child might need.
Strengths-based home school meetings provide a shared understanding of attendance difficulties and worries and can be used to create a co-produced support plan. This approach is helpful to avoid a sense of blame between schools and families.
