Supporting pupils who are regularly missing school

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

Use the ATTEND framework to inform a stepped support plan and targeted interventions

The ATTEND framework helps school staff, parents, and pupils aged 5–16 address barriers to maintaining school attendance. It combines all possible challenges into one plan, allowing everyone to contribute to action planning for the pupil’s attendance needs.

ATTEND takes a holistic view, considering factors like worries, health, sensory issues, and home environment. By collaboratively gathering information and planning actions, families and school staff develop a shared understanding and responsibility for the pupil’s attendance.

Schools can implement a stepped support plan to support children and young to attend school, or face situations that cause anxiety. This approach uses graded exposure to help reduce anxiety and build confidence by setting goals and breaking them into manageable steps.

Developing a stepped support plan for a pupil experiencing attendance difficulties or worries involves several key stages to ensure that it is effective.

Stage 1

The initial phase should involve information gathering. Gather comprehensive data from multiple sources, such as the pupil, parents, teachers, and other professionals.

Pupil voice is essential in identifying specific needs and challenges faced by students, enabling personalised support and interventions. We’ve put together some guidance on gaining pupil’s views around attendance difficulties and worries that you may find useful.

Supporting pupils with EBSA requires a collaborative approach with parents. To be effective this should include:

Regular updates to keep parents informed about their child’s progress, support a consistent dialogue. Try to keep consistent, key members of staff who contact the family.

Work with parents to develop a gradual stepped-support plan tailored to their child’s needs. The ATTEND framework provides a systemic framework for collecting, organizing and analyzing information to include within a plan.

Encourage parents to connect with other families facing similar challenges. Sharing experiences and strategies can be supportive.

Acknowledging and celebrating small achievements both at home and school can be motivating for parents, pupils and teachers.

Stage 2

Once information about non-attendance and the child and parent’s views have been gathered, it is important to agree shared goals and actions.

When agreeing shared goals and actions is it crucial that a stepped approach is taken. A stepped approach uses a gradual exposure method, to gently reintroduce the pupil to situations they have found challenging, in a way that feels manageable and supportive for them. Over time, the aim is that the pupil’s anxiety is reduced and increases their feeling of being able to cope.

For a pupil who has been out of school, the overall goal may be for them to attend a full day of school. When this is broken down into smaller goals, the first step towards this target may be a virtual check in with a trusted teacher, or after-hours visit to the school.

When a pupil is feeling confident with a step of the plan, the next step of the plan should be introduced. In the example of the pupil returning to attend for a full day, the next stage may be to take part in a small group activity on the school site, or to attend a favourite lesson.

An important note here, if a pupil is experiencing physical overwhelm at school and the environment doesn’t change a stepped plan will not work. For example, a child may need to complete actions in a stepped plan in a calm and quiet environment if they experience sensory sensitives.

Stage 3

The stepped support plan should be regularly reviewed in consultation with the pupil, parents, key staff, and professionals. These reviews provide an opportunity to monitor and celebrate progress, consider any new information or changes, and plan subsequent steps.

It is important to celebrate success, even if progress is slow or there are challenges. Adhering to the step-by-step process of the plan is crucial. While it may be tempting to skip a stage or raise expectations regarding attendance, doing so can add undue pressure and jeopardize trust.

If the situation feels stalled, it may be necessary to adapt the plans and break down targets into smaller, more manageable steps. The review phase also serves as an opportunity to determine whether additional involvement from external agencies is warranted.

Lumi Nova

Lumi Nova is a therapeutic game that helps children aged 7 to 12 years self-manage worries and build resilience. 

It may be necessary to look outside the school to provide the targeted support that a pupil regularly missing school needs. Multi-agency working may include:

• guidance from external professionals such as the Education Inclusion Service, Attendance Improvement Officers, SEND advisory teaching teams, mental health support teams, education key workers, and educational psychologists. Note: not all schools have access to all these services. 

• referrals to additional Early Help or Health services to support the school, the family, and the pupil, with clear timelines for these referrals. 

The Education Endowment Foundation (EEF) have created a really useful resource for schools: Supporting school attendance.