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Attendance A Best Practice Guide

Raising standards and aspirations

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Contents Page

Introduction 3

Preventing Absenteeism 5

Promoting Attendance 12

School Policy, Prospectus and a Whole School Approach 15

Action Planning in Problematic Cases 20

Statutory Powers 22

Monitoring: LEA and Schools 25

Registration Procedures 29

Good Practice Checklist 33

OFSTED Inspections 38

County Attendance Team 40

Support from Other Agencies for Attendance Issues 44

Recent Innovative Attendance Initiatives 45

Appendix 58

Introduction

In this Section:

1. Attendance Targets 2. Six broad requirements

Do you know: 1. What your school’s attendance target is?

Building Sustainable and Effective Practice

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Introduction The aim of this guide is to assist school staff, governors and outside agencies in their efforts to further develop their practice and by implication enhance pupil attendance. Achieving regular attendance in Oxfordshire is key to achieving the challenging achievement targets towards which schools and the LEA are working. It is also a crucial element in the Social Inclusion agenda. Oxfordshire’s pupils 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. Most schools are already welcoming places for pupils, and many pupils have exemplary attendance records. Schools do however need to consider the pupil experience and curriculum and consider the extent to which they could present barriers to pupils. Pupils who succeed in school and where they feel valued as individuals, attend school regularly. Schools that reward good or improved attendance are giving a tangible message that attendance matters. School action and LEA support can make a difference, although there is no single, prescriptive way to reduce absenteeism. This guide proposes six broad strategies:

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 parents and the community

Targeting additional support for attendance issues on priority areas of need.

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Preventing Absenteeism In this Section:

1. Actions that can prevent absenteeism 2. Some problems highlighted by lateness 3. Why pupils truant 4. Internal truancy 5. Returning pupils: reintegration plans

Do you know:

1. What factors influence pupil absence in your school? 2. How your school monitors internal truancy? 3. How your school reintegrates pupils back after a long absence?

Building Sustainable and Effective Practice

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Preventing Absenteeism

When key staff members place an emphasis on reducing absenteeism the problem can be reduced. The following actions can prevent absenteeism:

The School Makes Clear its Expectations

Raising the profile of attendance for pupils, parents, 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.

Encouraging a positive school/home link through effective parent partnership work.

Ensuring Effective Communication between School and Home

Absence is promptly notified to parents

Explanations for absence are required and expected

Standard letters with response slips are utilised

Each half-term attendance reports are sent to parents

Pupils with attendance difficulties are monitored and reports made to parents.

Ensuring Effective Communication in School

Clear two-way communication systems are managed between class teachers/form tutors and the lead person for school attendance

Concerns and responses are promptly conveyed 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 pupil attendance and to take ownership of attendance as a whole school responsibility

Use made of electronic registration, where available.

The Curriculum

Pupils consistently raise issues relating to the curriculum as key factors responsible for their absence. To minimise this issue schools may wish to regularly review:

Curriculum Support

Differentiated Learning

Opportunities for pupils to evaluate their own learning and set targets

Opportunities to encourage and acknowledge the contribution of all pupils

Review the extra curricular programme.

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First Day or Same Day Calling

First day calling 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 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 parents is both one of the school’s genuine concern, but also the determination to respond firmly in cases of unauthorised absence. First day calling also ensures that the safeguarding aspect of a parent who has not contacted school that day to notify them of their child’s absence is raised by staff members. Like all other systems it is time consuming but this problem can be minimised by instituting a good system, for example:

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 pupils are marked in the appropriate registers

Run off all absences for a session

Ensure that any reasons for absence known by the class teacher have been relayed to the appropriate members of staff responsible for first day calling.

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 causal factor for pupil’s absence. Schools policy on bullying should rightly be covered within the whole school discipline policy. However, clear links should also be made to the whole school attendance policy. Enabling pupils to raise concerns around bullying and well-publicised responses that effectively tackle bullying will have a positive impact in pupil attendance. [See Anti Bullying Document as Appendix 1] Avoiding “Split-Weeks”

The existence of “split weeks” around the start or end of school terms has been proven to increase levels of pupil absence. School should seek, where possible, to minimise the number of split weeks and to schedule teacher training days to assist in this respect. Parent Interviews or Parenting Contracts

Parent interviews or Parenting Contracts should be used to reaffirm school policies procedures and individual agreements. They should be used in situations where a standard letter home raising concerns of absences has not improved the pupil’s attendance levels and further investigation is needed. The causes of absence or lateness

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should be addressed and any agreements written down. Copies of an agreement should be provided to the parent and where appropriate the pupil. A realistic target for attendance should be set that is appropriate to the pupil and their individual circumstances taking care to ensure that it is not an unobtainable target for them to reach. [See app 2 & 3] 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 pupils arrive on time both to school and individual lessons. The Government advises that schools can keep the register open for up to thirty minutes, although schools can choose to close the register after a shorter period. Parents need to be kept informed if punctuality is a problem as often they may be unaware of this, having themselves left home before their child is expected to go to school. Where a short-term problem develops it may be advisable to make agreements allowing lateness to prevent absences being incurred instead. Standard letters to parents can also be helpful in stressing parental responsibility and highlighting the damage caused by lateness. Such letters should require a response from parents to explain the reasons for lateness. Parental responsibility for lateness should be stressed in the majority of cases. It is unhelpful for pupils to be punished in cases where the parent is at fault. [See Appendix 4 for example template letters]

If a pupil is late due to exceptional circumstances, no action should be taken. If a pupil is frequently late with the same or similar explanation, school could ask to meet with parents to identify any issues that are causing the pupil to arrive late at school. If the pupil still arrives late, the school may decide not to authorise the late arrival and enter an unauthorised late mark ‘U’. Some effective initiatives are:

Late gates: a member / members of staff wait by the school gates at the start of the school day and issue on the spot detentions for secondary school pupils arriving late and issue a letter home or a standard letter is handed to parents of primary age pupils arriving late.

In schools where it is possible, the gates are locked at the start of the school day and any latecomers are admitted into reception to sign the late book.

For primary age: weekly class competitions for punctuality with a reward such as 10 minutes extra playtime or holding the punctuality mascot for the most punctual class.

Some Problems Highlighted by Lateness:

A difficult domestic situation where the pupil is expected to help with siblings/parents

The pupil 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 parents who bring their child to school late

Dislike of assembly

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Truancy

Schools need to devise strategies to minimise truancy if it is suspected. Pupils were asked why they thought pupils truanted; the following are common responses:

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 pupils move to different classes during the day, are kept for each lesson

Bored with school

Being

bullied

Got a job

Dislike the

teacher

Going shopping

Teachers

pick on me

Better things to do

Go to away games

Day time parties

Because my

mates are

I can work better at home

Teachers don’t listen to

what pupils are saying

If your friend is away, you don’t want

to sit on your own

Avoiding a

test/exam

The house is

empty – I like

the peace

They think it makes them look big

Don’t understand the work

The

teacher

can’t

control the

class Looking after younger

brother/sister You know you won’t

get caught

Don’t like lessons

I haven’t

done the

homework

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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

Family Holidays and Extended Leave during Term Time Amendments to the registration regulations remove references to family holidays and extended leave as well as the threshold of ten school days. The amendments make it clear that Headteachers may not grant any leave of absence during term time unless there are exceptional circumstances, which came into force on 1st September 2013.

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Promoting Attendance

In this Section: 1. A School Attendance Framework

Do you know? 1. What rewards pupils are given for improving his/her attendance? 2. The priority concerns the LEA is focussed on currently? 3. What the school does to keep parents informed with regard to attendance issue?

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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 assist schools articulate 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 parents; school assemblies; parents evening; staff meetings; notice boards, governors meetings and websites.

The school establishes appropriate targets for attendance and makes known its action plan to achieve these targets through:

Making the aim and objectives clear and ensuring each is understood by pupils, parents, all staff and governors

Collaboratively developing long and short-term action plans to support the successful delivery of the aim and objectives

Engaging the participation and support of pupils and parents 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 pupils to the importance of regular attendance

Providing opportunities in registration periods for pupils to engage in age appropriate initiatives that give positive feedback to pupils 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 pupils and form or class groups. Care should be taken to ensure that no pupil 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 pupils 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 pupils regarding those items they will value and want to keep.

Planning an annual campaign, communicating the same message, but in different ways

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Involving pupils in committees, which have a key role in advising schools management of factors, which may be preventing or enabling regular school attendance.

The school works effectively with outside agencies through:

Working in partnership

Agreeing a School Action Plan that focuses on agreed priority issues

Collaboratively planning joint Action Plans with hub workers

Jointly monitoring and evaluating initiatives that the school and outside agencies are focused on

Respecting the outside agency’s contribution and efforts.

The school works effectively with parents and the community through:

Developing a culture of mutual respect and trust

Making sure parents 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 parents fully informed about attendance matters

Seeking the support of community/religious groups to reinforce the message to parents and pupils 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 pupil attendance: pupils, parents, school staff, governors and the local community to gather to celebrate improvements in pupil attendance and punctuality.

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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 pupil

attendance? 2. What references there are to LEA support in your school’s prospectus? 3. Who is responsible for writing and updating your school’s Attendance Policy?

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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 simple 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 in relation to pupil attendance e.g. 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:

Education Act 1996

The Education (Pupils Attendance Records) Regulations 1991

The Education (Pupil Registration) Regulations 1995 (amended 1997)

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 LEA, schools and parents should be cited

Emphasis on a partnership approach between senior management, governors and those working to support attendance with parents and pupils should be outlined

Details of a school’s agreement with the Community Hub, County Attendance Team and other agencies who support the school in relation to attendance issues, should be referred to here

Identify school personnel with specific responsibilities for attendance issues.

Step Six – Working Partnerships

Summarise the role in addressing the attendance issue

Clarify how the school negotiates its School Action Plan with the LEA

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 parents

Clarify the process used to reintegrate pupils returning to school after absence

Clarify to impress upon parents and pupils the strong link between attendance and educational achievement

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Referral criteria to Community Hub and other agencies involved in attendance issues

Outline the school’s expectations for parents to notify the school in times of absence and what will happen if the school do not hear from them.

Clarify the school’s stance on leave of absence during term time and medical appointments during the school day.

Step Eight – Attendance Strategies

Clarify how this policy integrates with other policies that impact upon attendance e.g. equal opportunities, special needs, behaviour management

Strategies could include: rewards and incentives, reintegration programmes, first day calling 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, parents, governors, pupil’s outside agencies are involved

Clarify what additional resources are required in monitoring and evaluation activities

Clarify how evaluation will inform future school practice or developments

Clarify how successes will be celebrated

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 run a report at least at the end of each new term to analyse the figures.

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. Ideally you should consult pupils, families, teachers, LEA, 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.

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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 pupil is important to, and valued by, the school

The school has a commitment to providing the best possible education for each pupil and that cannot be achieved if attendance is poor

What the emotional effects are on a pupil who is absent from school

What the educational effects are on a pupil who is absent from school. These might include falling behind other pupils in work or failing to impress prospective employers and becoming NEET.

Partnership

You could include statements about how the school views its partnership with parents and outside agencies. For example:

What the school promises to do to enable a pupil to come to school

When the school informs the parents if attendance or punctuality becomes a problem

What the parents need to do to support their children in attending and getting what they need from school

How the school works with parents to help them feel included in their child’s progress

How the school reintegrates pupils following extended periods of absence for any reason

How the school collaborates with outside agencies to promote attendance.

Procedures

You can include a clear outline of the procedure the school will follow to ensure good attendance. The main information parents will need is:

The starting and finishing times of school sessions

The dates of school terms

Who to contact when their child 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 the law says about attendance generally

What the roles of the class teacher, the head teacher, the administrative staff and the LEA are in terms of attendance

Most importantly, to whom can a family member or pupil go for support or advice in relation to an attendance issue including bullying concerns?

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Home – School Agreements

You could include as part of the home-school agreement that parents much ensure regular and punctual attendance. 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, pupils, and parents 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, parents, outside agencies and the local community a good model for pupils?

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 the role of the community hub and County Attendance Teams?

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 pupils and all staff, parents 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 pupils and staff?

Do our systems and procedures build in time to interact and listen to each other?

How do we communicate with parents, pupils and each other?

What can we do to improve communication?

Do we ever ask parents and pupils what they think? Why not?

Could improvements be made in the way we interact with the Governing Body?

Could improvements be made in the way we interact with the local community?

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

Established a good working relationship with the local community All these factors are influential in improving pupil attendance.

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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: 1. Who in your school takes initial action with regard to an attendance issue? 2. How many pupils in your school represent a priority concern? 3. Who is the Attendance Lead at school?

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Action Planning in Problematic Cases

The development and maintenance of clear and shared action planning between school and LEA and other services engaged in addressing attendance issues is critical to effective working arrangements. A useful measure of such arrangements is the ability to respond effectively to problematic cases. The County Attendance Team have an CAO Case Process Flowchart (P43) and the Early Intervention Hub have clear pathways to follow. Helpful hints:

It is crucial to establish partnership arrangement between school, the Early Intervention Hub, County Attendance Team and other agencies involved with the pupil and family.

Ensure register checks and attendance reports are undertaken and the information on the nature and scale of the problem shared with the appropriate persons.

By networking with all the available support agencies in the local area involved in addressing the attendance will broaden the resources available to schools.

Programming work for the current and/or coming school year ensures that the school is able to develop, implement and evaluate good practice.

It is important for schools to be able to target work with non-attending pupils efficiently and consistently.

The following strategies have been found to assist in this process: Responding to Cases of Priority Concern

A pupil identified as a being of concern in terms of his/her attendance is flagged to the appropriate member of school staff to undertake initial actions with parent(s), pupil and/or school staff including standard letters home and invitations to parenting contract meetings.

When initial internal actions have not improved attendance an interagency planning meeting with the pupil, parents, County Attendance Officer and Community Hub Worker is arranged by school at which a plan is formulated to assist the family.

Where concern regarding 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?

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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 County Attendance Team, who take full account of the particular circumstances of each case. It is only the LEA that can bring such prosecutions and it is the County Attendance Team that undertakes the preparation of cases. The LEA 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 Act 1996 Parents/carers fail to ensure that child attends school regularly. There is no obligation to prove that the parents/carers were aware of the absence although it is good practice. S444 (1a) Education Act 1996 Under this section there is a need to prove that the parents/carers 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 Parents/carers fail to register a child at school or the education of children being home educated is assessed as failing – a School Attendance Order will name a school that the child is required to attend. S36 Children Act - Education Supervision Order Empowers the LEA to have a more directive role with parents/carers and children 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 parents 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 under the age of 16. [See Appendix 4] Bye-Laws: Children in Entertainment Licence Local Bye Laws stipulate the procedures and terms under which children under 16 can be registered and take part in a performance(s). Penalty Notices The CAO Team issue Penalty Notices on behalf of the Local Authority for those schools who have chosen to issue these.

Leaflets on the prosecution process can be found at Appendix 9

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Under the terms of the education related provisions of the Anti-Social Behaviour Act, parent/carer(s) may be issued with a Penalty Notice of £60 (increase from Sept 2012) if:

They fail to ensure their child attends school, or other education provision regularly

They allow their child to take holiday in term time without a school’s agreement

They fail to return their child to school on an agreed date after a leave of absence

A child is found out of school, without permission, on two truancy sweeps, within the same school year

A child persistently arrives late for school after the register is closed Factors that may lead to legal action

A likelihood that court action will ensure that the pupil will return to school where all other strategies have failed

Where parents/carers do

not respond to letters or invitations to meetings with the schools and/or LEA

Where parents fail to cooperate with any

interventions agreed as appropriate for

their child to improve attendance

Unauthorised

absence of more than 20%

Factors that may lead to

legal action

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Monitoring

In this Section:

1. LEA Monitoring of Attendance 2. School Monitoring of Attendance 3. School Monitoring of Lateness 4. Keeping Track of Pupils

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 LEA?

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Monitoring Attendance LEA Monitoring of Attendance There is a range of processes to support LEA monitoring of attendance:

All schools have a statutory obligation to provide information about attendance in annual returns to the DFE. This enables national comparisons to be made.

Electronic Registration means that the LEA can access attendance data centrally, and can therefore monitor trends.

Monitoring the use and success of legal action to enforce attendance

The Admissions Team can make a referral to the Early Intervention Hubs for pupils who for whatever reason are without a school place.

School monitoring of Attendance Every school should have a designated person responsible for attendance, and establish a routine that ensures that regular monitoring and review take place. 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.

Weekly Action to be taken by the school with regard to pupils whose absence or punctuality is causing concern.

Termly Summary report on attendance prepared for Governors. 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 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. Y9 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

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Look for absences with friends

Closely monitor vulnerable/”at risk” pupils

Reward good/improved attendance

Report to Early Intervention Hubs long-term absentees/those for whom no reason for absence has been received.

Seek medical evidence for high illness

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 and safeguarding

It should not allow pupils 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 pupil to enter a classroom late without possession of a slip

To ensure all teachers are consistently and correctly coding registers

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 Pupils The movement of children between schools nationally has undergone significant improvement since 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 in the case of pupil transfers in England and Wales. The system mirrors the requirements of the Education (Pupil Registration) Regulations 1995 and uses the principle that no child can be taken off the roll of one school until they have been taken onto the roll of another. By this means the LEA should know the whereabouts of all registered children. 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 apply for admission to another school without an accompanying CTF. Within Oxfordshire, the Admissions Team follows through all applications for transfer of children to a conclusion. Only a parent/carer can request a transfer for their child. The LEA view is that in year transfers are rarely educationally advisable and all parties should work together to resolve issues without recourse to transfer to another school. The LEA will make particular efforts to avoid transfers when pupils are in Year 6 or in Years 10 and 11. All requests for transfer must be fully completed by the child’s current school, detailing the child’s abilities and record of what the school has done to support the child and avoid the transfer. If an application is received and the LEA is in a position to offer a place, correspondence is sent to both the “exporting” and “importing” school and the transaction recorded on a central database. Upon admission, the “receiving” school will show on a weekly return of the child records.

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Should the child not enrol or the LEA has been unable to offer a place and the child is out of school, details are forwarded to the Children Missing Education Administrator for further investigation. Currently this is Alan Blackmore (01865) 810515. The LEA ensures that vulnerable pupils and Looked after Children are afforded top priority in its admissions criteria.

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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. Most Important SIMS Attendance Documents 8. 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 pupil’s absence cannot

be established? 4. Where to find help on SIMS for attendance reports?

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Registration Procedures The key to monitoring pupils’ attendance and punctuality is the keeping of accurate pupil attendance registers. It is crucial that these are kept accurately, up to date and all staff, including supply teachers, consistently comply with the guidelines. 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 and ensure correct tracking of pupils for safeguarding purposes. There are four registration categories: Present Pupil on school premises at the time the register is taken Approved Educational Activity The school, or an approved provider, must supervise pupil activity off-site. The following types of activity come into this group:

Work experience placements for pupils

Field trips and educational visits at home and abroad

Sporting activities

Link courses with FE colleges where pupils attend for part of the time

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 pupil is prevented from attending by sickness

A day set apart for religious observance by the religious body to which the parents 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:

Agreed leave of absence in term time approved by the Head teacher

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 pupil is absent and no explanation is provided or the one given is unacceptable to the school, the pupil’s absence is unauthorised. There are really only two categories of unauthorised absence: Truancy – where a pupil is away from school without permission from an authorised person. A parent is not an authorised person and 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.

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Marking the Register Every pupil’s attendance should be recorded by the end of the registration period. Leaving a pupil unmarked is not permissible. The school must have an effective system of recording pupils who arrive late after the register has been returned to the office. Such late marks must be added to the OMR Registers. Accuracy in both aspects is necessary because:

It is a legal responsibility

It meets the requirements of fire and safeguarding regulations

Reading Registers Schools should try to read registers as often as possible as this enables the most up to date attendance analysis to be accessed. Attendance data so obtained should be stored against a child’s computer record. Attendance Codes Below is a list of available codes together with the recommended statistical and physical meanings.

Code Description Physical Meaning

/ Present (AM)

\ Present (PM)

B Educated off site (not Dual reg.)

C Other authorised circumstances

D Dual registration

E Excluded

F Extended family holiday (agreed)

G Family holiday (not agreed)

H family holiday (agreed)

I Illness

J Interview

L Late (before registers closed)

M Medical/Dental appointments

N No reason yet provided for absence

O Unauthorised Abs

P Approved Sporting Activity

R Religious observance

S Study leave

T Traveller absence

U Late (after registers closed)

V Educational visit or trip

W Work experience

# School closed to pupils & staff

Y Enforced closure

X Non-compulsory school age absence

Z Pupil not on roll

- All should attend / No mark recorded

Recording Absence This is usually done on a further OMR sheet as the Absence Report, which should be produced weekly. It details all previous absences for each pupil in a registration group, for

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which no reason has yet been provided. Form teachers select the appropriate code and mark the Absence Report accordingly. The Absence Report is then passed through the OMR and the reason for absence is recorded against the pupil’s records. Useful tip: Decide on a cut off for obtaining reasons for absence e.g. two weeks after the absence has occurred. Then convert “n” codes to “o”. It motivates staff to obtain reasons from pupils and cuts down on absence reports. If a parent/carer has not responded to a request for reason for absence after two weeks then the code should be changed to “O” Regulation 7(4) Where the reason for a pupil’s absence cannot be established when the register is taken, the absence should be recorded as unauthorised absence. Regulation 7 (5) A pupil’s name may not be deleted from the attendance register unless it has also been deleted from the admission register. Register 9 (1.e) A pupil can be deleted from the admission register if the pupil has failed to return to school within 10 school days of the agreed return date from a leave of absence (e.g. extended leave) if this absence is not due to sickness or any other unavoidable cause. A school can register Traveller children even if they are on the roll of another school. The school the child normally attends is the base school; other registration is temporary.

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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. Working with the County Attendance Team 5. Networking with Other 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?

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Good Practice Checklist The following diagnostic checklist will assist schools staff in assessing the school’s existing practice and highlight where practice can be further improved. In completing this checklist it is best to maximise staff, governor, parent and pupil input. Policy

Strongly Agree

Agree Disagree Strongly Disagree

The 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.

The school has an effective written policy on school attendance.

Governors have been fully involved in the development and agreement of the existing policy.

School staff has been fully involved in the development and agreement of the existing policy.

The LEA has been fully involved in the development and agreement of the existing policy.

Parents have been fully involved in the development and agreement of the existing policy.

Pupils have been fully involved in the development and agreement of the existing policy.

There is an identified member(s) of staff with overall responsibility for attendance issues.

All school staff are able to demonstrate a familiarity with school policy on attendance.

Action Planning

Strongly Agree

Agree Disagree Strongly Disagree

There is a collective responsibility for action on school attendance.

The school has set targets for attendance in the current academic year.

The school has a written Action Plan to improve attendance

The Action Plan identifies ways in which progress can be monitored and outcomes evaluated

The Action Plan is being supported by an INSET programme for all staff

The Action Plan is being supported by an INSET programme for the governing body.

In-School System for Recording and Monitoring of Attendance

Strongly Agree

Agree Disagree Strongly Disagree

There are clear written procedures for staff with respect to pupil registration and recording of absence

Attendance data for class and year groups is regularly shared with school staff

Class tutors are provided with attendance monitoring resources

The Senior Management Team of the school regularly review whole school attendance issues

Governors of the school regularly review school attendance issues

The LEA are involved in the regular review of whole school attendance issues

Parents have a clear understanding of attendance procedures

Pupils have a clear understanding of attendance procedures

There is effective communication between class tutors and senior staff regarding attendance issues

There is a clear working arrangement with the LEA

Parents receive prompt notice of any concerns regarding pupil absences

Unexplained absence triggers immediate contact with parents

Standard letters, and procedures regarding contact with parents,

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are established for use in cases of concern

Networking with Other Agencies

Strongly Agree

Agree Disagree Strongly Disagree

There are clear referral procedures to other relevant agencies

Regular attendance updates are sent to pupils’ key workers in other agencies

Positive links are established in the local community

Alternative providers for pupils are working effectively in partnership with the school.

Preventing Absenteeism

Strongly Agree

Agree Disagree Strongly Disagree

Attendance issues are discussed with parents and pupil at the point of admission to school.

Pupil previous attendance records are received and reviewed

School systems identify absences as soon as possible

Absences are monitored each school day

Post registration checks are undertaken regularly

Unauthorised absences lead to prompt communication with parents

First day contact is established with parents

Standard letters, with a two week response requirement are sent to parents following unexplained absence

Absence trawls are undertaken periodically

Continued absence triggers a review of each case

Pupils returning from absence are welcomed back positively

There is a system for reintegration and catch-up for returnees after absence

School assemblies are utilised to reinforce the value of education and the need for regular school attendance

Parents concerns are listened to and responded to sensitively

Pupils concerns are listened to and responded to sensitively

The staff provide positive role models (including attendance)

Teacher Training days are planned to minimise split weeks

Parents are informed of a clear policy regarding holidays during school time

Communications to parents are understandable, and all written communication translated where necessary

The Curriculum and extra curricular activities are reviewed to enhance pupil motivation

Flexibility is developed in Yr 10 and 11 to ensure pupils are effectively engaged in study and NEET concerns are highlighted

Promoting Attendance

Strongly Agree

Agree Disagree Strongly Disagree

The school has introduced initiatives to improve attendance

Excellent attendance is given a high value in school policy statements

The school sets attendance targets

Excellent attendance is rewarded

Improvement in attendance is rewarded

All pupils are enabled to achieve through continuing or improving their attendance

Attendance certificates are used effectively to promote attendance

Campaigns are planned to promote attendance

Communications to parents are designed to promote attendance

Incentives are offered for good attendance

Pupils’ views are sought on attendance issues

Parents’ views are sought on attendance issues

Staff views are sought on attendance issues

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School Environment

Strongly Agree

Agree Disagree Strongly Disagree

The school is a working place to pupils, parents, staff and visitors

The school is easily accessible to all pupils, parents and others

The reception area is well signposted

The receptionist greets parents and visitors in a professional and friendly manner

There is a purpose designed reception area for parents and visitors

There is a welcoming and comfortable parents’ room in the school

There is a quiet and separate waiting area for parent/visitors

Décor is of a good standard

Toilets are clearly identified and easily accessible to visitors

The school has prominent interactive displays focused on promoting school attendance

Classrooms and other school areas are well resourced

Furnishings are of a good standard

Classrooms are welcoming to pupils, staff and parents

Pupils, parents and visitors feel welcomed in all areas of the school

Secure facilities are provided for pupils’ bikes

Immediate Community Environment

Strongly Agree

Agree Disagree Strongly Disagree

Transport systems to the school are well established and effective

“Risk” areas are acknowledged and managed

Road crossings are adequately supervised

Parents are able to park safely near to the school

The school’s start and finish times do not conflict with other local schools or the needs of parents with pupils at other local schools

The local community is supportive to school attendance

Pupils feel safe travelling to school

Pupils feel safe in the surrounding area of the school

The Broader Community

Strongly Agree

Agree Disagree Strongly Disagree

The school has effective and positive links with the community

The community is represented on the school’s Government Group

Local resources, which may act as attractions to truancy are working in partnership with the school to promote attendance

The school reflects the community it serves

The religious and cultural needs of the community are acknowledged in the planning and arrangements of the school

The broader community places a high value on school attendance

Safe routes to school are maintained by the broader community

A community-wide system of reporting sightings of pupils who should possibly be in school is operated

Resources

Strongly Agree

Agree Disagree Strongly Disagree

The school has resources available to support direct work with: a) Individual pupils b) Parents c) Class Groups/Key Stage Groups d) Assemblies e) Whole School Campaigns

The school has a range of attendance certificates for: a) 100% attendance b) Excellence in Attendance c) Good Attendance d) Improvement in Attendance Certificates are available for:

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a) Term attendance b) Year’s attendance

The school has established business and community links, which can be utilised to support pupil attendance

The school library contains resources, which relate to the value of education and attendance at school

Resources are available for work, which reinforces the value of educational outcomes

Local role models engaged to work with pupils to promote the value of education and attendance

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OFSTED Inspections

In this Section:

1. Preparation 2. During the Inspection

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?

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OFSTED Inspections

Preparation Schools are asked for certain data prior to an inspection:

Attendance figures for the third full week in a term

Which term’s third week is asked for will depend upon the timing of the inspection

Target these weeks to get the best possible attendance

During the Inspection Remember an Inspector’s most valuable resource is time, so try to save them some:

Make sure there is an Attendance Notice Board. Make it interesting and colourful

Create an Attendance Folder with plastic wallets containing examples of how the school’s attendance has improved in recent years

Use week by week, month by month, term by term comparisons

Graphs/Bar Charts are particularly useful for this – Make full use of SIMS reporting

Make sure the school has a range of tools on offer to combat poor attendance

Inspectors must evaluate and report on pupils’ attendance and punctuality, analysing reasons for absence where attendance is poor or where patterns of absence affect particular groups of pupils. Judgements should be based on the extent to which pupils’ attendance exceeds 90% and to what extent they come to school and lessons on time. The lead inspector for attendance or others on the team must check registers to ensure that they are completed and closed correctly. Also, where poor attendance is an issue, perusal of registers will help to determine, for example, whether many pupils have an irregular pattern of attendance or whether the long-term absence of a few pupils has depressed the average attendance figure. Inspection practice suggests that inspectors bear in mind the following questions:

How does the school promote good attendance and punctuality?

Are there effective systems for pupils during extended periods of absence and after their return?

Is there a clear policy for supporting pupils whose attendance is a cause for concern?

How does poor attendance or lack of punctuality impact on attainment?

Is there a link between the curriculum and poor attendance?

Is poor attendance a characteristic of particular individuals of groups of pupils?

Persistent Absenteeism is now looked at as part of all overall school absence patterns.

For further information and up to date guidance go to www.ofsted.gov.uk

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The County Attendance Team

In this Section: 1. Legal responsibilities of the LEA 2. Support from the County Attendance Team 3. Referrals 4. Individual Pupil Casework 5. Attendance Audits 6. School Improvement Initiatives 7. Additional Support

Do you know?

1. How the County Attendance Team works with schools? 1. What constitutes a priority concern in terms of attendance? 2. What your school’s initial actions are in response to an attendance issue?

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County Attendance Team The LEA has legal responsibilities in relation to enforcing statutory regulations with regard to attendance, employment and licensing of children and Child Protection through the County Attendance Team. The County Attendance Team:

Fulfils the duty of the LEA to enforce school attendance regulations and, where necessary, to instigate legal proceedings

Endeavours to ensure that all children are able to benefit fully from the educational opportunities that are available to them

Seeks to prevent the exploitation of children in employment and in entertainment

Works with schools and other agencies to protect children from abuse

Referral Process to the County Attendance Team (Attendance Issues) Oxfordshire County Attendance Team only accepts referrals where the school can provide evidence to show that:

Attendance at <90%, school has contacted parents by letter and set an attendance target to be reviewed up to 20 days later

A Parenting Contract Meeting is held if there is no improvement, attendance target set, reviewed up to 20 days later

Interagency planning meeting has been held by school with parents, hub and CAO

A referral to the Early Intervention Hub has been made and the pupil’s attendance remains at least 20% unauthorised absence, OR non-cooperation from parents/child, OR an ESO/SAO is required OR if a decision at the interagency meeting was made to refer straight to the County Attendance Team for legal proceedings.

The County Attendance Team referral form must be completed in full including dates of letters, parenting contracts and any referrals to the Hub and the risk assessment completed. Copies of correspondence and meeting notes with parents must be attached and an up-to-date registration certificate must also be attached or the referral will not be accepted.

Post referral to the County Attendance Team

Decision taken by Senior CAO on appropriateness of referral

SAO will lead to S444 prosecution if no compliance

First warning letter issued together with PACE letter within 5 school weeks.

Attendance Panel Meeting (CAO, Parents, Child, school, SCAO)

Registration certificate sent with invite, phone reminder before meeting

Recorded as Parenting Contract and attendance target set

Within the next 5 school weeks if target met, send letter, review within further 5 weeks

If target not met send final warning and prepare papers for court.

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Attendance Audits The County Attendance Team may:

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

School Improvement Initiatives The County Attendance Team, in collaboration with the Early Intervention Hubs:

Advise in relation to whole school attendance strategies

Provide training for staff, governors or parents on attendance issues

Project planning and management in relation to attendance issues

Regular termly meetings with Priority Schools will take place to assist those named schools in attendance improvement. The next page shows the CAO Case Process Flow Chart There are several appendix attachments of template letters and leaflets.

The County Attendance Team contact details are:

County Attendance Team

Abbey House Abbey Close

Abingdon Oxon OX14 3JD

Tel: 01865 323513

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The County Attendance Team Case Process Flow Chart Sept 2014

School’s Responsibility Pre Referral If a pupils’ attendance is less than 90%, the school identifies the reason for absence. If a cause for concern, contact parents by phone, letter, or invite parents to a Parenting Contract Meeting to identify any support required. Consider a home visit and start the CAF process, to be completed asap. Set achievable attendance target with parents and pupil. If the absence is due to illness over 10 days or in a regular pattern, seek written permission from the parents to contact GP for confirmation that pupil is too ill to attend. Set review date not more than 20 days later. Consider Penalty Notice if appropriate.

Review attendance, up to 20 days later.

Attendance target not met

School to set up a Multi-agency planning meeting or TAC, inviting parents, pupil, Hub, and other agencies who may be working with the family to attend. This meeting will draw up an attendance action plan and will identify what support the pupil/parents may require to improve attendance. Set review date not more than 20 days later.

Attendance action plan fails to improve attendance

Referral to The County Attendance Team by completing in full the appropriate form. A referral will only be accepted if the pupil has at least 20% unauthorised absence and legal action is required to ensure regular attendance at school. Referrals will also be accepted when pupils are thought to be illegally employed. A referral will only be accepted when all steps above have been attempted and evidence provided.

CAT Responsibility Post Referral Decision taken by Senior AO on appropriateness of referral and legal route to be taken

School Attendance Orders will lead to S444 prosecution if no compliance by parents

S444(1) S444(1A) ESO Parenting Order

1st Warning letter issued together with PACE letter when referral accepted

Attendance Panel Meeting (AO, Parents, Child, school,) or PACE meeting held in school within 5 weeks of referral

Reg cert sent with invite, phone reminder to parents before meeting

APM Recorded and attendance target set

If target met, send letter, review within further 5 weeks

If target not met within 5 weeks of Attendance Panel or PACE Meeting proceed to Final Warning

May be added to S444(1) & (1A) if

required

Final Warning Letter issued. Papers submitted to court

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Support from Other Agencies for Attendance Issues

Oxfordshire’s

EARLY INTERVENTION HUBS

What are Early Intervention hubs?

Seven Early Intervention hubs will support children, young people and families with

additional and complex needs through delivering services flexibly to meet families’

requirements including outreach support across Oxfordshire.

Who will the hubs work with?

Children and young people from birth to 19 and their families, providing intensive support to enable their needs to be met. Where there are special educational needs, the age range is up to 25.

What will the hubs do? The hubs are committed to trying to prevent problems from worsening or reaching crisis point.

Hub services may include:

Diverse and flexible family support

to cover the wide-ranging issues

impacting upon family life. This may

include direct work with children,

young people and their families at

home, in a children’s centre and / or

alternative community setting.

Consultation and advice

through a dedicated helpline and

drop in sessions.

Open access and targeted sessions in both the hubs and the satellites for young people which respond to the needs of the area.

Community outreach work which responds to the needs of the area.

Delivery of parenting programmes.

Acting as lead professional for some

children, young people and their

families.

Contributing to family assessments.

Diversion activities and assessments

to prevent young people entering the

youth justice system.

Restorative practice which focuses

on the needs of victims and offenders,

offering support to the victims of crime

and encouraging offenders to take

responsibility for their actions.

Professional counselling.

Access to employment, education

and training opportunities.

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Where are the hubs? The hubs are based in: Banbury, Bicester,

Winey, Abingdon, Didcot, East Oxford and

Littlemore.

The hubs will be a base for professionals,

from both the county council and partner

agencies, to work directly with local children,

young people and families. In addition,

professionals will continue to work with

children, young people and their families in

their own home, school, children’s centre or

community setting as appropriate. They will

also act as venues for youth sessions to be

held in the evenings and at weekends.

Hub satellite centres In addition, the following Young People’s

Centres will provide venues where the hub workers will deliver outreach services:

Barton, Riverside, Rose Hill,

Berinsfield, Blackbird Leys

and Kidlington.

Hubs are part of the Early Intervention Service

Hubs will be responsible for improving outcomes for children, young people and families at

risk of:

■ a poor start in life

■ persistent absence and exclusion from school

■ offending and anti-social behaviour

■ teenage pregnancy

■ becoming disengaged from education, employment and training

■ disadvantage, through caring responsibilities, emotional or behavioural difficulties.

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Innovative Attendance Initiatives

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Innovative Attendance Initiatives

1. A Northern County Education Welfare Team

Missing School… Missing Out’

Bus Advertising Campaign to Increase Parental Awareness of Truancy

The LEA Education Welfare Team in a Northern County launched a bus advertising campaign to promote more regular school attendance. The campaign built on earlier promotional work that they had carried out under a ‘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 parents and carers commuting to and from work, socialising in the evenings and shopping at weekends. Research showed 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 pupils as well. The 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. The Education Welfare Team applied for an SRB5 marketing grant to support the campaign.

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2. A Secondary School in Sussex

In January 1998, a 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 pupils 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 pupils with 100% attendance. Prizes have included a weekend family leisure pass to a Leisure Centre and a hot air balloon ride across East Sussex. Funding for prizes came from business sponsorship and through conference and examining fees received by the school.

Installation of an electronic attendance registration system (Bromcom). The use of the Internet ad the launching of the school site supported this initiative. www.mychildatschool.com

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 parents to inform school of absences.

A combination of rewards, co-operation and competitiveness led the High School to achieve good progress and be removed from Special Measures in October 2000.

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3. Pupil Watch

A ‘Pupil Watch’ hotline service is run via an Authority’s call centre. 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 pupils/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 attenders 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 PAEWS 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 PAEWS to inform strategic planning, including the deployment of joint Truancy Sweeps with Police.

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4. A Primary School in the North

An attendance tree is a measure that a Primary School has put into place to encourage children and parents not to spend time off school in term-time. Pupils 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 pupils with over 95% attendance all year. The gold acorns will be placed in a prize draw and the children 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 pupils (aged 11) received 100% attendance in the last school term. This and other initiatives have seen the school’s overall attendance rise from 90.1% to 93.8% over the three years. The popularity of the tree with both teaches and pupils has meant other schools in the area have taken up the idea and created their own attendance trees. The head teacher at the Primary School said “attendance is an important factor in a child’s school life and we are working hard to get this message over to both children and their parents. The tree has been a great success with our pupils, 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 are trying really hard to achieve gold leaves, and parents 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. A LEA in the North

Description The 100% Attendance Club was introduced to Schools in the area in 1998 by the Education Welfare Service. It’s objectives were to:

Raise awareness of the importance of regular school attendance amongst pupils, parents/carers and local communities

Provide incentives to achieve, and celebrate the efforts of pupils achieving 100% attendance

Get members of the community to work in partnership with the city council in promoting regular school attendance

The project:

Generated a variety of rewards/incentives for pupils 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 a football club, the Universal Building Society, and a University

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 Education Welfare Service.

Making it Work

The project is co-ordinated by a lead officer within the Education Welfare 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

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6. A LEA Incentive

A Bus pilot project was launched in September 2002. The project aims to contact and engage with young people aged 12-19, who are at risk of social exclusion. The project uses the Youth Service Bus to go to sites around the LEA during school hours. Using the bus accesses the trust and goodwill that has been built over the years between the young people of the community and the Youth Service. Various different sites have been visited: shopping centres, parks and open spaces, the estates and residential areas in the town centres. A typical session would have the two project workers staffing the bus plus two workers from local agencies who have been working in partnership with them. An outreach approach is used to make contact with the young people and they are worked with as a group or as individuals, as appropriate. With the agreement of the young person, referrals are made to agencies or contact is made with schools (often Learning Mentors) on their behalf. At the time of the report being written, there were 427 contacts made with 369 different young people.

25% of these contacts were with the 16+ age group 25% of these contacts were post registration truants 10% of these contacts were excluded pupils 10% of these contacts were unauthorised absences 30% of these contacts were out of school with a valid reason

However, even with this category, the project found a need was being met by the project.

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7. A North LEA

The Education Welfare Service allocated support to schools based on the review of annual statistical returns. The allocation of support is underpinned by an acceptance by schools that resources should be directed to the areas of most need. The three needs indicators used to determine the overall level of need are:

Attendance below the sector average Unauthorised absence above the sector average Mobility above the sector average

Once the level of need is determined the allocation is set against the numbers of pupils on roll. The exact nature of what the Education Welfare Officer can do in the time allocated is open to negotiation between the school and the designated Education Welfare Officer. Many schools have agreed particular tasks with the Education Welfare Service that forms part of the schools overall strategy for addressing attendance issues. A core responsibility for the LEA is to check and screen registers to ensure that concerns can be highlighted and pupils who are missing are tracked. This function must be maintained and for schools receiving the minimum input of one half day per month priority is given to this task. The effectiveness of the support is monitored and jointly evaluated by the designated Education Welfare Officer and the lead member of staff from the school.

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8. A North LEA 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 region. These remain the commercial property of the radio station but five other local authorities within the broadcast areas brought into the package. Marketing surveys conducted by the radio station confirmed a very positive response from listeners, mirrored by feedback from fellow advertisers who were keen for their products to feature alongside such a positive message A road-show run by the radio station with local schools which Head Teachers can use as a reward with pupils A poster/sticker campaign for use on buses, in bus shelters and on council vehicles City-wide Attendance Awards Ceremony to celebrate exemplary attendance at all levels.

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9. A Midlands Social Work Service

Analysis of attendance of pupils revealed that there was a ‘hard core’ of families and a significant number of pupils, 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 pupils could be improved by developing a culture where attending school regularly was accepted practice and children and parents/carers could se the benefits of learning. The project developed strategies that enabled pupils to engage in group work and assemblies where issues relating to attendance were addressed. High attendance levels were promoted by rewards, workshops and special events. Pupils were motivated and encouraged to attend school regularly through short-term achievable targets. Every child was given the opportunity to achieve success through the project. The project had two elements, firstly assisting the schools in tackling attendance concerns and secondly rewarding success. How The Project Tackles Absence The project activities included:

Targeting pupils and involving them in small groups where various fun strategies were used to encourage regular improved attendance

Working with pupils in the class situation, in raising awareness of the benefits of regular attendance

Addressing pupils during assemblies

Regularly circulating newsletters and flyers to encourage and reinforce the message and keep the momentum of the project

Involving pupils in initiatives such as poetry competitions and poster campaigns

Involving parents by promoting the project at parents’ evening and keeping them informed of the projects activities

Transition work with Year 6 to allow pupils the opportunity to express fears about secondary schools and enable pupils 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 it’s 100% Club in July 2002. A Football Club, supermarket, tenpin bowling and games centre, Radio Station, clothing store, and bike shop were amongst some of the companies that sponsored the project.

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10. A London school

At this secondary school, there was a weekly lottery for a five pounds cash prize. At assembly, a tutor group is first drawn at random from a bag, and then a pupil number is drawn from another bag. If that pupil has a 100% attendance record for the fortnight, they win the prize, but if not then the prize rolls over to the next week. The Assistant Head Teacher said that many pupils enjoyed the event and that it helped to increase their motivation to come to school.

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APPENDIX 1

Information for Schools on Role of Anti-Bullying Co-ordinator and direct support available The role of Anti-Bullying Co-ordinator based within the Children, Education and Families directorate covers the following areas:

Work at a strategic level to develop a co-ordinated response to bullying of children and young people (0 -19). Co-chair of multi-agency strategy group whose role is to oversee and develop a plan to tackle bullying

Develop an effective system to monitor bullying at school and local authority level in order to target intervention effectively. Set baselines and measure impact to evaluate effectiveness of intervention. Monitor parental concerns and complaints.

Promote the involvement of children, young people and parents in tackling bullying – in terms of direct work with schools but also at local authority level.

Provide information and disseminate (and develop) good and innovative practice and resources to all schools and settings

Identify and co-ordinate appropriate training for teachers and other Children, Education and Families staff

Work with individual schools to help review and develop their anti-bullying policies and practice

Core work with schools (subject to capacity and for which no charge is made)

Support schools to review and manage individual cases of bullying which are causing schools concern (in conjunction with other relevant stakeholders including the Early Intervention Service)

Support conflict resolution in relation to individual cases of bullying by using a restorative approach (in conjunction with other relevant stakeholders including the Early Intervention Service)

Support schools to manage serious behaviour incidents, bullying or hate crime relating to prejudice motivated bullying. For further information please see Tackling harassment, hate crimes and bullying of equality groups (.pdf format, 500Kb)

Provide an initial consultation to schools including signposting to resources, training and information to promote good anti-bullying practice

Mediate between parent/carers and schools in cases where complaints about bullying have exhausted the schools internal complaints procedure and have not been resolved

Support schools to develop and evaluate pilot projects involving innovative practice in relation to bullying : e.g. develop a programme of individual and group work for young people who have bullied others.

Provide an Initial consultation regarding developing restorative practice in schools. Provide up to one days training on developing restorative approaches. Further training incurs charges (please see below)

Provide an initial consultation for bespoke services, training or other charged work

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Develop and update anti-bullying toolkits including written guidance to schools in order to manage bullying more effectively. Please see web pages to access Oxfordshire guidance

Develop and promote e-networks, web pages and newsletters to improve the dissemination of good anti-bullying practice

Organise events to promote the consultation and involvement of Children and Young People and Parents/Carers in addressing bullying

Provide training and resources to promote national Anti-Bullying Week in November of each year

Charged Services Further information and rates from jo.brown@oxfordshire.gov.uk

Support schools to carry out a review of their anti-bullying policy and practice to ensure that schools meet the requirements of the Equality Act and the Ofsted framework 2012 including work with students and parents/carers

Provide bespoke training via staff inset sessions to help schools develop anti-bullying practice including all areas of bullying

Provide bespoke training of Governing bodies

Provide Parent/carer presentations on cyberbullying and e-safety

Provide direct work with students on cyberbullying and e-safety

Provide bespoke direct work with students on any aspect of bullying

Provide Anti-Bullying training and conferences (details available on schools news and via OCC Learning and Development) to help schools develop anti-bullying practice

Provide training in Restorative Approaches (Restorative Justice) . The Anti-Bullying Co-ordinator is a lead trainer for the Oxfordshire Restorative Approaches Training Team. Our training is supported by Transforming Conflict www.transformingconflict.org one of the leading national training organisations

For further information about Anti-Bullying Policy and Practice please visit the Oxfordshire Anti-Bullying Web Pages which are available on the Oxfordshire Intranet via schools/A/Anti-Bullying or via http://intranet.oxfordshire.gov.uk/links/intranet/anti-bullying These pages also link to external web pages for parents/carers. These web pages can also be accessed directly via the link www.oxfordshire.gov.uk/anti-bullying

For further information or advice about tackling bullying or regarding charged services please contact: Jo Brown, Anti-Bullying Co-ordinator, 01865 815639 jo.brown@oxfordshire.gov.uk

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Appendix 2

Example of a standard less than 90% attendance letter and following letter: Child’s Name: [Child’s Name] Attendance over last 60 sessions: [% figure] Dear [Parent(s)/Carer(s)] I am writing to inform you that [Child’s Name] attendance rate currently stands at ( ) %, which is below the school minimum target rate of ( )%. Please see enclosed registration certificate. Whilst we accept that students may be ill from time to time, [Child’s Name]’s poor attendance is having a negative impact on his/her learning. [Child’s Name]’s attendance will now be closely monitored for the next four weeks and we expect his/her attendance to significantly improve in that time period. Should this target not be achieved, it may be necessary to ask you to attend a meeting at school to discuss the matter in more detail. We would also like to remind you that any absence from school must be explained by letter and any persistent absence, due to medical reasons, will need to be supported by a medical note or signed prescription from the GP. We also require you to telephone the school on the first day of any absence. If you wish to discuss this or any other issue relating to attendance, please do not hesitate to contact me. Yours sincerely School representative Enc.

Child’s Name: [Child’s Name] Attendance over last 60 sessions: [% figure] Dear [Parent(s)/Carer(s)] Over the past few weeks [Child’s Name] attendance has been a cause for concern. I enclose a copy of [Child’s Name] registration certificate for your information. I would therefore like to invite you to attend a meeting that may enable us to discuss any issues that you may have. TIME: DATE: VENUE: It is important that you attend this meeting and we are able to formulate a contract to assist you to improve [Child’s Name] school attendance. If you are unable to attend please contact [Contacts Name] to arrange a more convenient time. Yours sincerely School Representative Enc.

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Appendix 3 Parenting contract template

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Appendix 4 Example letters of concern over persistent lateness. Dear Parent/Carer, Re: Punctuality I am writing to remind you of _____ School’s policy about lateness. The law requires pupils to attend school regularly and this includes arriving on time each day. When a pupil arrives late to school, there are many consequences:

He or she misses out on essential instructions given at the beginning of lessons – in fact, arriving 5 minutes late each day adds up to missing 3 whole days of school by the end of the year

Pupils might feel awkward and embarrassed going into the classroom when everyone else is already settled

When one person arrives late everyone loses out – the class is disrupted and the teacher must take time away from the other pupils to explain what is going on for the lesson

If you have any concerns about your child’s punctuality please talk to us.

Give your child the best possible chance to succeed – ensure they arrive on time each day!

School begins at: Yours sincerely School Representative

*** Schools do not have to use this exact letter (below); however, the text in bold must be included if CAO is to take statutory action on a case. In order for a referral to be made to the CAO schools must be able to show what steps they have taken to try and address the situation i.e. letters sent, parental contract notes (or proof of attempt to engage parents in a parenting contract) AND overall attendance should be less than 80% for a referral to be taken even if the issue is about lateness***

Dear [Parent(s)/Carer(s)] Re: Persistent Unauthorised Lateness I am writing to inform you that [Child’s Name] is persistently late for school. Between date and date he/she was late on ____ occasions and missed ____ hours of education. When pupils arrive late, they miss out on essential instructions given at the beginning of the lesson. This can significantly reduce achievement, regardless of academic ability. Your child may also feel awkward arriving to the classroom when everyone else is settled. Furthermore, when one pupil arrives late, it disrupts the entire class and the teacher – everyone’s education is compromised. Further lateness may result in you being served with a Penalty Notice or a summons to court. Parents have a duty to ensure their child’s regular attendance at school and failure to do so is an offence under Section 444(1) of the Education Act 1996. The school’s County Attendance Officer may be in contact with you about this matter. Meanwhile, if anything can be done to support [Child’s Name] getting to school on time, please do not hesitate to contact me. Yours sincerely, School Representative

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Appendix 5 Child employment leaflets

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Appendix 6 Leaflet on managing sickness absence from school

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Appendix 7

Letters requesting permission to contact a pupil’s GP for extended periods of illness Dear [Parent(s)/Carer(s)] PUPIL: ATTENDANCE DURING LAST 60 SESSSIONS: ADDRESS : As we have concerns regarding the attendance of your son/daughter at school, I would be grateful if you could confirm in writing that you have no objection to your GP providing the school with relevant information about absences from school. Would you therefore kindly complete and sign the section below and return this copy of the letter to school as soon as possible. Please retain the second copy as a record for yourself. I enclose a stamped addressed envelope for your convenience. Yours sincerely School representative Name of GP ................................................ Tel No……………………. Name of Health Centre……………………………….. I hereby give permission for my GP to provide any information to my child’s school regarding absences from the school for the following: Name(s) of children: ................................................................................................................................ DOB: ........................................................................................................................................................ Signed .............................................................….. Date....................................

Parent/Guardian

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Letter to be sent to Doctor

Dear Re: [Child’s Name] DOB: Parent/carer Name: Address: [Child’s Name] has been absent from [ ] on [ ] occasions out of a possible [ ]. According to school records, for much of the time this absence has been due to illness. [Child’s Name]’s level of absence is well in excess of the average absence rate and because of this we are concerned that this will have a negative impact on [Child’s Name]’s ability to learn. To enable us to plan appropriate provision for [Child’s Name]’s learning, we would appreciate it if you would complete the enclosed form and return it in the pre-paid envelope provided. We enclose for your information signed consent from [Child’s Name]’s parent or carer to release the required details. Please note this information will be used to determine whether the level of absence is justified and to enable us to make the right education provision where appropriate. Many thanks for your co-operation. Yours sincerely School Representative Note : This request is made with the full permission of the parent/carer in order to ensure that appropriate education provision can be made. No payment can be made for information provided.

[Form to go with letter on the next page]

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Form to be included with letter to Doctor

Response to information request re absences for medical reasons

Name of Child : ...........................................................................................................................................

Date of Birth : ..............................................................................................................................................

Address: ......................................................................................................................................................

Parent / Carer .............................................................................................................................................

Phone No: .................................................................................................................................................... [ ] is seen regularly by myself or other health professionals YES/NO The child suffers from a medical condition, which will account for this level of absence YES/NO

Additional Information : ...............................................................................................................................

.....................................................................................................................................................................

.....................................................................................................................................................................

The child suffers from a condition which will require significant management during the school day YES/NO Additional Information : ...............................................................................................................................

.....................................................................................................................................................................

.....................................................................................................................................................................

In my professional opinion I would say that the level of absence due to illness and medical appointments shown on the attached registration certificate would be: Justified / Not Justified

Where the level of absence may be justified are there any recommendations you would like to make regarding appropriate educational provision :

.....................................................................................................................................................................

.....................................................................................................................................................................

.....................................................................................................................................................................

Signed : .......................................................................................................................................................

Name : ........................................................................................................................................................

Organisation : .............................................................................................................................................

Date : ..........................................................................................................................................................

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Appendix 8 Leaflets on the prosecution process.

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Needs to be

replaced with new

updated leaflet

Needs

updating

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Appendix 9 Example of a 100% attendance certificate. This can be automatically run as a report from SIMS To create: Select Tools/Setups/Attendance Setup/Letter Definition Create a Percentage Attendance certificate using the following example. The certificate should be named 100percent attendance. Save the letter

Your Primary School

Gold Attendance Certificate

Autumn Term 2012

100% Attendance

<<chosen_forename>> <<chosen_surname>>

Congratulations!

Head’s name Headteacher

Select Reports/Attendance Letters/Print Letters to print the 100percent attendance certificate you have just created. Once the report has run you can attach the certificate to the individual pupil record by placing a tick against their name and clicking the Attach button. This report will now be available to be viewed within a pupils Basic Details in the Links panel under Linked Documents. For further information on producing reports/letters within SIMS see the online available help or speak to the SIMS helpdesk.