SSIF best practice event

What we did Partnership working – Heathfield, Willingdon, Helenswood, Uckfield Peer review visits focusing on behaviour and attendance systems – what do we all do, what are the common threads, can anything be streamlined? What is working well and why, how do you know – what is the evidence

Attendance Effective data systems and Leadership to analyse and review attendance Comparison letters to parent ‘Nudge’ texts to students Support and monitoring of students in school

Effective Data and Single point of Line Management Attendance Tracking an monitoring systems reviewed – fortnightly tracking with action and tracked impact

Comparison Letters – tiered approach

Text examples ‘Question: What do you call someone with 100% attendance? Answer: Successful... Great job last week. Let's keep it like that until half term!’ ‘Sorry you had to miss a few days last week. We look forward to seeing you today and 100% this week!’ ‘Well done on another week of 100% attendance. All our stats show us that attending at this time of year is so important to nailing it overall!’ ‘Great job with your attendance this term! You only took one day off. This is better than the school average & our stats show us that students like you are the ones who achieve brilliantly!’ ‘Don’t forget that lateness to lessons quickly adds up. Give yourself the same chance as your classmates by being on time. Every minute counts now!

In school support

Heathfield Evidence Attendance maintained at 95% Years 7-9 all between 95.5% - 96.1% Autumn term attendance 95.4% (4.6% absence / National 4.9%) Decreased persistent Absence to 9.85% down from 11% Reduced PPI vs Non-PPI attendance gap to 2.65% down from 3.7% Use of nudge theory texting with trial group 5.43% increase overall Pupil Premium Champion with his own distinct attendance responsibility for PPI - directed by HOYs (further builds relationship)

Behaviour and Exclusions Review systems – what data are you capturing, what do you do with it… Behaviour data distributed weekly to Pastoral Teams for action Behaviour data distributed fortnightly to Curriculum Leaders for review with teams for consistency Single point of Line management Processes for exclusion – exclusion checklists including reintegration checklists

Heathfield Evidence Less days lost to Persistent disruptive behaviour in 18-19 34 students out of 1136 students excluded Only 12 repeat offenders 84 students internally excluded, 46 repeat offenders PPI gap down from 14.7% to 3.5% Individual success stories

External ‘buy in’ 1:1 / small group work Use of Keyworkers In school support EWO Re-integrate worker External ‘buy in’ 1:1 / small group work In school support – structures allowing for support through the school day, planning for intervention Old style EWO – attendance data, home visits, legal side Re-integrate worker.  This is a part time member of staff who works with the students who have very low attendance (and their families).  The model came from our original peer partnership with Seahaven.  The member of staff also works with some of our more challenging behaviour students, through mentoring or small group interventions. For example Listen Hear