1. Raising standards by reducing absence and improving punctuality
ISP attendance resource
Using the school improvement cycle and core elements
Raising standards by reducing absence
and improving punctuality
Pupil progress meetings
Provide teachers with attendance data for pupils
Monitor and evaluate the impact of current strategies
Address barriers to learning
The school improvement cycle
Schools are responsible for their own improvement. The termly ISP cycle supports school improvement and school self-evaluation, with pupil progress at its centre. There is a clear link between low absence rates and good progress. All of the core elements within the cycle need to be in place to ensure improvement. The regular analysis and response to absence data at whole-school, cohort/class and individual pupil level by the school leadership is essential to ensure that vulnerable pupils make good progress. Many schools use this information as part of their school self-evaluation and include a summary within their self-evaluation form (SEF).
Tracking
Whole-school and cohort absence data to identify pupils at risk
Analysis of progress data for pupils with an absence rate higher than 5%
Levels of persistent absence from pupils (20% or more absence)
Involvement of LA team e.g. EWO, social services, B&A consultants, AWA
Ensuring all staff are aware of pupils who have high absence rates
The single plan
Ensures the school attendance target is clearly identified and shared with all staff
Inclusion of wider children’s services
Specific success criteria related to improved attendance
Develops links with other stakeholders, including parents and carers
Communication with governors
Termly review of attendance data to evaluate the impact of actions taken to reduce absence
MC and SG to write this together.
An explicit focus on learning and teaching
Quality First Teaching is the entitlement of every pupil
Intervention strategies are used appropriately
Teachers know which pupils need to improve attendance rates to ensure good progress
Planning takes into account individual pupils who may need catch-up to ensure they make good progress
Adult resources are deployed appropriately to support the progress of all pupils
A rich curriculum is planned and delivered creatively, motivating and engaging all learners
Whole-school systematic CPD
Engagement of whole-school staff in the SEAL materials
Clear understanding of the school procedures on attendance