1. SSIF best practice event

2. 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

3. 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

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

7. Comparison Letters – tiered approach

9. 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!

10. In school support

11. Heathfield Evidence Attendance maintained at 95%
Years 7-9 all between 95.5% %
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)

12. 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

14. 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

15. 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