The 4 stages
Universal: The majority of our students will thrive and progress at the universal stage.
Monitoring: Students demonstrate emerging concerns in some characteristics and may need minimally enhanced intervention.
Targeted: Students require targeted interventions and plans to support progress in various characteristics.
Specialist: Students require specialist bespoke support and involvement from external agencies across various characteristics.
Poor attendance not only affects academic progress but also reduces their sense of community and belonging.
Regular attendance is crucial to ensure every child receives the best possible opportunities, and our schools collaborate with all stakeholders to identify and address these barriers, implementing support plans to improve attendance.
Students whose absence is impacting their engagement in learning and the wider school community and has reduced to less than 90% (which equates to 19 days across a school year).
Our expectations for each role at this stage are:
Work with school to co-create interventions to help remove barriers.
Recognise areas of school that are positive so that these can be considered within support plans.
Share with staff any concerns which might impact your attendance.
Accept help from school and possible external support to build your engagement and belonging in school life.
Collaborate closely with the school on a support plan to improve attendance.
Continue to communicate with the school and positively engage with formal support offered.
Accept the support of external agencies and engage with advice suggested.
Take an active role in the multi-agency effort.
Identify key adults who the student would feel confident accepting support from.
Work with the student to agree a support plan.
Collaborate with external agencies for support to identify barriers and support areas of concern.
Identify areas of success to praise and build on with the student.
Where support is not working, take an active part in the multi-agency approach to consider alternative options.
Offer specialised assessments and services for students with growing needs.
Provide intensive training and consultation for schools.
Take an active part in the multi-agency effort with the school and other external partners.
Ensure more formal support options such as education supervision orders and legal intervention are considered.
