* PAGE UNDER CONSTRUCTION*
This stage addresses students who have some growing attendance concerns and possible patterns emerging with attendance at risk of being classed persistently absent.
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.
Expand the boxes below to read more about our roles at this stage.
Work with school staff to improve your engagement and belonging in school life. Work with school to set targets to try and improve attendance. Identify positive aspects of school and recognise what is going well. Share with staff any concerns which might impact your attendance.
Work with the school to try and understand barriers to attendance.
Maintain good communication with the school and engage with support offered.
Collaborate with the school on ideas around improving attendance to provide a ‘team around the child’ for support.
Prioritise time to build relationships with students to understand potential barriers. Continuously assess and adapt strategies. Consider other characteristics of the Belonging Charter and how these may be impacting a student‘s attendance. Communicate well across all staff involved with the student. Recognise achievements to help build confidence.
Engage with families to help schools with promoting good attendance. Provide further training and consultation to schools about emerging concerns. Take an active part in the multi-agency effort with the school and other external partners. Ensure regular meetings between the EWO and school to support new concerns.
