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This stage addresses students with severe and continuous absence requiring regular involvement from key stakeholders. Progress is severely impacted and other characteristics of Belonging Charter may be linked.
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.
Attempt to actively engage in intensive interventions both in school and through outreach. Recognise your achievements. Share with staff any concerns which are impacting your attendance. Accept support from identified school staff or outreach workers to improve your engagement and belonging in school life.
Collaborate closely with the school on creating and implementing highly specialised interventions
Continue to communicate with the school.
Engage with the formal support from external agencies to achieve a multi-agency approach and prevent the need for legal intervention.
Continue to attempt positive communication with both the student and family. Regular assessment of strategies in place involving keyworker, attendance lead and other key staff. Work closely with the local authority and all external partners involved. Consider all characteristics of Belonging to implement bespoke support.
Offer specialised assessments and services for students with complex needs.
Provide targeted consultation for schools including working with students’ social care services where appropriate to build attendance into a social care assessment.
Take a leading role in the multi-agency effort with the school and other external partners including consideration around whole family plans and alternative forms of educational provision.
