Supporting Barriers to Attendance

Supporting Barriers to Attendance 

In relation to understanding barriers to attendance, we will ensure all pupils and parents are treated with dignity and staff will model respectful relationships to build a positive understanding between home and school that can be the foundation of good attendance. In communicating with parents, we will highlight the link between attendance and attainment and wider wellbeing and enhance their understanding of what good attendance looks like. Where a pupil or family needs support with attendance we will identify who is best placed to work with them to address issues. 

We will support pupils and parents by working together to address any in-school barriers to attendance. Where barriers are outside of the school’s control, all partners should work together to support pupils and parents to access any support they may need voluntarily. 

Where absence intensifies, so should the support provided, which will require the school to work in tandem with the local authority and other relevant partners. Some pupils face greater barriers to attendance than their peers. These can include pupils who suffer from long term medical conditions or who have special educational needs and disabilities. In working with parents to improve attendance, we are mindful of the barriers these pupils face and will put additional support in place where necessary to help them access their full-time education. 

Reduced timetable will only be used in exceptional circumstances, for a limited period to support pupils to reintegrate back into education to access fulltime provision. In. our Academies we call this a temporary education arrangement (TEA) 

The school is committed to share information and work collaboratively with other schools in the area, local authorities and other partners when absence is at risk of becoming persistent or severe. 


Bernado’s – Transitioning back to school : Establishing Routines 

Young Minds – School anxiety and refusal