Managing attendance - the three-stage approach

Stage one - Initial attendance action

As soon as a young person’s non-attendance becomes persistent in line with a school’s attendance policy, the lead professional must ensure that they meet with the parent or carer to highlight concerns around attendance. This should include an explanation of the likely impact of continued absence upon the young person’s development, set out clearly the minimum expectations in relation to attendance levels, and clarify the possible consequences if attendance does not improve, including enforcement action.

It's crucial that we're open and transparent with parents regarding attendance or inclusion concerns from the beginning of our support. They must be made aware of the responsibilities of the local authority and the possible consequences of non-compliance, which should be shared in writing. We strongly recommend that practitioners use the leaflet ‘Improving School Attendance - Information for Parents and Carers’ (appendix 4 ^{(PDF, 193kb)}). This clearly sets out the legal responsibilities of the parent or carer and the support and help that the local authority and lead professional can offer. It also explains that, where attendance does not improve despite help and support, the lead professional has a duty to consult with a senior education welfare officer, who may commence enforcement measures.

Finally, it sets out the duty of the lead professional to share information regarding their work with a family to inform this process. Where parents' or carers’ first language is not English, all written communication and any agreements must be translated. For parents with literacy or learning needs, the lead professional must ensure that information is shared in a manner that enables the parent or carer to have the fullest understanding of the content possible. In such cases, it's strongly recommended that the lead professional or senior education welfare officer seeks advocacy support for the parent or carer.

Where the lead professional role is not held by the school, the school must be included in all decisions relating to enforcement. The lead professional should work collaboratively with the family and other professionals to try to understand the reasons for low attendance (ideally using the mapping approach set out in appendix 11 ^{(PDF, 266kb)}) and carefully consider what types of help and support are best placed to address these issues. Interventions may include further assessment of or support with special educational needs (SEN), referral for targeted intervention, including to FEH for ‘whole family’ outreach support, evidence-based parenting programmes or Early Help CAMHS support.

Where the child or young person is open to a FEH practitioner for whole family support, a YOS officer for prevention or statutory intervention, or a Southwark social worker as part of a child in need (CIN) or child protection (CP) plan, as lead professional the case responsible officer will assume responsibility for attendance action at stage one and two.

Any relevant assessment and plan should include analysis of the reasons for low attendance, a clear target in relation to the expected minimum attendance and the actions to be taken to support the young person and family to improve attendance levels. This must always be done in collaboration with the family as far as possible and in close partnership with any existing professional network. If the family is not subject to early help, youth offending or children’s social care plan, the school should consider whether it would be appropriate to convene a team around the family meeting in order to inform the child or young person’s plan. Any stage one assessment and plan should include, at minimum, the following components:

1. Evidence that a TAF has been convened with the family, other professionals including health, SEN and other agencies where appropriate.
2. A record evidencing that concerns regarding attendance have been raised with the parent/carer.
3. Identification of the likely reasons for poor attendance.
4. Actions to be taken by family, school and professionals to improve attendance, including referrals to other agencies for support and actions to address unmet SEN needs.
5. The target for improvement and the period in which attendance will be monitored and reviewed.
6. The consequences if attendance does not improve, including the possibility of prosecution where a parent/carer is deemed culpable for persistent non-attendance.

Page last updated: 16 January 2023