Manual Improving Behaviour and Attendence at School

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The plan will contain agreed actions and time frames in a written formal agreement. An agreement can last up to 12 months and will be reviewed regularly. An AAP is a group of people brought together under Section 39 of the School Education Act , to provide advice and assistance to families where a student is persistently absent from school. Advice will be of a practical nature, and may also include referral to external agencies or services that will provide the parent s and student with assistance. Skip to main content.

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Behaviour and Wellbeing. Related items. Student Attendance Toolkit. Known issue with the import of data into SIS when using third party attendance data applications. Standardised leave passes It is the responsibility of schools to ensure all students who leave the school grounds during the normal school day without an authorised person are issued with a leave pass.

Underlying social and personal issues : CLA dealing with the loss of a parent or underlying parental drug or alcohol problems may have poor attendance rates and present challenging behaviours. Personal factors : a lack of self-esteem and poor social skills, can lead to higher absenteeism rates.


Personal factors can also include experiencing learning difficulties and Special Educational Needs. Contact with birth parents : A stable foster carer environment can lead to higher attendance rates amongst children looked after. However, where a child makes contact with their birth family, this has the potential to have a negative impact on school attendance, both in the short and long term.

Socio-economic circumstances : evidence suggests that overall the higher the rate of deprivation in a school, the higher the absenteeism rate. The literature also shows that children from deprived socio-economic backgrounds have less positive attitudes to school and learning than their peers in more affluent areas.

Age when a child enters the care system: research shows that children who enter care before the age of 12 outperform those who enter care at age 12 or above. A reason for this may be that those who became looked after when they were younger have tended to live in foster homes and therefore have more settled lives.

As children looked after become older, there are potential issues in relation to placement stability. Placement type and stability: the literature suggests that children looked after in foster care have better attendance rates than those children in residential care settings. For the latter group, attendance at school may be influenced by pressure from their peers who are also not attending school. Also, those children in long term or more stable placements tend to have better attendance rates than other groups of Children Looked After. Strategies to improve attendance and behaviour amongst children looked after and reduce the risk of exclusion.

PricewaterhouseCoopers LLP Study into how the education system can improve the attendance of looked after children at post primary school. Placing challenging pupils Placing challenging pupils can be very difficult. Each local authority LA must have a fair access protocol.

Teachers TV: Secondary Behaviour and Attendance - The Role of SEAL

This ensures that: access to education is secured quickly for children who have no school place all schools in an area admit their fair share of children with challenging behaviour. Sharing expertise and good practice Partnerships should maximise opportunities to share good practice, skills and expertise between schools.

What does a partnership do?

Training should be offered in behaviour and classroom organisation, with a focus on: the training plans of individual schools the overall partnership strategy new and emerging training needs continuing professional development, including coaching, classroom-based observation and feedback. Sharing funding The governing bodies of member schools can agree to pool part of their funding, although individual schools can choose not to contribute if they wish. Making decisions and setting strategic direction As partnerships may be made up of a large number of schools and service contributors, there must be an agreed method of representation via a board, to enable decisions to be made and strategic direction to be agreed.

The form of each board will be determined locally, but it might consist of an executive group of: governors management committee members Heads other school leaders LA officers. There should also be agreed procedures: for sharing information between individual provisions and the board for the board to communicate and consult with parents, governors, alternative providers, local agencies, the police, and the LA for the partnership to assess the needs of referred pupils, so that it can decide what support and resources need to be provided to assist members with individual pupils.

Partnership models Behaviour and attendance partnerships can take various forms, including the following. Size and membership The size of a behaviour and attendance partnership depends on the local area and the number of schools within it. Many pupil referral units are key members of behaviour and attendance partnerships. The key areas the report should cover are: what has been done over the last year how effective the arrangements were during that time what the partnership proposes to do in the future.

The report should include data such as: the most recent and previous inspection judgment for each school in the partnership the rates of persistent and overall absence across the partnership the number of permanent and fixed-term exclusions a comparison of exclusion rates for groups of pupils the number of bullying incidents reported by pupils the number and outcome of managed moves the impact on behaviour of early interventions feedback on the effectiveness of training and support provided.

Behaviour | Education Endowment Foundation | EEF

News Truancy falls by a third. Rise in fines for term-time holidays. Gove declares war on bad behaviour. No-notice inspections begin. Features Attendance at work. Behaviour and safety — changes to the Ofsted evaluation schedule. How to deal with incidents of off-site misbehaviour. Dealing with harassment and bullying.

Managing and Improving School Attendance and Behaviour

Dealing with just over the mark behaviour. Questions and Answers Non-attendance policy. Monitoring absence. Preventing a parent from removing a student from school to home schooling. Family holiday requests.