Attendance

The Royal Sutton School adopts the 5 Foundations of Effective Attendance Practice framework, this is modelled on the work of Professor Katherine Weare. The emphasis is on developing a school culture and climate which builds a sense of connectedness and belonging to ensure all children can attend school and thrive. The approach ensures we prioritise building solid working relationships with children/parents prior to any escalation. The staged approach ensures we identify triggers early that can lead to poor attendance issues such as; mental health issues, lack of trust, communication and relationship breakdowns and the possible lack of networking opportunities both internal (in-school) and external (external agencies).

Absence Procedure

In the rare event that your child is unable to attend school, please remember to notify us every morning of their absence before 8:30am. You can login to the Studybugs app using your email address and follow the steps to report an absence. Alternatively, you can email our Attendance Team at attendance@trss.bham.sch.uk or call them on 0121 378 6564.

Please ensure that you clearly state your child’s name, tutor group and the reason for the absence.

If we do not receive a reason for absence, we are required to record this as unauthorised absence. 

Our Attendance Team are here to support you and your child with any barriers to regular attendance.

Please note:

• Holidays in term time cannot be approved
• Written proof of medical and dental appointments must be provided
• Students should attend school even if they have a cold or feel slightly unwell

Aims

• Increase school Attendance and reduce Persistent Absence to meet set targets.
• Ensure Attendance is well managed within the school, with the appropriate level of resources allocated.
• Enable the school to make informed use of Attendance data to target interventions appropriately, focusing on the key demographic groups highlighted in the 2022 DFE paper.

Objectives 

• Create an ethos within the school in which good attendance is recognised as the norm and every child/young person aims for excellent attendance.
• Make attendance and punctuality a priority.
• Set focused targets to improve individual attendance and whole school attendance levels.
• Embed the 5 Foundations of Effective Attendance Practice framework which defines agreed roles and responsibilities and promotes consistency in carrying out designated tasks with respect to promoting attendance and punctuality.
• Record and monitor attendance and absenteeism and apply appropriate strategies to minimise absenteeism.
• Develop a systematic approach to gathering and analysing relevant attendance data.
• Provide support, advice and guidance to; parents, children and young people and develop mutual-cooperation between home and the school in encouraging good attendance and in addressing identified attendance issues.
• Demonstrate through the use of rewards that the school recognises good attendance and punctuality are achievements in themselves.                                                  

The Royal Sutton School follows the 5 Foundations of Effective Attendance Practice framework. The approach is evidence-informed and completely child-centred.  Each Foundation is supported by 5 Key Performance Indicators, these are used to ensure the school can embed the Foundations framework and understand the strategic direction regarding attendance improvement. 

The framework allows the school to understand the whole school approach to supporting and improving attendance – The Royal Sutton School is a place where every child belongs.  We create welcoming environments to allow all children to gain a sense of belonging and ultimately achieve academically through regular school attendance. 

The school policy is translated into practise through the processes and systems we follow, the escalated approach supports children at each stage.  Parents who do not engage with support understand why, at times, we must follow this process. 

All staff receive attendance training to support the whole school approach, they understand their role in improving attendance. Certain staff are identified to engage in specialist training to continue to support families and children who work with external partners.

We use data information to support children, this allows us to understand the groups, and individuals, who require specific programmes of intervention. Reviewing each programme allows us to understand the effectiveness of support and change what is not working.

Finally, we train and support all staff to understand the ‘root cause’ of concerns. Staff use the wider curriculum to allow all children to feel valued and accept themselves.  We celebrate attendance success and ensure children returning from long absence receive a planned transition.

The school has a fully embedded ethos in which excellent school attendance is expected, developed and nurtured. The escalated approach to supporting attendance is built on foundations of belonging and connectedness.

The approach to improving attendance is built on clear policies, systems and processes. This ensures continuous and sustainable improvement drives attendance practice.  The attendance policy is understood by all stakeholders and allows the school to set, and maintain, high expectations to improve the culture of attendance.

The school prioritises developing a team of attendance experts, with a shared vision and core purpose. The Attendance Leader delivers bespoke training to support all staff to fully understand their role in improving attendance.  External partnerships support attendance improvements through a multi-disciplinary approach for identified children and families.

Data information and analysis direct resources proactively towards key demographic groups and identified individuals.  The expert use of data analysis informs decision making at all levels. The attendance process ensures the Attendance Leader understands the reason for attendance concerns, these barriers can then be successfully supported and removed.

Connecting and belonging drives the school approach to supporting attendance. All staff are supported to understand ‘deeper roots’ regarding poor attendance concerns.  The school has developed, and embedded, an effective rewards system to further drive attendance improvements and celebrate success.

DFE: Working Together To Improve Attendance 2022.

From September 2022 the DFE: Working Together To Improve Attendance paper will replace all previous guidance on school attendance except for statutory guidance for parental responsibility measures.  The Secretary of State has committed to it becoming statutory when parliamentary time allows (this will be no sooner than September 2023). 

The table below identifies how the 5 Foundations of Effective Practice will underpin the DFE 2022 paper.