Introduction
We have a number of key features to share with you in this edition of the Attendance Newsletter including:
- School attendance practice checklist – How ready are you?
- Formal meeting (oral evidence session) UK Parliament: Persistent absence and support for disadvantaged pupils
- Senior Mental Health Lead funding
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Free training - developing inclusive and nurturing spaces where refugee and asylum-seeking students can develop their full potential.
DfE - Minimum expectation on the length of the school week
The DfE guidance provides details on the expectation that state-funded mainstream schools should deliver a school week of at least 32.5 hours by September 2023. State-funded mainstream schools currently offering a school week of below 32.5 hours should work towards increasing their hours to provide at least 32.5 hours by September 2023 at the latest. Specialist settings, including alternative provision providers, should share the ambition to extend and enrich the school week.
The guidance is for:
- leaders of schools and trusts
- school staff
- trust boards and governing bodies in all maintained schools, academies and free schools, special schools and alternative provision
A school attendance practice checklist has been devised to support Headteachers, Attendance Leads and Governing Boards to review attendance practices in line with the key features identified in Working together to improve school attendance (publishing.service.gov.uk)
It is recommended that a review of your current practice is undertaken during the summer term to ensure you are on track to being compliant with statutory guidance from September 2023.
As well as reviewing your own practice at school level to identify areas for improvement, you will be able to discuss with and/or seek advice from your EWO.
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The Education Committee held its first session of its inquiry into persistent absence on 7th March, as government data shows school attendance levels remain worse than pre-pandemic.
Witnesses include Children’s Commissioner Dame Rachel de Souza, who recently published findings of her Attendance Audit (childrenscommissioner.gov.uk), stating: “Thousands of children find themselves without the support that they need to engage in education and attend school.”
She will be joined by experts from the Centre for Social Justice think tank which published a report on the subject (centreforsocialjustice.org.uk) last year, as well the National Association of Head Teachers and Local Government Association (LGA).
To view the meeting itself or access the transcript please visit Persistent absence and support for disadvantaged pupils - Committees - UK Parliament Parliamentlive.tv - Education Committee
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If you have watched the above report, you will understand the importance of sharing your data to ensure the barriers to attendance we are experiencing in our schools are understood at parliament level. Nationally, 75% of schools have signed up to share their data and we would like to encourage 100% of schools in Devon to sign up.
Getting daily attendance data will:
- give schools, local authorities and multi-academy trusts (MATs) access to more up-to-date pupil-level attendance data
- help you meet the new expectations set out in working together to improve school attendance
- not add to your school’s workload
Schools should use the reports to help improve attendance by identifying trends and those pupils who need support, and sharing attendance data with their board, governing body and local authority.
There will be no costs involved and it will enable you to share your attendance data with us.
Please note the data trial does not replace any data collection currently in place with the local authority. In addition, the data pack due to be released shortly by the local authority will supplement the information provided through this data trial, not replace it.
Free training - The healing classrooms programme aims to support schools and educators to develop inclusive and nurturing spaces where refugee and asylum=seeking students can gain the necessary academic, social and emotional skills to develop their full potential.
We offer free training sessions and resources to educators and schools supporting refugee and asylum-seeking students in the UK.
IRC UK's Healing Classrooms | International Rescue Committee (IRC)
Code M: Medical or dental appointment
Schools should encourage parents to make appointments out of school hours. Where this is not possible, they should get the school’s agreement in advance and the pupil should only be out of school for the minimum amount of time necessary for the appointment.
If a pupil is present at registration but has a medical appointment during the session in question, no absence needs be recorded for that session.
Where a pupil remains off school following from an appointment due to an illness, code ‘I’ to be used.
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Code I: Illness (not medical or dental appointment)
Schools should advise parents to notify them on the first day the child is unable to attend due to illness. Schools must record absences as authorised where pupils cannot attend due to illness (both physical and mental health related).
In the majority of cases a parent’s notification that their child is ill can be accepted without question or concern.
Schools should not routinely request that parents provide medical evidence to support illness.
Schools are advised not to request medical evidence unnecessarily as it places additional pressure on health professionals, their staff and their appointments system particularly if the illness is one that does not require treatment by a health professional.
Only where the school has a genuine and reasonable doubt about the authenticity of the illness should medical evidence be requested to support the absence.
Where a pupil is admitted to hospital long term and is receiving hospital tuition during their stay, code ‘B’ should be used.
Where a pupil has a reduced timetable and is not required to be in school, the pupil should be recorded as code C for those sessions unless the pupil is genuinely ill for the session they are expected to attend.
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‘Ghost children’ isn’t an official government term, but the media often uses it to refer to children who are not regularly attending school.
When the media refer to ghost children, they may mean children of school age, who are not registered pupils at a school and not receiving suitable education, such as adequate home schooling. The media may also include children who are registered at school but are persistently or severely absent.
School is the best environment for pupils to learn in. Being in school helps keep children safe and supports them to reach their potential, while being surrounded by teachers and friends.
What are ‘ghost children’ and why is school attendance important? - The Education Hub (blog.gov.uk)
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This document summarises the attendance responsibilities for parents, schools, academy trusts, governing bodies, and local authorities which are outlined in the ‘Working Together to Improve School Attendance Guidance’ 2022.
This guidance summary is really helpful to assist colleagues in schools and settings with planning and sharing the importance of attendance related matters with staff and governing bodies. The guidance should be read alongside the statutory guidance documents on parental responsibility measures, children missing education, supporting pupils at school with medical conditions, suspensions and exclusions, alternative provision, and safeguarding.
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It is that time of year again, the National Offer day is 17 April 2023.
Appeals: The deadline for lodging appeals is 23 May 2022 (the local authority we will aim to hear these appeals within 40 school days of this deadline).
Appeal hearings are scheduled throughout June and July. Appeals not received by the deadline may have to be heard in September.
The link below explains the appeals process and what circumstances the panel can and cannot consider.
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In line with the statutory functions, we have within DCC we would like to keep up to date with professionals within schools to allow ease of communication between schools and LA.
If the same staff member holds multiple roles, then please provide the same name and email in the appropriate role boxes.
This form should be completed half termly and will be held centrally in Education and Learning to aid our service users to support / make contact with the correct personnel.
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All Local Authorities have been asked to update and refresh their outcome plans to meet the new supporting families 10 headline themes.
Training dates available in May, June and July:
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Right for Children Part 1: Introduction to Early Help and Right for Children and What Makes a Good Assessment
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Right for Children Part 2: Plan and Review and What Makes a Good Team Around the Family (TAF) Meeting
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Support for parents/carers of Devon primary and secondary children who are either on the autism assessment waiting list or who have received a diagnosis of autism.
Our ‘Autism & Us’ programme delivered this academic year will once again be offered during the forthcoming Summer and Autumns term for parents or carers of Devon primary and secondary school children, pre or post diagnosis.
We are delighted to announce that we are offering access for families of CYP (Children & Young People) who are currently on the autism assessment pathway, in addition to families of CYP who have received an autism diagnosis.
Attending the ‘Autism & Us’ parent programme gives you an opportunity to develop your understanding of autism and look at practical solutions to managing and supporting your child’s presenting needs.
Safeguarding conference 29 June 2023
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