Working Together to Improve School Attendance: DfE guidance overview for schools

Summary

In this webinar, Adam Luke and Paul Baker from the Department of Education introduce the updated 'Working Together to Improve School Attendance' guidance, set to become statutory from the new school year. They discuss the reduced number of persistent absentees, changes in the guidance, and expectations for schools. They also cover the role of local authorities and clarify the process for handling absences, emphasizing a collaborative approach to support pupils and improve attendance.

Takeaways

• 📚 The webinar provided an overview of the updated 'Working Together to Improve School Attendance' guidance, which will become statutory from the new school year.
• 🎓 Adam Luke and Paul Baker from the Department of Education led the session, highlighting the progress made since the guidance's initial release in 2022.
• 📉 There has been a significant reduction in persistent absentees and an increase in pupils with high attendance rates, as reported by the new data published on Friday.
• 🔍 Paul Baker discussed the changes between the 2022 version and the new version published in February, emphasizing that the changes are minimal but important, and based on best practices.
• 🏫 The guidance is now statutory, meaning schools, trusts, governing bodies, and local authorities must consider it when working to maintain high levels of school attendance.
• 🤝 The importance of building strong relationships with families and working jointly with them to address barriers to attendance was stressed as a key expectation for schools.
• 🏛 The guidance includes a focus on developing a whole-school culture that promotes the benefits of high attendance, with a dedicated senior leader responsible for overseeing attendance strategies.
• 📊 Data analysis was highlighted as crucial for identifying attendance patterns and focusing efforts where they can have the most significant impact.
• 🤔 Questions around the role of medical evidence in authorizing absence due to health issues, especially mental health, were addressed, with the emphasis on trusting parents and understanding individual needs.
• 🏢 Local Authorities are expected to provide support to schools, including named contacts in their attendance support teams, regular targeting support meetings, and opportunities for schools to share best practices.
• 📝 The session concluded with a Q&A, addressing various queries from attendees, including the role of Independent Schools, the use of penalty notices, and the expectations for joint working between schools and local authorities.

Q & A

What is the main purpose of the webinar presented by Adam Luke and Paul Baker?

The main purpose of the webinar is to provide an overview of the updated 'Working Together to Improve School Attendance' guidance, which is set to become statutory from the beginning of the new school year, and to discuss the changes made since the 2022 version.

What has been the impact of collective efforts on school attendance according to the data presented in the webinar?

The collective efforts have resulted in 440,000 fewer persistent absentees compared to 2022, and an increase of 375,000 more pupils attending school almost every day with more than 95% attendance, as of the data published on Friday in the webinar.

What are the key changes in the new version of the guidance published on February 29th, 2024?

The key changes include increased clarity on the link between attendance and school culture, changes to attendance and admissions registers, a new national framework for penalty notices, and the renaming of 'parenting contracts' to 'attendance contracts'.

How does the guidance define the role of a Senior Attendance Champion in a school?

The Senior Attendance Champion is a dedicated member of the senior leadership team who has overall responsibility for setting the tone and vision for attendance, ensuring that the school's attendance strategy is followed through, and that all staff understand its importance.

What is the expectation for schools regarding the use of pupil premium funding in relation to attendance support?

While the guidance does not mandate the use of pupil premium funding for attendance support, it suggests that schools may consider it where appropriate, to ensure that attendance support is appropriately resourced, including the allocation of specific staff responsibilities.

What does the guidance say about the importance of reviewing and updating school attendance policies?

The guidance emphasizes that attendance policies should be regularly revisited and updated to reflect current practices and strategies. It should be a living document that is communicated to all members of the school community, including being sent to parents when a pupil joins and at the beginning of each school year.

How does the guidance address the issue of leave of absence for exceptional circumstances?

The guidance clarifies that leave of absence should only be granted in specific circumstances, and it is up to the school's discretion to determine what constitutes 'exceptional circumstances'. However, it suggests that a desire for holiday is generally not considered an exceptional circumstance.

What is the expectation for schools regarding data sharing with the Department for Education (DFE)?

All state schools are required to share their daily attendance data electronically with the DFE by August 19th, which will become a legal requirement. This data sharing will allow schools to access the 'View My Education' data system for analysis and comparison with similar schools.

What is the role of local authorities in supporting schools with attendance issues, as outlined in the guidance?

Local authorities are expected to provide a named contact in their attendance support team, hold regular targeting support meetings with schools, offer opportunities for schools to share best practices, and work alongside schools to provide support for pupils who are persistently and severely absent, particularly when barriers are outside of the school's control.

How does the guidance address the use of part-time timetables for pupils with mental or physical health conditions?

The guidance allows for part-time timetables in very exceptional circumstances where it is in the pupil's best interest. It emphasizes the importance of regular reviews, clear ambitions for the pupil's return to full-time education, and the involvement of the pupil and parents in these decisions.