Effective Interventions

Norfolk's Staged Intervention pathway for the management of school attendance is part of the County Councils' Strategic approach to addressing absence from school: Attendance is Everyone's Responsibility (PDF) [1MB]. The aim of the guidance is to provide a defined pathway for schools, families and all other professionals to support and enable them to set clear expectations about attendance, to be able to identify and support vulnerable groups and respond to attendance concerns at the earliest opportunity. 

This staged intervention model is designed in accordance with the requirements placed upon schools, Local Authorities and other agencies as outlined in the Department for Education Guidance Working together to improve school attendance (opens new window). It would be read alongside the NSCP Continuum of Need Guidance relating to integrated multi-agency support for the needs of children, young people and families in Norfolk.

To refer cases for children with poor attendance to the Attendance Team for consideration of a parental prosecution, there is an expectation that the staged intervention model will be followed. However, where there is evidence of a lack of parental engagement and continued poor attendance, the referral for consideration of legal action should not be delayed.

Key Features of Effective Intervention

All pupils

• Promote the understanding of trauma and attachment aware practice within schools and how this can impact on a child or young person's attendance.
• Consistent and restorative approaches to addressing behaviours that challenge.
• A strong focus on relational practice.

Targeted Groups

• Early Identification
• Mental health and wellbeing
• Engaging with families
• Multi-agency and community sector response academic engagement and support  

All Professionals

• Communities of Practice including Attendance Surgeries, Attendance networks, access to Attendance Duty/Advice, Inclusive school leadership & whole school approaches. 

Our vision for effective practice in the management of attendance

• Child's voice is at the centre of all support and interventions
• All plans seek to identify and tackle the root causes of absence at the earliest opportunity
• Family network and trauma informed approaches are embedded in practice
• The link between school attendance and safeguarding is clearly understood
• Through clear signposting schools, children and their families have access to appropriate support making full use of Voluntary & Community Sector partners
• We continue to consistently apply the full range of parental responsibility measures where required
• Where is a multi-agency response for the most vulnerable learners where interventions have not supported them to access a full-time education

Language

The discourse and terminology relating to absence from school has evolved over time. Working Together to Improve School Attendance provides us with clear definitions of persistent and severe absence and the associated impact this can have on children and their families. Locally we would discourage all practitioners from the use of broad terms such as school refusal, avoidance or phobia.

Care must be taken not to attribute cause or motivations which are unknown or misleading and can lead to negative reinforcement. For example, the term 'refusal' is increasingly seen as unhelpful as it suggests a wilfulness on the part of an anxious pupil which can obscure the underlying cause. 

Terminology that is more specific should only be used to describe a pupil's absence where a thorough assessment has taken place to determine what the root causes and barriers to attending school are. Subsequent planning should seek to respond specifically to the individual needs of the child rather than over-reliance on a generalised term and generic responses to absence. 

Supporting guidance

• The information included within A Staged Intervention Pathway for Promoting Good School Attendance (PDF) [523KB] is designed to complement national and local guidance and provide a framework for managing school attendance.  Detailed guidance and advice on specific issues can be accessed in the section, A Staged Approach to Managing School Attendance.
• Just One Norfolk: Provides a range of resources for families, schools and other professionals on a wide range of issues related to children's health, wellbeing and development including specific information about school life.

Below you will find guidance and clarification about the use of part-time timetables including Norfolk County Council's notification requirements.

DfE Guidance is clear that all pupils of compulsory school age are entitled to a full-time education. In very exceptional circumstances and where it is in a pupil's best interests, there may be a need for a temporary part-time timetable to meet a pupil's individual needs. For example, where a medical condition prevents a pupil from attending full-time education and a part-time timetable is considered as part of a re-integration package.The Department for Education guidance 'Working together to improve school attendance (opens new window)' outlines clearly expectations regarding the use of part-time timetables and states: "A part-time timetable should not be used to manage a pupil's behaviour".

A part-time timetable must not be treated as a long-term solution and must have a time limit by which point the pupil is expected to attend full-time or be provided with alternative provision. There should be formal arrangements in place for regularly reviewing it with the pupil and their parents.

DfE guidance states: "In agreeing to a part-time timetable, a school has agreed to a pupil being absent from school for part of the week or day and therefore must record the absence accordingly (normally using code X or C2)."  This is a safeguarding matter as every child is legally entitled to a full-time education and the law requires that children are kept safe in school. The Local Authority (LA) needs to be assured that schools are not placing children on part-time or re-integration timetables for longer than is necessary.

Schools must notify the Attendance Service of any part-time timetables at the point they are agreed. Schools must scan a signed a Part-time timetables plan (Word doc) [79KB] and send to the Attendance Team via email to csattendance@norfolk.gov.uk. If the child is looked after or previously looked after, the information should also be copied to the Virtual School: virtual.schools@norfolk.gov.uk. Please do not send originals. It is important that schools retain the original signed copy for their own records.

Further Part-time timetable guidance (PDF) [227KB] has been devised for schools and other education settings regarding the use of part-time timetables. The guidance sets out Norfolk County Council's position on the use of part-time timetables and provides a framework for school practice and other professionals working with schools.

Any professional who is made aware of the use of a part-time timetable should check that the school has notified the Attendance Team. If a professional believes that the Team has not been notified of the part-time timetable and/or they are concerned about the plan in place, they should contact the Attendance Team on 01603 223681 or email csattendance@norfolk.gov.uk (opens new window).

"Improving attendance is everyone's business. The barriers to accessing education are wide and complex, both within and beyond the school gates, and are often specific to individual pupils and families." (Working together to improve school attendance)

The Family Networking Approach (FNA) helps professionals hear the individual voice and create bespoke and tailored solutions.

A young person's aunt identified in a Family Network Meeting that he liked to grow plants. As part of the plan to encourage regular attendance the school arranged for the young person to bring his plants in to school and to care for them there. This has resulted in regular attendance from the young person. - Pastoral Worker

The Family Group Conference and Family Networking Advisory Service are committed to working with schools and other partners to promote good school attendance and punctuality across Norfolk.

The four principles of the Family Networking Approach are:

1. Everyone has a network and we can find out about that network and the strengths within it if we ask.
2. Networks help develop and maintain a sense of belonging and identity. This approach is to strengthen the network around families.
3. Connected networks = Positive Outcomes, boost health, attainment and achievement outcomes through promoting trusted adults and strong relationships.
4. The network can help with planning and decision making. You can facilitate this opportunity and work together to bring about change.

Following on from an initial conversation with the young person and their network around attendance the young person was in school every day since the conversation with no need for any escalation from school - Designated Safeguarding Lead

The Family Networking Approach and its principles feature in the staged intervention pathway for the management of school attendance from emerging worries to where a more targeted intervention is needed.

At a Universal level using the Family Networking Approach forms a framework for conversations with parents/carers. It helps settings understand the network around a child/family.

Where there are low level and emerging needs the family network can be accessed and utilised to support the identified needs. This can broaden the family's support network and enable the network to take more ownership. Creating a shared plan to meet needs can support the child or young person to engage with school and learning.

Within early intervention the Family Networking Approach enables settings to identify and mobilise networks to plan around what support they can offer a child, young person, and their family to assist with regular attendance.  This may be in the form of a Family Network Meeting.

When targeted intervention is required and enforcement considered i.e. an Intent to Prosecute letter is issued, the offer of a Family Group Conference (PDF) [213KB] is promoted to families.  A Family Group Conference is a family-led meeting in which family and friends network come together to make a plan for a child. The process is supported by an independent co-ordinator from the FGC & Family Networking Advisory Service, who helps prepare the family for the Family Group Conference and chairs the meeting.  Children are usually involved in their own Family Group Conference, often with support from someone who knows them well.  It is a voluntary process and families cannot be forced into one.

Family Group Conferences enable power and responsibility to be more evenly shared between the family/community (informal) and professional/agency (formal) networks.

The Family Group Conference and Family Networking Advisory Service is available to support Norfolk schools and settings in embedding and utilising the Family Networking Approach.

If you would like more information on our Service Offer or Family Group Conferences please email: FNA@norfolk.gov.uk.

Further information about family networking is available at Family Networking (justonenorfolk.nhs.uk) .

Importance of Reasonable Adjustments for School Attendance

For most pupils, the best place to be is in school, surrounded by the support of their friends and teachers which is crucial for their development.  All pupils should be helped to fulfil their potential.  Schools are legally required to make reasonable adjustments to support pupils with disabilities or other needs, ensuring they can attend and participate fully. These adjustments are mandated under the Equality Act and aim to minimize the challenges faced by these pupils, fostering a more inclusive environment that promotes better attendance and participation for all.

Examples of Reasonable Adjustments

• Part-time Timetables: In very exceptional circumstances and where it is in a pupil's best interests, there may be a need for a temporary part-time timetable to meet a pupil's individual needs.
• Assistive Technologies: Providing tools like screen readers for students with visual impairments to help them access classroom materials.
• Modified Classroom Environment: Adjusting seating arrangements or ensuring wheelchair accessibility to accommodate specific physical needs. 
• Special Communication Systems: Utilizing visual aids, such as traffic light cards, for students who need extra time for tasks or struggle with transitions.
• Adapted School Policies: Modifying policies like healthy snack rules for students with diabetes or adapting uniforms for those with allergies or sensitivities.
• Mental Health Support: Offering Cognitive Behavioural Therapy (CBT) and other interventions for students dealing with anxiety or school avoidance.

Joint protocol between Health Services & Schools in respect of the management of pupil absence from school when medical reasons are cited (NSCP)

The Joint Medical Protocol provides guidance on managing pupil absences from school when medical reasons are cited.  The Protocol focuses on improving communication between health professionals and schools in Norfolk to support the health and well-being of students. It aims to reduce unnecessary GP visits and inappropriate requests for medical information. The Protocol was developed in response to the Norfolk Safeguarding Children Partnership's Serious Case Review: Case P (2016), which highlighted the need for clearer understanding and better management of health-related school absences. The Review emphasized the importance of distinguishing between parentally-asserted and professionally-provided medical evidence to better address chronic poor attendance.

In most cases where illness is cited as a reason for absence, schools should refer families to their GP or Just One Norfolk for advice on their child's health, well-being, and development.  If a pupil is unable to attend school due to medical reasons, schools should consult with the NCC Medical needs service to ensure appropriate provisions are made.