Support First Approach

Identified barrier

Example of issue caused

Adjustment/support provided

Uniform

Some pupils with sensory difficulties may need allowances to wear alternative uniform to support their SEND needs.

Families facing financial difficulties may find the expense of uniform a barrier.

Uniform barriers may result in pupils not attending.

Amendments and adjustments to uniforms / PE kits should be considered if this is identified as a barrier.  School should consider help with providing uniform as appropriate.

Peer conflict within the classroom

Pupils may be reluctant to attend lessons due to sitting next to or near other students whom they have conflict with. This may impact on their attendance and learning.

Changing seating plans to encourage attendance.

Pupils needing additional support in class

Pupils may need to sit closer to the front of the class to help see the board, or hear better, or to reduce them from getting distracted. Pupils may feel self-conscious that their peers will notice they have been moved to the front of the class and this may cause them to be reluctant to attend class.

Speak to the pupil concerned. Understand from them where in the classroom would best support them with their learning experience. Change seating plans to best support all pupils.

Pupils absent on specific days and /or truanting specific lessons

Pupils may show regular absence patterns by avoiding specific lessons. This could be due to not enjoying the lesson or finding the lesson too difficult. Pupils may not want to attend PE due to concerns around communal changing rooms.

Reasonable adjustments should be made to allow that pupil to access their education. If getting changed in a communal area is a barrier then school should allow that pupil to get changed in a different area.

Discussions should be held with the pupil to explore patterns of absence e.g. why is the pupil absent every other Wednesday when they have history?

Is there an alternative teacher or lesson that the pupil could attend.

Soft starts could be considered to encourage a pupil into school such as free breakfast club or time in a quiet area first thing to help regulate or ground the pupil at the start of the day.

Conversation with parents around routines to allow the pupil to be ready for school.

Returning to school after a long period of absence.

Some pupils may struggle to return to full time attendance after a long period of absence.

A part time timetable could be considered for a short period to build confidence and resilience for a pupil who may have previously struggled to attend or had a long-term absence. These should be reviewed regularly to ensure that the pupil attends school full time in the shortest amount of time possible. By regularly reviewing the part time timetable it will be possible to work with the pupil and family to ensure the plan in place is successful. 

Transport

There may be periods of time where families experience difficulties getting their children to school due to issues such as parental illness or disability, financial concerns, car troubles, or a move to temporary accommodation.

Where a short-term transport issue is identified as a barrier schools should consider supporting with transport arrangements where possible. This could be by providing a walking bus or pairing other pupils and families together to help share transport.  Consider using the Family Group Conference team as a resource to find additional support.

In some cases, it may be necessary to support attendance short term by arranging a taxi. Schools could explore funding this through their Pupil Premium budget.

Pupils needing additional support within the school community

Pupils who struggle in school with social skills may not want to attend school and may feel they have friendship issues.

Agreements should be made for pupils to access in school support when needed such as Pastoral support, Thrive, ELSA etc... Areas should be created for those pupils who need additional support at recreational times to allow them a safe place to socialise away from the busy areas in a supervised environment.

Schools should consider a soft start to the day which could include the option to check in with a trusted member of staff to help regulate and ground the pupils ready for the day ahead.

Lack of motivation to attend school and low expectations.

Pupils who do not enjoy school and who are not reaching expected attainment levels may show regular patterns of absence.   

School should find what the pupil is interested in and use their interests in school to entice them in. Does the pupil enjoy cooking? Can they attend school early every day to help make breakfast for everyone at breakfast club?

School should ensure that the pupil has all the relevant SEND support in place to help them access their learning.  

Some pupils respond positively to having a reward system in place. This does not need to be for only those who achieve 100% throughout the school year. This could be for anyone with improved attendance, or those who have attended every day that was possible for them. This will then support inclusion for those with health needs who cannot attend 100%.   Rewards can be in the form of stickers, certificates, prizes, trips, etc. Parents should also be recognised for engaging and working with the school to support improvement in attendance.  

Financial hardship within the family home.

Pupil embarrassed about a lack of uniform/equipment, unable to attend school trips etc. Which in turn is affecting attendance and pupil's overall wellbeing.

Parents who struggle to buy resources, equipment, uniform, or pay for school trips could be supported through Pupil Premium and encouraged to apply for Free School Meals. Parents could also be signposted to outside financial support and advice.