Attendance Policy 2025–26

1.1. Regular school attendance is essential if children are to achieve their full potential.

1.2. Changing Lives Independent School believes that regular school attendance is the key to enabling children to maximise the educational opportunities available to them and become emotionally resilient, confident and competent adults who are able to realise their full potential and make a positive contribution to their community.

1.3. Changing Lives Independent School values all students. As set out in this policy, we will work with families to identify the reasons for poor attendance and try to resolve any difficulties in a trauma-informed, inclusive manner.

1.4. Maintaining regular attendance can be challenging due to individual needs (e.g., physical impairments, emotional needs, chronic medical conditions). This policy guides pupils and parents/carers to achieve the best possible attendance and outcomes.

1.5. Attendance is a whole-school matter and links to admissions, safeguarding, anti-bullying, behaviour and inclusive learning, and is consistent with the Human Rights Act 1998, Disability Discrimination Act 1995 and Race Relations Act 2000. :contentReference[oaicite:1]{index=1}

2.1–2.4. Children’s mental health and wellbeing are vitally important. Many arrive with significant learning, health and emotional needs. All children have a right to education; those with SEND gain most from regular attendance where specialist support is available. Daily attendance maximises opportunities and support. :contentReference[oaicite:2]{index=2}

3.1–3.6. Legal proceedings may be used by the Local Authority under Section 444(1)/(1A) of the Education Act 1996. Parents must secure efficient full-time education (Section 7). Schools must take an attendance register twice per day per the Education (Pupil Registration) (England) Regulations 2013. :contentReference[oaicite:3]{index=3}

3.7–3.10. Alongside the official register, the school may operate a disaggregated register (DR) aligned to pupils’ EHCPs to record agreed presence/absence/approved activity/exceptional circumstances. :contentReference[oaicite:4]{index=4}

4.1–4.6. Regular attendance promotes welfare and safety and may flag safeguarding concerns. Parents must keep contact details up-to-date and inform school of vulnerabilities. Refer to the Safeguarding and Child Protection Policy for more detail. :contentReference[oaicite:5]{index=5}

5.1–5.4. Criteria include regular medical/therapy intervention. Absence is authorised only by the Headteacher. Parents must notify school on the first day with expected return date and provide evidence where requested. :contentReference[oaicite:6]{index=6}

Absence categories: 5.5 Illness (evidence may be requested); 5.6 Medical/Dental (attend part-day where possible; show appointment card); 5.7 Other Authorised Circumstances (exceptional); 5.8 Excluded; 5.9 Religious Observance (written request); 5.10 Study Leave; 5.11 Traveller Absence (base school arrangements and approved activities). :contentReference[oaicite:7]{index=7}

5.13 Late Arrival. Registration 9:15am; register closes 9:20am (individual arrangements may apply). Late after close = Code U (unauthorised) unless satisfactory explanation. Report to Reception on arrival. :contentReference[oaicite:8]{index=8}

5.14–5.18 Unauthorised absence & term-time leave. Unsatisfactory reasons (e.g., birthdays, shopping). Leave only in exceptional circumstances via written request. Non-return or uncontactable may lead to removal from roll per 2013 Regulations; penalty notices may be requested. :contentReference[oaicite:9]{index=9}

6.1–6.2. Headteacher: Promote attendance, review policy annually, ensure compliance, set targets/reporting, name a senior leader for attendance, maintain systems and escalation. :contentReference[oaicite:10]{index=10}

6.3. School Leadership: Whole-school approach, high expectations, safeguarding lens, resourcing, training, compliance, data, multi-agency response, documentation, monitoring. :contentReference[oaicite:11]{index=11}

6.4. All staff: Promote attendance, relationships, implement systems, evaluate strategies, work with agencies, document interventions. :contentReference[oaicite:12]{index=12}

6.5. Parents: Engage with school, instil value of education, notify absences, avoid unnecessary absence, seek help, inform of changes, support routines, avoid term-time holidays. :contentReference[oaicite:13]{index=13}

7.1–7.9. Leaders build respectful relationships; staff treat students with dignity and recognise vulnerabilities; parents/carers support school, seek help early, and communicate circumstances affecting attendance. :contentReference[oaicite:14]{index=14}

7.10. Home visits after three consecutive days’ absence. Pastoral/safeguarding staff will visit to check wellbeing, understand reasons, and offer help; may leave a calling card if no reply and follow up as needed. :contentReference[oaicite:15]{index=15}

8.1–8.10. Clear systems to monitor/encourage attendance, proactive escalation, well-understood responsibilities, robust data at cohort/group/individual level, regular analysis, reporting, and compliant sharing (Data Protection Act 1998). :contentReference[oaicite:16]{index=16}

9.1–9.5. Poor attendance often signals difficulties/trauma; school will work collaboratively with families and implement a range of strategies (attendance panels, parenting contracts, referrals, anxiety-based avoidance materials, trauma-informed approaches, reintegration support, etc.). Legal sanctions may be considered where support is not engaged with and absence remains unauthorised. :contentReference[oaicite:17]{index=17}

10.1–10.8. Targeted, data-led interventions; frequent monitoring; SLT/Pastoral/SEND involvement; action plans with families/agencies; evaluate impact; adjust when needed; follow LA codes for statutory escalation; use student-level triggers. :contentReference[oaicite:18]{index=18}

11.1–11.4. Where interventions fail, LA may prosecute in Magistrates’ Court under Section 444 Education Act 1996 (fines up to £2,500 and/or up to 3 months’ imprisonment). :contentReference[oaicite:19]{index=19}

11.5–11.10. Alternatives include Parenting Contracts and Penalty Notices (£120 within 28 days; £60 within 21 days), applied per Trafford City Council protocol. :contentReference[oaicite:20]{index=20}

12.1–12.7. Make all attempts to contact parents/carers; do not release to another adult without consent/password; escalate to Children’s Social Care if uncollected one hour after close; manage edge cases (inappropriate adult, intoxication, unfamiliar adult without password). Record actions in safeguarding folder. :contentReference[oaicite:21]{index=21}

Students with Good Attendance (100%–98%): routine recognition and rewards; Class Teacher supports maintaining high standards. :contentReference[oaicite:22]{index=22}

Leaders: set expectations, communicate, monitor data, rewards/sanctions, CME procedures, support for medical/SEND; Attendance staff: first-day calls, home visits, mitigate barriers; Teaching staff: rehearse expectations, link attendance to attainment, celebrate and sanction consistently; Class Teacher: follow up, set targets, review, escalate where no improvement. :contentReference[oaicite:23]{index=23}

Leaders: robust escalation (letters, weekly reviews, clinics, LA engagement), evidence-based interventions, identified adult; Attendance staff: reports, run procedures, community engagement, panel routes; Teaching staff: welcome/catch-up, regular contact, re-engagement support. Attendance panels and penalty monitoring as appropriate. :contentReference[oaicite:24]{index=24}

Leaders: SLAs with external partners, charity links, reviews; Attendance staff: persistent absence action plans, tailored interventions, frequent check-ins, multi-agency coordination, statutory measures where appropriate; Teaching staff: resources for reintegration, targeted interventions, tailored praise. :contentReference[oaicite:25]{index=25}

Categorised as ‘Severely absent’ per DfE guidance. Full range of Wave 3 interventions used; half-termly reporting to the Local Authority on cases and strategies. :contentReference[oaicite:26]{index=26}