Attendance Policy 2024-25

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 school attendance for many of our pupils is a challenge due to the variety of individual needs they have. This may range from a pupil coping with physical impairments, emotional needs and chronic medical conditions. Changing Lives Independent School hopes this policy will provide guidance to pupils and parents/carers striving to achieve the best possible attendance and educational outcomes.

1.5. Changing Lives Independent School recognises that attendance is a matter for the whole school community. Our Attendance Policy should not be viewed in isolation; it is a strand that runs through all aspects of school improvement, supported by our policies on admissions, safeguarding, antibullying, child protection, safeguarding and behaviour and inclusive learning. This policy also takes into account the Human Rights Act 1998, the Disability Discrimination Act 1995 and the Race Relations Act 2000.

2.1. Children’s mental health and wellbeing are vitally important to us all at Changing Lives Independent School.

2.2. Our children arrive with significant learning, health and emotional needs that require careful consideration, planning and care.

2.3. It is important to us that our children achieve the best they can as well as reaching emotional maturity with the capacity to overcome barriers to their learning and develop positive coping strategies. All children have a right to education and those with SEND have the most to gain by attending school regularly where specialist teaching and support is available.

2.4. It is vital that our children attend school every day to maximise these opportunities and get the support they need and deserve.

3.1. Legal proceedings are a statutory intervention used by the local authority against the parents of registered students who fail to attend regularly at school. Parents whose children are on a school register and fail to ensure regular and punctual attendance may be guilty of an offence under Section 444(1) or 444(1A) of the Education Act 1996, and enforcement action may be taken through the courts.

3.2. Legal proceedings are not used as a punishment to parents for their student’s absence; they are a supportive measure intended to make parents realise the importance of attendance and to avoid further absence from school.

3.3. Section 7 of the 1996 Education Act states that parents must ensure that children of compulsory school age receive efficient full-time education suitable to their age, ability, aptitude, and any special educational needs.

3.4. A child is of compulsory school age at the beginning of the term following their 5th birthday and ceases to be so on the last Friday in June of the school year in which they reach 16.

3.5. Under the Education Act 1996, the Local Authority has a statutory responsibility to ensure that parents secure education for children of compulsory school age and, where necessary, use legal enforcement.

3.6. The Education (Pupil Registration) (England) Regulations 2013 require schools to take an attendance register twice a day, which must accurately record pupils’ absence and attendance using the correct codes.

3.7. Whilst the official register will be maintained in line with regulations, Changing Lives Independent School will also use a disaggregated register (DR) to reflect individual pupil’s absence and attendance in relation to their specific needs and personal education, health, and care plan.

3.8. The disaggregated register will be drawn up in consultation with key professionals, with criteria including complex medical conditions and special educational needs.

3.9. The register must record whether the student was:

• present;
• absent;
• present at approved educational activity; or
• unable to attend due to exceptional circumstances.

3.10. The disaggregated register will reflect the agreed present and absence of a pupil in line with their individual education, health and care plan.

4.1. Every student should be able to learn in an enjoyable and safe environment and be protected from harm. We value all children and are committed to providing a caring, friendly, and safe environment for learning and participation in school activities.

4.2. Regular attendance promotes the welfare and safety of children when they are not in the care of their parents/carers. Safeguarding involves offering early help and support when difficulties with attendance or lateness arise.

4.3. Safeguarding the interests of each child is everyone’s responsibility. This includes attendance, behaviour management, health and safety, access to the curriculum, anti‐bullying, protection from abuse and neglect, online safety, and measures against radicalisation and extremism.

4.4. More information on safeguarding and child protection can be found in the school’s Safeguarding and Child Protection Policy.

4.5. Parents and carers must provide the school with current contact details and at least three alternative numbers in case of emergency.

4.6. It is important for parents to inform the school of any specific vulnerability related to their child or home circumstances.

5.1. Criteria for using the disaggregated register for individual pupils include:

• Receiving regular medical/therapy intervention
• Recording absences as authorised or unauthorised using the correct codes
• Using code X where a pupil is not required to attend a session (which will not affect the attendance record)
• Only the Headteacher can authorise an absence
• Parents/carers must advise by telephone on the first day of absence and provide an expected return date

5.2. For students of compulsory school age, the register must indicate whether the absence is authorised or unauthorised.

5.3. Absence is only authorised by the headteacher; all other absences are treated as unauthorised unless a satisfactory explanation is provided.

5.4. Parents must notify the school by telephone on the first day of absence and follow up with a written note, where appropriate.

Absence will be categorised as follows:

• 5.5. Illness: Medical evidence such as an appointment card or prescription may be required.
• 5.6. Medical/Dental Appointments: Appointments should ideally be made outside school hours, or the student must attend part of the day with evidence shown.
• 5.7. Other Authorised Circumstances: For absences due to exceptional circumstances.
• 5.8. Excluded: Exclusion from school is treated as an authorised absence with arrangements made for work to be sent home.
• 5.9. Religious Observance: Absences for religious festivals require a written request by the parent.
• 5.10. Study Leave: May be granted for Year 11 students approaching GCSE examinations.
• 5.11. Traveller Absence: Traveller children are expected to attend regularly. Specific provisions are made including:
  • If a family can reasonably travel to their Base School, full-time attendance is expected.
  • Changing Lives Independent School will be regarded as the base school if the student has attended in the last 18 months.
  • Parents must advise of travelling patterns and proposed return dates.
  • Absence may be authorised if the family is travelling for work/trade purposes.
  • Approved educational activity attendance may be recorded under certain circumstances.

6.1. Changing Lives Independent School believes that improved attendance is a shared responsibility among school staff, parents, students, and the wider community.

6.2. The Headteacher will:

• Promote the importance of good attendance
• Review the Attendance Policy annually
• Ensure compliance with relevant regulations and legislation
• Set attendance targets and report data to the Local Authority or Department for Education
• Maintain clear systems to monitor attendance
• Oversee escalation procedures where necessary

6.3. School Leadership will:

• Communicate a clear vision for attendance
• Ensure a whole-school approach with high expectations
• Support staff, students, and families regarding attendance
• Provide professional development and ensure compliance with legislation
• Monitor and report attendance data regularly

6.4. All staff will:

• Promote the value of good attendance
• Form positive relationships with students and parents
• Implement attendance monitoring systems
• Work collaboratively with other agencies
• Document interventions as required

6.5. Parents are asked to:

• Engage in discussions about school and attendance
• Instil the value of education and regular attendance
• Notify the school of absences and provide explanations
• Support the school through active involvement and routine at home

School leaders will:

• Build respectful relationships with staff, students, and families
• Communicate expectations regarding school life and performance
• Liaise with external agencies to support attendance
• Model respectful communication and maintain proper boundaries

All staff should also:

• Treat students with dignity and respect
• Handle confidential information sensitively
• Recognise the importance of school as a safe place
• Communicate effectively with families regarding attendance and well‐being

Ensure that parents and carers:

• Treat staff with respect
• Support the school’s work
• Seek help when needed
• Inform the school early about any circumstances affecting attendance

School leaders will:

• Implement clear, consistent systems to monitor attendance and address absences
• Ensure that every staff member understands their responsibilities
• Utilise robust data systems to capture attendance at cohort, group, and individual levels
• Monitor attendance data regularly for early intervention
• Report attendance data to relevant authorities as required
• Share attendance, safeguarding, and pastoral policies that outline key principles, rules, routines, and consequences
• Ensure data sharing complies with the Data Protection Act 1998

9.1. The school recognises that poor attendance may indicate difficulties or trauma in a child’s life. Parents should inform the school of any changes or issues that may affect attendance so that additional support can be provided.

9.2. The school recognises that certain groups – such as students with SEND, those with physical or mental health needs, migrant and refugee students, and looked after children – may require extra support.

9.3. Strategies to support improved attendance may include:

• Discussion with parents and students
• Attendance panels
• Parenting contracts
• Referrals to support agencies
• Student Voice activities and friendship groups
• PSHE, trauma-informed approaches, reward systems, and additional learning support

9.4. Support offered will be child-centred, trauma-informed, and agreed upon with both parents and students.

9.5. If parents fail to engage with support and unauthorised absence continues, legal sanctions may be considered.

School leaders will ensure that they:

• Deliver targeted interventions based on data or intelligence
• Monitor attendance data regularly to intervene quickly
• Utilise SLT, Pastoral and SEND staff to overcome attendance barriers
• Create action plans in partnership with families and external agencies
• Monitor the impact of interventions and adjust strategies as needed
• Change or adjust interventions when they fail to improve attendance
• Follow local authority policies and refer for statutory intervention when necessary
• Utilise accurate student-level data to trigger school action

11.1. For statutory action, the official register will be used. However, in any court case, reference to the DR will be provided as evidence of the school’s support for a pupil. Should a parent fail to comply with a reduced timetable, the official register may be submitted to the local authority for statutory action.

11.2. If interventions fail to improve attendance, the Local Authority will be notified and legal action in the Magistrates’ Court may be taken, with the school providing evidence for prosecution under Section 444 of the Education Act 1996.

11.3. Section 444 of the Education Act 1996 states that if a parent fails to ensure regular attendance for their child of compulsory school age, they are guilty of an offence.

11.4. A parent found guilty may be fined up to £2500 and/or imprisoned for up to three months.

11.5. Alternatives to prosecution include Parenting Contracts, Penalty Notices, or an Education Supervision Order.

11.6. Parenting Contracts (Anti-Social Behaviour Act 2003): A voluntary agreement between the school, parent, (and possibly the child and other agencies) outlining attendance targets and agreed actions, which may be used as evidence if not adhered to.

11.7. Penalty Notices (Anti-Social Behaviour Act 2003): Considered when a student’s unauthorised absence is noted, giving the parent an opportunity to discharge their legal responsibility upon payment of a fine.

11.8. A Penalty Notice offers a £120 fine (or £60 if paid early) within a specified period.

11.9. Failure to pay may result in prosecution under Section 444.

11.10. Penalty Notices will be issued in accordance with Trafford City Council’s Protocol.

12.1. If a child has not been collected, the school should make every possible attempt to contact the parent(s)/carer(s). The child should not be released into the care of another adult without proper consent and prior arrangement with the headteacher or deputy head.

12.2. The initial attempt to contact parents/carers should be made at 2.15pm, with regular follow-ups thereafter.

12.3. If no answer is received, staff will contact all other emergency numbers provided by the family.

12.4. If no contact is made and no one arrives within one hour of school closing time, the school should contact Children’s Social Care with the child’s details.

12.5. The Duty Social Worker will then make arrangements for the child until the parent(s)/carer(s) can be contacted. Staff should ensure the child remains calm and safe.

12.6. These procedures also apply if the person collecting the child is not an appropriate adult, appears intoxicated, or does not know the password.

12.7. Once the child is in the care of Social Care, they will take responsibility for tracing the parent(s)/carer(s), and all actions must be recorded in the safeguarding folder.

STUDENTS WITH GOOD ATTENDANCE

• Students with GOOD ATTENDANCE are those with attendance between 100% and 98%.
• Parents will receive a congratulatory letter, postcard, or email each half term.
• Students will be rewarded at term-end assemblies with a certificate.
• The Class Teacher is responsible for supporting and encouraging high attendance standards.

School leaders will:

• Deliver clear messages about expectations, routines, and consequences at admission/transition events
• Use physical presence to reinforce routines on arrival and departure
• Communicate expectations for attendance and punctuality through regular channels
• Establish and monitor rewards for attendance and sanctions for absence/lateness
• Monitor whole school data to identify patterns and impacts of interventions
• Implement robust arrangements to report and support children missing education (CME)
• Develop support for children with medical conditions, mental health issues, and SEND
• Engage students in consultations on attendance policy, rewards, and sanctions
• Ensure parents understand the responsibilities of elective home education
• Periodically review practice and consistency across the school
• Proactively promote attendance practices as part of staff induction

Attendance (& other relevant staff) will:

• Engage with feeder schools to access absence information
• Provide support and challenge for good registration practice
• Carry out robust first-day calling procedures, especially for vulnerable children
• Undertake home visits as per school policy
• Identify and mitigate potential barriers to attendance
• Implement CME procedures when appropriate

Teaching and classroom staff will:

• Rehearse and reinforce attendance and punctuality expectations
• Emphasise the importance of attendance for attainment
• Motivate students by promoting the sequence of lessons
• Celebrate progress and outline sanctions consistently
• Review class attendance weekly to identify issues and set targets

When a student’s attendance falls into this category, the Class Teacher will:

• Welcome the student back to school
• Confirm the reason for absence and offer support
• Set an individual attendance target
• Agree a review date
• If unauthorised absence continues, send a letter to parents outlining concerns and responsibilities
• If no improvement occurs, invite parents to a meeting with possible outcomes including a parenting contract or penalty notice monitoring period

School leaders will:

• Establish robust escalation procedures before absence becomes a problem (e.g., letters to parents, weekly reviews, attendance clinics)
• Engage with local authority attendance teams and independent attendance organisations
• Use fixed penalty notices and multi-agency support when needed
• Ensure each at-risk student has a designated adult to work with their family

Attendance (& other relevant staff) will:

• Provide regular attendance reports for weekly reviews
• Administer absence procedures (letters, clinics, community engagement)
• Monitor and report on at-risk cohorts
• If improvement does not occur, invite parents to a meeting and, if necessary, commence a penalty notice monitoring period
• If interventions are unsatisfactory, refer to an Attendance Panel for further action

Teaching and classroom staff will:

• Welcome students back and offer catch-up support
• Maintain regular contact with families to discuss progress
• Identify additional support needs for re-engagement

School leaders will:

• Establish service level agreements with external partners (local authority, alternative providers, health and social care professionals)
• Develop relationships with voluntary organisations and charities to support vulnerable students
• Lead attendance reviews and ensure each student has a designated school adult for support

Attendance (& other relevant staff) will:

• Develop and implement persistent absence action plans with clear targets
• Lead regular check-ins with families and monitor progress
• Liaise with local authority teams and external partners for regular reviews

Teaching and classroom staff will:

• Prepare resources to help students catch up on missed work
• Develop targeted interventions to address gaps
• Provide tailored praise and encouragement for improved attendance

Students whose attendance is 50% or below will be categorised as ‘Severely absent’ in line with new DfE guidance. The full range of Wave 3 interventions will be used to try and improve attendance, and the school will work closely with parents/carers. Reports on these students will be submitted to the Local Authority on a half-termly basis.