Our Approach to Attendance
At our school, we believe that good attendance grows from children feeling safe, supported and understood. We work closely with families to understand any barriers to attendance and to put the right support in place as early as possible. Our approach follows the DfE and Supporting Families guidance, which emphasises understanding the reasons behind absence, working in partnership with families, and ensuring appropriate support is explored and implemented before any formal action is considered.
We recognise that children may struggle to attend due to anxiety, emotional wellbeing needs or special educational needs and disabilities (SEND). In these situations, absence is often a sign that a child is finding things difficult rather than a matter of choice. Our priority is always to listen, make reasonable adjustments, and support children’s wellbeing so they can attend school successfully and with confidence.
What Parents Can Expect From Us
If attendance becomes a concern, parents can expect the school to respond with care, understanding and early support. We take time to explore what may be affecting a child’s ability to attend and work collaboratively with families to find appropriate solutions. Support is put in place as early as possible and follows a graduated approach — assess, plan, do and review — tailored to each individual child.
Families can expect us to recognise that challenges such as anxiety, emotional wellbeing needs, sensory needs or SEND may impact attendance. Support does not require a medical diagnosis, and we will make reasonable adjustments where needed to reduce barriers and help children feel safe and included in school.
Our focus is always on support before any formal attendance procedures. Enforcement is never our starting point and is not appropriate where a child is overwhelmed, anxious or struggling with unmet needs. We work in partnership with parents and carers, keeping communication open and agreeing next steps together.
Our Commitment
As a school, we are committed to:
- Working in partnership with families to support attendance
- Listening to children’s voices and lived experiences
- Identifying barriers to attendance early and responding sensitively
- Making reasonable adjustments to meet individual needs
- Using our best endeavours to support every child’s access to education
- Prioritising children’s wellbeing, safety and inclusion
Our shared aim is to help every child attend school in a way that is manageable, supportive and successful for them. If you have any concerns about your child’s attendance or wellbeing, we encourage you to speak to us early — we are here to help, not to judge.
Attendance Guidelines & Information
- Leave of absence FAQ’s
- Sickness & Diarrhoea – Guidelines for Parents
- NHS – Is my child too ill for school?
- Attendance Policy
Attendance – Frequently Asked Questions for Parents
Why is attendance important?
Regular attendance helps children feel settled, build relationships, and make progress in their learning. However, we also recognise that good attendance is built on children feeling safe, supported and able to attend. When attendance is difficult, our focus is on understanding why and offering help.
What if my child is struggling to attend school?
If your child is finding it hard to come to school, please let us know as early as possible. Difficulties such as anxiety, emotional wellbeing needs, sensory needs or SEND can significantly affect attendance. In these situations, absence is often a sign that a child is struggling rather than choosing not to come.
Will my child be punished for poor attendance?
No. Our approach follows DfE and Supporting Families guidance, which makes clear that support should come before pressure or enforcement. We always aim to understand the reasons behind absence and put appropriate support in place. Formal attendance procedures are not a first response and are not appropriate where a child is overwhelmed or anxious.
What support can the school offer?
Support is tailored to individual need and may include:
- Regular check ins with staff
- Adjustments to the school day or routines
- Emotional wellbeing support
- Sensory or environmental adjustments
- A gradual or flexible return to school where appropriate
We follow a graduated approach — assess, plan, do and review — and support does not require a medical diagnosis.
Do I need medical evidence if my child is anxious or distressed?
Not usually. We understand that conditions such as anxiety, emotionally based school avoidance (EBSA), or autistic distress may not always be supported by medical notes. We value parental insight and professional discussions when considering support.
What are “reasonable adjustments”?
Reasonable adjustments are changes we make to reduce barriers for children with SEND or wellbeing needs. This could include changes to expectations, routines, environments or support arrangements. These adjustments help children access education fairly and confidently.
What if my child cannot attend school despite support?
Sometimes, even with the right support in place, a child may still be unable to attend for a period of time. In these cases, we continue to work closely with families and other professionals to ensure the child’s needs are recognised and supported appropriately.
When would attendance enforcement be considered?
Attendance enforcement is always a last resort. It is only considered when:
- Barriers have been explored
- Appropriate support has been offered
- Attendance difficulties are not linked to unmet needs, anxiety, SEND or wellbeing
Where absence is beyond a family’s control, enforcement is not appropriate.
How can parents help?
Parents can support by:
- Communicating worries or changes early
- Working with school staff to agree support strategies
- Keeping in touch if circumstances change
We value open communication and see attendance as a shared responsibility.
Who should I speak to if I am worried?
If you have concerns about your child’s attendance or wellbeing, please contact the school as early as possible. We are here to support families and children, not to judge or blame.
