Inclusive Attendance Professional Development Model 

At Wainscott, our attendance approach is guided by the Inclusive Attendance professional development model. It is comprising six tailored Learning Modules, this model empowers us to deepen our understanding by facilitating continuous professional learning for all staff. Within this model, the four domains of practice ensure the provision of professional learning, professional development, evidence-based practices, and exemplary leadership and management to seamlessly integrate theory into practice. 

Multi-Tiered System of Support 

Our comprehensive approach to attendance has included implementation of  a Multi-Tiered System of Support. A Multi-Tiered System of Support (MTSS) for school attendance involves three tiers of intervention, with roles for teachers, the school, children, parents, and external agencies – including the Local Authority. The system aligns with the Department for Education's (DFE) "Working Together to Improve School Attendance" guidelines.   

Tier 1 - Universal Approach: Establishing a baseline universal attendance approach that benefits all children.   

Tier 2 - Individualised Strategies and Early Help Support: Tailoring strategies to individual needs and providing early help support for persistent attendance challenges.  

Tier 3 - Higher Needs Strategies Support: Furnishing specialised support for children, young people, and families with complex attendance requirements, including access to external agency support when necessary. 

Working together to improve school attendance

In August 2024 the Government updated their guidance in regards to school attendance, this guidance is called "Working together to improve school attendance" you can view this information here.  Please also see NHS information "Is my child to ill to attend school" here.

Absence under exceptional circumstances explained

Absence can only be granted only under exceptional circumstances.  The Education (Pupil Registration) (England) (Amendment) Regulations 2013 changed the rules about term-time holidays. The amendments removed references to family holidays and extended leave as well as the statutory threshold of 10 school days. The amendments specify that head teachers may not grant any leave of absence during term time unless they consider there to be "exceptional circumstances" for doing so. If leave is granted, head teachers should determine the number of days a child can be away from school. The government has not defined the 'exceptional circumstances’ referred to in the 2013 regulations. It is for the head teacher to decide what they view as exceptional circumstances.

Guidance suggests: Schools should consider each request individually taking into account the circumstances, such as: the nature of the event for which leave is sought, the frequency of the request; whether the parent gave advanced notice; and the pupil’s attainment, attendance and ability to catch up on missed schooling.

The DfE explains that although head teachers have the discretion to grant leave, such leave is unlikely to be granted for the purposes of a family holiday. As a Governing Body we define exceptional circumstances as: being of unique and significant emotional, educational or spiritual value to the child which outweighs the loss of teaching time.

Visit out Policy page to view our attendance policy

EBSA (Emotional Based School Avoidance)

Emotionally-Based School Avoidance, commonly known as EBSA, refers to the challenges faced by children and young people in attending school. These individuals may experience negative emotions or anxiety related to going to school, which can result in either non-attendance or reduced attendance. The anxiety cycle perpetuates as attending school causes emotional and physical distress.

There are numerous reasons why a pupil may resist attending school, and as educators, it is crucial to provide them with a platform to express their concerns. Sometimes, pupils themselves may not fully understand the reasons behind their avoidance.

At Wainscott Primary, we address EBSA with empathy and support and our staff are trained to help children navigate their emotions and gradually overcome the barriers that hinder their school attendance. 

Our School EBSA lead is Mrs Worsfold