Section 5 - Ensuring that schools fulfil minimum requirements to improve attendance by reducing persistent absence

This section is divided into four parts:

A) Use of the persistent absence framework and the reporting proforma for schools
B) Ongoing identification of pupils who are on track to have or already have persistent absence
C) Pupil profiling
D) Development of formal support systems

A) Use of the persistent absence reporting framework and the reporting proforma for schools

In addition to analysis of attendance data, many schools have benefited from the use of the evaluation framework for persistent absence. The framework allows schools to identify areas for development and is helpful supportive evidence for the self-evaluation form (SEF).

Schools have found that completing this framework with colleagues who can offer a degree of support and challenge (for example local authority attendance leader, school improvement partner or behaviour and attendance consultant) is most beneficial. Once areas of development have been identified, they should be prioritised and one area chosen to be developed with identified impact measurements. Areas of development should be worked on over a six-week cycle. Click here for a school development proforma.