ISP attendance resource

1
ISP attendance resource Using the school
improvement cycle and core elements
Raising standards by reducing absence and
improving punctuality

• Pupil progress meetings
• Provide teachers with attendance data for pupils
• Monitor and evaluate the impact of current
  strategies
• Address barriers to learning

The school improvement cycle Schools are
responsible for their own improvement. The termly
ISP cycle supports school improvement and school
self-evaluation, with pupil progress at its
centre. There is a clear link between low absence
rates and good progress. All of the core elements
within the cycle need to be in place to ensure
improvement. The regular analysis and response to
absence data at whole-school, cohort/class and
individual pupil level by the school leadership
is essential to ensure that vulnerable pupils
make good progress. Many schools use this
information as part of their school
self-evaluation and include a summary within
their self-evaluation form (SEF).

• Tracking
• Whole-school and cohort absence data to identify
  pupils at risk
• Analysis of progress data for pupils with an
  absence rate higher than 5
• Levels of persistent absence from pupils (20 or
  more absence)
• Involvement of LA team e.g. EWO, social services,
  BA consultants, AWA
• Ensuring all staff are aware of pupils who have
  high absence rates

• The single plan
• Ensures the school attendance target is clearly
  identified and shared with all staff
• Inclusion of wider childrens services
• Specific success criteria related to improved
  attendance
• Develops links with other stakeholders, including
  parents and carers
• Communication with governors
• Termly review of attendance data to evaluate the
  impact of actions taken to reduce absence

• An explicit focus on learning and teaching
• Quality First Teaching is the entitlement of
  every pupil
• Intervention strategies are used appropriately
• Teachers know which pupils need to improve
  attendance rates to ensure good progress
• Planning takes into account individual pupils who
  may need catch-up to ensure they make good
  progress
• Adult resources are deployed appropriately to
  support the progress of all pupils
• A rich curriculum is planned and delivered
  creatively, motivating and engaging all learners

• Whole-school systematic CPD
• Engagement of whole-school staff in the SEAL
  materials
• Clear understanding of the school procedures on
  attendance