Supporting school attendance

Deliver targeted interventions to supplement universal provision

Targeted intervention may be needed for persistent or particularly challenging causes of pupil absence. These should be based on knowledge of your pupils, exploration of relevant data, and diagnosis of need. The type of interventions will depend on your context and the pupils involved, but might include interventions relating to behaviour, social and emotional learning, self-regulation strategies, parental involvement, academic content, or support with specific special educational needs.

Key guidance reports

Guidance Reports

Improving Behaviour in Schools

Make informed decisions about behaviour strategies.

SecondaryPrimary

Guidance Reports

Working with Parents to Support Children’s Learning

Work with parents and carers to support learning.

SecondaryPrimary

Guidance Reports

Special Educational Needs in Mainstream Schools

Create a positive learning environment for pupils with SEN.

SecondaryPrimary

Guidance Reports

Improving Social and Emotional Learning in Primary Schools

Support children’s social and emotional needs.

Primary

Guidance Reports

Preparing for Literacy

Build the foundations of literacy for three – five year olds.

Early Years

Guidance Reports

Improving Literacy in Key Stage 1

Support language, reading, and writing skills for five – seven year olds.

Primary

Guidance Reports

Improving Literacy in Key Stage 2

Develop fluent reading and writing skills for seven – 11 year olds.

Primary

Guidance Reports

Improving Literacy in Secondary Schools

Seven recommendations related to reading, writing, talk, vocabulary development and supporting struggling students

Secondary

Personalise approaches to meet the needs of individual pupils

Universal approaches to teaching, learning, behaviour, relationships and communication with families will support the majority of pupils and families, but universal systems are unlikely to meet the needs of all pupils. Some, who might have very specific and individual reasons for their absence from school, may need a more personalised approach to support their attendance and engagement. Individualised and more intensive approaches may require additional resources or time, so should not typically be the first course of action – schools should check that universal approaches are being implemented effectively and consistently first.