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ATTENDANCE STRATEGY, FRAMEWORK AND TOOLKIT
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Introduction 2 Attendance through an inclusion lens 5 Attendance principles 10 Attendance framework 15 Graduated attendance pathway 22 Attendance and punctuality 33 Attendance, leaves of absence and exceptional circumstances 42 Graduated response to leave of absence requests 47 Attendance and vulnerable groups 55 Leadership, school improvement and quality assurance 67 Summary 77 ContentsContentsContents 2
At Three Spires Trust, we believe that attendance is about far more than being physically present in school. Attendance is about belonging, participation, opportunity and life chances. Children attend, achieve and thrive when they feel known, valued and connected to their school community. For this reason, attendance is an inclusion priority, a safeguarding priority and a fundamental entitlement for every child. We recognise that attendance difficulties are often a symptom of underlying barriers rather than the primary issue itself. These barriers may relate to SEND, emotional wellbeing, disadvantage, family circumstances, safeguarding concerns, medical needs or a reduced sense of belonging. Our response therefore begins with understanding, support and partnership. When attendance concerns arise, we ask: What is getting in the way of attendance, and what can we do to help? before we ask: What happens next? This framework combines inclusion, support and accountability through a graduated approach that prioritises: Early identification and intervention. Strong relationships. Partnership with families. The removal of barriers to participation. Timely and appropriate support. Statutory intervention where necessary. Our attendance model is built upon a simple belief: Children attend when they belong. Children belong when they are known and valued. Schools improve attendance by removing barriers, strengthening relationships and working in partnership with families. Where attendance does not improve despite sustained support, statutory processes remain available, but only after meaningful efforts have been made to understand, support and engage. This framework provides all Three Spires schools with a shared attendance vision, a graduated attendance pathway, guidance for supporting vulnerable pupils, practical tools and resources, and a framework for quality assurance and continuous improvement. Ultimately, our aim is to ensure that every child can access learning, develop positive relationships, participate fully in school life and thrive. Every child known,Every child known, valued and presentvalued and present Every child known, valued and present Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present.
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Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. AttendanceAttendance through anthrough an Inclusion LensInclusion Lens Attendance through an Inclusion Lens 5
Attendance as an Inclusion Priority At Three Spires Trust, attendance is viewed as an inclusion priority, not simply an attendance priority. Attendance is fundamental to ensuring that every child can access learning, develop relationships, participate in school life and experience life in all its fullness. Our approach is rooted in the belief that every child should be: Known, Valued and Present. We recognise that attendance difficulties are often a symptom of underlying barriers rather than the primary issue itself. For many children, poor attendance may be linked to: Unmet needs Anxiety Disadvantage Safeguarding concerns Health issues SEND Family circumstances A weakened sense of belonging Our response therefore goes beyond monitoring attendance figures. We seek to understand the reasons behind absence and work collaboratively with pupils, families and professionals to remove barriers to participation. Why Attendance Matters Attendance is about more than being physically present in school. Regular attendance enables children to: Access a broad and ambitious curriculum. Develop positive relationships with peers and adults. Build confidence and resilience. Participate in enrichment opportunities. Experience success and achievement. Develop a strong sense of belonging. Prepare for adulthood and future aspirations. When attendance reduces, children may become increasingly disconnected from learning, friendships and school life. Over time this can widen existing inequalities and create further barriers to success. Attendance throughAttendance through an Inclusion Lensan Inclusion Lens Attendance through an Inclusion Lens Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 6
Inclusion Begins with Belonging The Trust's Inclusive Mainstream Strategy identifies a culture of Safety, Belonging and Dignity as the foundation of successful inclusion. We believe that children are more likely to attend, engage and thrive when they feel safe, respected and connected to their school community. When attendance concerns arise, schools should consider: Does this child feel they belong? Does this child feel known and valued? Does this child have trusted relationships with adults? Does this child feel successful in school? Are there barriers affecting participation? Improving attendance is therefore not simply about securing compliance; it is about strengthening connection, participation and belonging. Early Identification and Timely Intervention The Trust is committed to identifying needs early and responding before concerns become entrenched. Attendance data provides an important opportunity to identify pupils who may require additional support. Our staged attendance framework reflects this commitment through: 🌱 Early noticing at 7 days absence. 💬 Attendance concern discussions at 10 days absence. 🤝 Attendance Support Planning at 15 days absence. This graduated approach reflects the Trust's belief that early intervention reduces future disadvantage and enables barriers to be addressed before attendance becomes a significant concern. Understanding Attendance Barriers When attendance concerns emerge, schools should seek to understand the underlying reasons rather than focusing solely on the absence itself. Possible barriers may include: Educational Barriers Learning difficulties. Literacy difficulties. Curriculum access concerns. Previous gaps in learning. Social and Emotional Barriers Anxiety. Friendship difficulties. Bullying concerns. Emotional wellbeing needs. Low confidence. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 7
SEND-Related Barriers Unmet needs. Communication difficulties. Sensory needs. Neurodiversity-related challenges. Difficulties with transitions and routines. Family and Community Barriers Financial hardship. Housing instability. Caring responsibilities. Family circumstances. Transport difficulties. Health-Related Barriers Medical conditions. Mental health difficulties. Ongoing treatment or appointments. Schools should always ask: What is getting in the way of attendance? before asking: What should happen next? This reflects the Trust commitment to locating barriers within the environment rather than within the child. Voice, Agency and Relationships The Trust believes that inclusion is experienced through being heard. Pupils and families are therefore active participants in attendance planning and review processes. Where attendance concerns exist, schools should ensure that: Pupil voice is actively sought. Parent voice is captured and valued. Families understand attendance expectations. Support is co-produced wherever possible. Attendance plans are developed with families, not for families. Strong relationships remain the most effective foundation for attendance improvement. Attendance and Vulnerable Groups Particular attention should be given to pupils who may be at increased risk of poor attendance, including: Pupils with SEND. Disadvantaged and Pupil Premium pupils. Pupils eligible for Free School Meals. Looked After and Previously Looked After Children. Children with Social Workers. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 8
Pupils experiencing anxiety or emotionally based attendance difficulties. Pupils with medical needs. Schools should ensure that attendance concerns for these groups are considered within the context of their wider needs and circumstances. Support Before Sanction Three Spires Trust is committed to a support-first model of attendance improvement. This means: Concerns are identified early. Relationships are prioritised. Barriers are explored. Support is offered. Progress is celebrated. Escalation occurs only when appropriate. Whilst schools retain statutory responsibilities, legal intervention should be viewed as a last resort following sustained efforts to understand, support and improve attendance. Attendance as a Measure of Inclusion Strong attendance is one indicator of successful inclusion. Improving attendance contributes directly to the Trust's ambitions for: Safety. Belonging. Dignity. Curriculum access. Achievement. Wellbeing. Positive life outcomes. When children attend regularly, they are better able to access the full range of opportunities available to them. When barriers to attendance are removed, children are more likely to flourish academically, socially, emotionally and spiritually. Three Spires Trust Commitment We believe that attendance is most successfully improved through belonging, relationships and support. By identifying barriers early, listening carefully to children and families, and working relentlessly to remove obstacles to participation, we will ensure that every child is: Known Valued and Present. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 9
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. AttendanceAttendance PrinciplesPrinciples Attendance Principles 10
Every Child Known, Valued and Present At Three Spires Trust, our attendance framework is underpinned by a commitment to ensuring that every child is known, valued and present. We believe that attendance is most successfully improved through strong relationships, a sense of belonging, early intervention and the removal of barriers to participation. Our attendance approach is guided by six core principles: The Three Spires Trust Attendance Promise When attendance concerns arise, we will: Notice early Identify concerns before they become entrenched. Listen carefully Seek to understand the child's experience. Support relentlessly Remove barriers and strengthen participation. Promote belonging Ensure every child feels known and valued. Work in partnership Collaborate with families and professionals. Escalate appropriately Fulfil our responsibilities where support alone is insufficient. Notice early Promote belonging Listen carefully Work in partnership Support relentlessly Escalate appropriately Attendance PrinciplesAttendance PrinciplesAttendance Principles Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 11
Every Child Known, Valued and Present We do not wait for attendance concerns to become entrenched. We: Monitor attendance carefully. Identify emerging concerns early. Act before attendance becomes a significant concern. Use attendance data to identify pupils who may require additional support. Early intervention reduces future disadvantage and helps prevent barriers from becoming established. Notice EarlyNotice EarlyNotice Early Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Listen CarefullyListen CarefullyListen Carefully Every Child Known, Valued and Present Attendance concerns are often a symptom of underlying barriers rather than the primary issue itself. We seek to understand: The child's experience. Parent and carer perspectives. Barriers affecting attendance. The wider context surrounding absence. Before asking: What happens next? we ask: What is getting in the way of attendance? 12
Every Child Known, Valued and Present We recognise that children and families sometimes need support to overcome barriers to attendance. Our approach focuses on: Building relationships. Removing barriers. Working in partnership with families. Promoting belonging. Enabling participation. Support should be collaborative, practical and proportionate to need. Support RelentlesslySupport RelentlesslySupport Relentlessly Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Promote BelongingPromote BelongingPromote Belonging Every Child Known, Valued and Present Children attend when they feel safe, valued and connected. We therefore work to ensure that every pupil: Feels known by adults. Has positive relationships. Experiences success. Participates in school life. Develops a sense of belonging. Attendance improvement is achieved not only through intervention, but through creating communities in which children want to be present. 13
Every Child Known, Valued and Present Attendance is everyone's responsibility. We work alongside: Pupils. Parents and carers. School staff. Social workers. Health professionals. Local Authorities. Community partners. Attendance plans should be developed: With families, not for families. Work in PartnershipWork in PartnershipWork in Partnership Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Escalate AppropriatelyEscalate AppropriatelyEscalate Appropriately Every Child Known, Valued and Present Support comes before sanction. However, schools also have statutory responsibilities to ensure children receive their entitlement to education. Where attendance does not improve despite sustained support and engagement, we will: Follow the graduated attendance pathway. Fulfil our statutory duties. Work with external agencies. Escalate concerns appropriately and proportionately. Statutory intervention should follow meaningful efforts to understand, support and engage. 14
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. AttendanceAttendance FrameworkFramework Attendance Framework 15
Roles, Responsibilities and Expectations Attendance is Everyone's Responsibility At Three Spires Trust, we believe that improving attendance requires a collective effort. Every member of the school community has a role to play in promoting attendance, identifying barriers and ensuring that pupils can access their entitlement to education. Attendance improvement is most successful when schools, families, pupils, trusts, local authorities and other partners work together. Our expectations align with the principles set out within the Department for Education's Working Together to Improve School Attendance guidance and reflect the Trust's commitment to ensuring that every child is known, valued and present. Expectations of Pupils AttendanceAttendance FrameworkFramework Attendance Framework Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect pupils to: What pupils can expect from us: Attend school every day unless they are genuinely unable to do so. Arrive on time and ready to learn. Engage positively in learning and school life. Seek support from trusted adults when they are finding attendance difficult. Participate in discussions about their attendance where appropriate. Contribute their views to Attendance Support Plans and reviews. To be known, valued and present. To be listened to and treated with dignity. To have their voice heard. To receive support when barriers arise. To belong to a safe, ambitious and inclusive school community. To have adults who work collaboratively to help them succeed. 16
Expectations of Parents and Carers Parents and carers play a vital role in promoting good attendance. Legal Responsibilities Parents of compulsory school-aged children have a legal responsibility to ensure that their child receives suitable full-time education. Parents may commit an offence where they fail to secure regular attendance at school. Attendance is strongest when schools and families work together. Attendance plans should be developed with families, not for families. Expectations of School Staff Every member of staff contributes to attendance improvement. Attendance must not be viewed solely as the responsibility of attendance teams.Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect parents and carers to: What parents and carers can expect from us: Ensure their child attends school regularly and punctually. Notify the school promptly when their child is absent. Provide reasons for absence. Engage positively with attendance support offered by the school. Attend attendance meetings where requested. Work collaboratively with the school to address barriers. Support agreed actions within Attendance Support Plans. Promote positive routines that support attendance. Early communication. Respectful and relational engagement. Honest conversations about attendance. Clear expectations. Support before sanction. Access to advice, guidance and practical support. A genuine partnership approach. Opportunities to share their views and experiences. Attendance plans developed with them, not for them. We expect every staff member to: Promote high attendance through positive relationships. Model the importance of attendance. Recognise emerging attendance concerns. Identify barriers to participation. Share concerns promptly with attendance leaders. Welcome pupils positively each day. Reinforce the message that every day matters. 17
Expectations of Senior Attendance Leads Senior Attendance Leads have a key strategic and operational role in improving attendance. Attendance Leads should be recognised as attendance specialists who continuously develop their expertise through professional learning and collaboration. Expectations of SENCos Attendance concerns may be linked to identified or unmet need. Attendance concerns should never be considered in isolation from a pupil's SEND profile. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect senior attendance leads to: Professional Development and Partnership Expections: Senior Attendance Leads will: Monitor attendance data regularly. Identify emerging concerns and vulnerable pupils. Lead the graduated attendance pathway. Coordinate attendance interventions. Facilitate attendance meetings. Ensure Attendance Support Plans are implemented and reviewed. Provide advice and guidance to staff. Monitor attendance trends across key groups. Work collaboratively with families and external agencies. Champion a support-first approach. Ensure statutory attendance responsibilities are fulfilled Engage regularly with Local Authority attendance teams. Attend Local Authority attendance briefings. Participate in attendance networks. Engage in attendance professional development. Remain up to date with attendance legislation and guidance. Share effective practice across the Trust. Contribute case studies and examples through Trust attendance networks. Participate in Trust attendance reviews and quality assurance activities. We expect SENCos to: Support attendance planning for pupils with SEND. Consider whether attendance concerns indicate unmet need. Ensure attendance concerns form part of the graduated SEND response. Review reasonable adjustments. Capture pupil and parent voice. Work closely with Attendance Leads. Support reintegration planning where appropriate. Monitor attendance of pupils with SEND. 18
Expectations of Designated Safeguarding Leads (DSLs) Poor attendance can be a safeguarding indicator. Attendance, safeguarding and inclusion should be considered together, not separately. Expectations of Principals Principals are responsible for creating a culture where attendance matters. Attendance should be viewed as a key indicator of school culture, inclusion and wellbeing. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect DSLs to: Monitor attendance through a safeguarding lens. Identify pupils whose absence may place them at increased risk. Contribute to Attendance Support Plans where appropriate. Ensure attendance information informs safeguarding decision-making. Oversee responses to children missing education. Work collaboratively with attendance teams and external agencies. Ensure vulnerable pupils receive appropriate support and protection. We expect Principals to: Champion attendance as a whole-school priority. Promote a culture of belonging and inclusion. Ensure attendance systems are robust and effective. Ensure staff understand their responsibilities. Monitor attendance outcomes and vulnerable groups. Allocate appropriate resources to attendance improvement. Ensure support is available before escalation is considered. Hold leaders accountable for attendance outcomes. 19
Expectations of Trust Leaders Trust Leaders provide strategic leadership, support, challenge and quality assurance. Professional Collaboration and System Leadership Focus on Vulnerable Groups Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect Trust Leaders to: Monitor attendance across all schools. Analyse attendance outcomes and trends. Identify variation between schools and groups. Share effective practice across the Trust. Support schools requiring additional intervention. Ensure attendance aligns with Trust inclusion priorities. Report attendance outcomes to Trustees. Lead Trust-wide attendance improvement initiatives. Trust Leaders will: Establish and facilitate a Half-Termly Attendance Professional Learning Community (PLC). Use PLC meetings to: Share effective practice. Review attendance data and trends. Analyse case studies. Review vulnerable group attendance. Share Local Authority updates. Share DfE developments and reforms. Develop collective solutions to attendance challenges. Build strong working relationships with: Staffordshire Local Authority. Stoke-on-Trent Local Authority. Wolverhampton Local Authority. Promote research-informed attendance practice. Coordinate Trust-wide attendance training and development. Maintain and review Trust attendance resources and guidance. Trust Leaders will maintain oversight of: Pupils eligible for Pupil Premium. Pupils eligible for Free School Meals. Pupils with SEND. Children with Social Workers. Looked After Children. Pupils experiencing EBSA. Pupils experiencing severe absence. Pupils with medical needs. 20
Expectations of Trustees and Governors Trustees and Governors have a strategic responsibility for attendance. Key Questions for Governance Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. We expect Trustees and Governors to: Recognise attendance as a strategic priority. Review attendance data regularly. Challenge and support leaders appropriately. Monitor attendance of vulnerable groups. Seek assurance that statutory duties are being fulfilled. Evaluate the impact of attendance improvement strategies. Ensure attendance remains aligned with the Trust's inclusion vision. Trustees and Governors may questions such as: Understanding Attendance Why are children absent from our school? How do we know that we understand the barriers affecting attendance for our pupils? What attendance trends are emerging, and why might these be occurring? Inclusion and Vulnerable Groups Which groups of pupils have the lowest attendance, and why? How are attendance gaps between vulnerable groups and their peers changing over time? How are we adapting our approach for pupils with SEND, EBSA, medical needs or social care involvement? How do we know that support is removing barriers rather than simply monitoring absence? Culture and Belonging How do we know that pupils feel safe, known, valued and connected to school? How does our attendance strategy promote belonging and inclusion? What evidence suggests that pupils and families feel listened to and supported? Impact of Intervention Which attendance interventions are having the greatest impact, and how do we know? How are pupil voice and parent voice influencing attendance planning and decision- making? How do we measure success beyond attendance percentages alone? Leadership and Accountability How do leaders evaluate the effectiveness of attendance systems and processes? What are leaders doing to ensure that every child is known, valued and present? 21
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. GraduatedGraduated AttendanceAttendance PathwayPathway Graduated Attendance Pathway 22
Purpose The Three Spires Trust Graduated Attendance Pathway provides a clear, consistent and relational framework for responding to attendance concerns. The pathway is underpinned by the principles of: Early identification Strong relationships Support before sanction Family partnership Removal of barriers Inclusion and belonging Timely intervention Appropriate escalation where necessary The pathway reflects the Trust's commitment to ensuring that every child is Known, Valued and Present. There are five stages to our pathway - the process can be paused and reopened as appropriate at each stage. The purpose of our graduated attendance pathway is to prevent escalation rather than seeking to reach stage 5. This is about support first at all costs. Graduated AttendanceGraduated Attendance PathwayPathway Graduated Attendance Pathway Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 23
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 0: NoticingStage 0: Noticing and Connectingand Connecting Stage 0: Noticing and Connecting Trigger 7 cumulative days absence (Authorised and/or unauthorised) Purpose To identify emerging concerns at the earliest opportunity and establish a supportive dialogue with families before attendance becomes a significant concern. This stage is about: Noticing patterns early Building relationships Demonstrating care Offering support Preventing escalation Key message "We've noticed, we're checking in, and we're here to help." Expected actions Schools will: Contact parent/carer. Issue Stage 0 communication. Offer support where appropriate. Explore potential attendance barriers. Consider vulnerable group status. Record actions on attendance tracker. Questions to explore Is the child happy in school? Have there been any recent changes at home? Are there health concerns? Are there friendship concerns? Is attendance linked to anxiety? Is support required? Documentation ✅ Stage 0 Letter ✅ Attendance tracker updated Timescale Communication completed within 1 school day of reaching the trigger. Esclation trigger Move to Stage 1 when: Attendance reaches 10 cumulative days absence, or Attendance patterns cause concern, or Significant vulnerability emerges. 24
Trigger 10 cumulative days absence (Authorised and/or unauthorised) Purpose To identify barriers and provide proactive support before attendance declines further. Key message "Let's work together before attendance becomes a bigger concern." Expected actions Schools will: Issue Stage 1 letter. Discuss attendance with family. Identify barriers. Consider need for additional support. Review attendance impact on learning and belonging. Review attendance of siblings where appropriate. Discussion areas Learning How much education has been missed? Belonging Does the child feel connected to school? Wellbeing Are there emotional or mental health concerns? Family Support Would practical support help? Documentation ✅ Stage 1 Letter ✅ Attendance Discussion Record in MyConcern ✅ Attendance tracker updated Timescale Communication completed within 2 school days of reaching the trigger. Esclation trigger Move to Stage 2 when: Attendance reaches 15 cumulative days absence, or Attendance continues to deteriorate, or Structured attendance support is required. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 1: AttendanceStage 1: Attendance ConcernConcern Stage 1: Attendance Concern 25
Trigger 15 cumulative days absence or a significant attendance pattern causing concern. Purpose To establish a formal Attendance Support Plan based on identified barriers and agreed actions. Key message "Let's agree a plan together." Expected actions Schools will: Arrange Attendance Support Meeting. Capture parent voice. Capture pupil voice. Complete Attendance Support Plan. Set realistic attendance targets. Agree support and review dates. Meeting attendees May include: Parent/carer Pupil (where appropriate) Attendance Lead SENCo Family Support Worker DSL Pastoral Leader Areas to explore Attendance History Barriers to Attendance Strengths and Protective Factors Attendance Targets Support Required Review Arrangements Documentation ✅ Attendance Support Plan (uploaded to MyConcern) ✅ Stage 2 Letter ✅ Attendance tracker updated Timescale Attendance Support Meeting held within 10 school days of threshold being reached. Monitoring period Three school weeks Review outcome Improvement Evident ➡ Move to Stage 3A Insufficient Improvement ➡ Move to Stage 3B Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 2: AttendanceStage 2: Attendance Support PlanSupport Plan Stage 2: Attendance Support Plan 26
Trigger Positive improvement following the Attendance Support Plan. Purpose To celebrate success and reinforce positive attendance habits. Key message "We've noticed the improvement and wanted to recognise your efforts." Expected actions Schools will: Celebrate progress. Acknowledge family support. Review successful strategies. Continue support where needed. Step down intervention where appropriate. Recognition approaches Any of: Celebration letter Positive phone call Attendance postcard Documentation ✅ Stage 3A Letter ✅ Attendance Review Record ✅ Attendance tracker updated Review outcome Return to: ➡ Universal Monitoring or ➡ Continued Light-Touch Support Re-entry trigger Schools may re-enter the pathway if attendance subsequently declines. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 3A:Stage 3A: Improvement ReviewImprovement Review Stage 3A: Improvement Review 27
Trigger Attendance target not achieved following Stage 2 review. Purpose To strengthen support, review barriers and communicate attendance expectations more explicitly. Key message "We recognise challenges remain. Let's review what further support is needed." Expected actions Schools will: Review Attendance Support Plan. Consider additional support. Review vulnerable group status. Discuss external agency involvement. Remind parents of attendance responsibilities. Additional support considerations SEND review Early Help Family support School nurse Mental health support Local Authority advice Multi-agency planning Documentation ✅ Stage 3B Letter ✅ Review Record ✅ Revised Attendance Support Plan ✅ Attendance tracker updated Monitoring period Three school weeks Escalation trigger Move to Stage 4 where: Attendance fails to improve. Further unauthorised absence occurs. Support has had limited impact. Additional concerns emerge. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 3B: EnhancedStage 3B: Enhanced Support ReviewSupport Review Stage 3B: Enhanced Support Review 28
Trigger No significant improvement following Stage 3B. Purpose To formally review attendance, support provided and expectations moving forward. Key message "Attendance remains a significant concern and we now need to review the situation formally." Expected actions Schools will: Arrange Formal Attendance Meeting. Review attendance data. Review support already offered. Discuss barriers. Clarify expectations. Consider next steps. Meeting agenda Review Attendance What has been missed? Review Support What has already been provided? Review Barriers What remains difficult? Agree Next Steps What additional support is required? Discuss Escalation What may happen if attendance does not improve? Documentation ✅ Stage 4 Meeting Invitation ✅ Attendance Meeting Record ✅ Missed Meeting Follow-Up Letter (if required) ✅ Attendance tracker updated Timescale Meeting arranged within 10 school days of escalation. Monitoring period Three school weeks Escalation trigger Move to Stage 5 when: Attendance remains a significant concern. Attendance targets have not been achieved. Further unauthorised absence occurs. Support interventions have been exhausted. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 4: FormalStage 4: Formal Attendance MeetingAttendance Meeting Stage 4: Formal Attendance Meeting 29
Trigger Attendance remains a concern despite: ✅ Attendance Support Plan ✅ Review Process ✅ Formal Attendance Meeting ✅ Sustained support and intervention Purpose To notify parents that statutory attendance intervention may now be considered. Key message "We have provided sustained support. Attendance remains a concern and we must now consider statutory intervention." Expected actions Schools will: Review attendance history. Review evidence of support. Review attendance plans and meetings. Issue Stage 5 Letter. Consider referral to the Local Authority. School checklist prior to escalation Schools should evidence: ✅ Early intervention ✅ Parent engagement ✅ Pupil voice ✅ Support offered ✅ Attendance Support Plan ✅ Vulnerable group considerations ✅ SEND considerations ✅ Safeguarding review ✅ Clear communication of expectations Possible outcomes The Local Authority may consider: Notice to Improve Consultation Meeting Penalty Notice Prosecution Other statutory attendance interventions Documentation ✅ Stage 5 Letter ✅ Attendance Evidence File ✅ Referral Documentation Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 5: Notice ofStage 5: Notice of Potential StatutoryPotential Statutory Attendance InterventionAttendance Intervention Stage 5: Notice of Potential Statutory Attendance Intervention 30
Stage Trigger Montiroing period Escalation trigger Stage 0 7 cumulative days absence Ongoing 10 cumulative days absence Stage 1 10 cumulative days absence Ongoing 15 cumulative days absence Stage 2 15 cumulative days absence 3 weeks Review point Stage 3A Improved attendance School determined Attendance declines Stage 3B Insufficient improvement 3 weeks No improvement Stage 4 Continued concern 3 weeks No improvement Stage 5 Sustained concern despite support LA timescales LA process Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance EscalationAttendance Escalation MatrixMatrix Attendance Escalation Matrix The Attendance Framework is intended to support consistency across Three Spires Trust. However, attendance concerns do not always develop in a linear manner. Schools retain professional discretion to accelerate intervention where safeguarding concerns, severe absence, significant vulnerability or urgent attendance concerns are identified. Equally, schools may decide to maintain support at a particular stage where evidence demonstrates that continued intervention is likely to secure improvement. 31
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Three Spires TrustThree Spires Trust CommitmentCommitment Three Spires Trust Commitment We will act early. We will seek to understand before we seek to escalate. We will work with families, not against them. We will provide support that is timely, proportionate and meaningful. We will remove barriers wherever possible. We will celebrate success. We will fulfil our statutory responsibilities when necessary. Support Before Sanction. Relationships Before Escalation. Every Child Known, Valued and Present. 32
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. AttendanceAttendance andand PunctualityPunctuality Attendance and Punctuality 33
Purpose At Three Spires Trust, we recognise that attendance and punctuality are closely linked. Arriving on time enables pupils to access learning from the beginning of the day, participate fully in school life and develop positive habits that support future success. Whilst attendance measures whether a pupil is present, punctuality determines whether they are able to engage in learning, relationships and routines from the start of the school day. Frequent lateness can result in significant cumulative learning loss and may negatively affect a pupil's sense of belonging, confidence and wellbeing. As with attendance concerns, punctuality concerns are often a symptom of underlying barriers rather than the primary issue itself. Our response will therefore focus first on understanding, support and partnership. When punctuality concerns arise, we ask: What is getting in the way of arriving on time and what can we do to help? before we ask: What happens next? This reflects the Trust's commitment to: Support before sanction. Relationships before escalation. Early identification of need. Strong family partnerships. The removal of barriers to participation. Ensuring every child is known, valued and present. Attendance andAttendance and PunctualityPunctuality Attendance and Punctuality Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 34
Pupils who arrive late may miss: Important safeguarding and welfare checks. Registration and morning routines. Key literacy and numeracy learning. Teacher instructions and lesson introductions. Opportunities to connect with peers and staff. Important messages and assemblies. Repeated lateness can also: Increase anxiety about attending. Affect confidence and self-esteem. Reduce a pupil's sense of belonging. Impact upon academic progress. Create disruption for both the pupil and the wider class. Schools therefore view punctuality as both an educational and inclusion priority. Why PunctualityWhy Punctuality MattersMatters Why Punctuality Matters Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 35
When patterns of lateness emerge, schools should seek to understand the underlying reasons. Potential barriers may include: Family and Practical Factors Transport difficulties. Family routines. Housing instability. Caring responsibilities. Difficulties with childcare arrangements. Health and Wellbeing Factors Medical conditions. Sleep difficulties. Mental health needs. Anxiety relating to attendance. SEND-Related Factors Sensory needs. Difficulties with routines and transitions. Communication needs. Emotional regulation needs. Anxiety associated with particular parts of the school day. School-Based Factors Friendship difficulties. Bullying concerns. Curriculum access issues. Difficulties during unstructured times. Reduced feelings of belonging. Schools should maintain professional curiosity and seek to understand whether lateness is indicating a wider unmet need. Why PunctualityWhy Punctuality MattersMatters Why Punctuality Matters Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 36
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 0: NoticingStage 0: Noticing and Connectingand Connecting Stage 0: Noticing and Connecting Trigger 3 late arrivals within a half term Purpose To identify emerging concerns early and begin a supportive conversation with parents and carers. Key message "We've noticed a pattern and wanted to check whether there is any support we can offer." Expected actions Schools will: Contact parents or carers. Explore possible barriers. Consider vulnerable group status. Offer practical support where appropriate. Record actions on attendance systems. Possible support Schools will: Contact parents or carers. Explore possible barriers. Consider vulnerable group status. Offer practical support where appropriate. Record actions on attendance systems. Documentation ✅ Stage 0 lateness notice ✅ Attendance tracker updated Timescale Communication completed within 1 school day of reaching the trigger. Esclation trigger Move to Stage 1 when: Attendance reaches 5 cumulative days absence 37
Trigger 5 late arrivals within a half term. Purpose To prevent concerns becoming established. Key message "Let's work together before attendance becomes a bigger concern." Expected actions Schools will: Issue a punctuality concern letter. Review punctuality patterns. Discuss concerns with the family. Explore emerging barriers. Consider wider attendance concerns. Documentation ✅ Stage 1 Punctuality Letter ✅ Attendance tracker updated Timescale Communication completed within 2 school days of reaching the trigger. Esclation trigger Move to Stage 2 when: Attendance reaches 10 late arrivals wtihin a half term, or five U codes within a half term Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 1: PunctualityStage 1: Punctuality ConcernConcern Stage 1: Punctuality Concern 38
Trigger 10 late arrivals within a half term and/or repeated U codes. Purpose To establish a structured plan for improvement. Key message "Let's agree a plan together." Expected actions Schools will: Arrange a punctuality support meeting. Capture parent voice. Capture pupil voice where appropriate. Identify barriers. Agree actions and targets. Establish review arrangements. Meeting attendees May include: Parent/carer Pupil (where appropriate) Attendance Lead SENCo Family Support Worker DSL Pastoral Leader Areas to explore Trusted adult welcome. Supported arrival arrangements. Temporary adjustments to routines. Family support involvement. SEND review. Pastoral support. Documentation ✅ Punctuality Support Plan (uploaded to MyConcern) ✅ Meeting record ✅ Attendance tracker updated Timescale Attendance Support Meeting held within 10 school days of threshold being reached. Esclation trigger Move to Stage 2 when: Limited improvement despite support Monitoring period Three school weeks Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 2: PersistentStage 2: Persistent LatenessLateness Stage 2: Persistent Lateness 39
Trigger Limited improvement despite support. Purpose To review support, strengthen intervention and consider whether wider attendance procedures should be implemented. Key message "Let's work together before attendance becomes a bigger concern." Expected actions Schools may: Review support plans. Involve additional professionals. Consider Early Help. Review safeguarding concerns. Consider attendance intervention processes where appropriate. Punctuality concerns should never be viewed in isolation from wider attendance, safeguarding, SEND or wellbeing considerations. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 3: OngoingStage 3: Ongoing PunctualityPunctuality ConcernConcern Stage 3: Ongoing Punctuality Concern 40
Schools should ensure families understand that lateness after the close of registers may result in an unauthorised absence code (U), unless there is an authorised reason for the delay. Where repeated late arrival after the close of registers occurs, schools should: Review attendance and punctuality patterns. Consider underlying barriers. Discuss expectations with parents. Record support offered. Consider progression through the attendance graduated pathway where appropriate. Lates After RegistersLates After Registers CloseClose Lates After Registers Close Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. 41
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance,Attendance, Leave ofLeave of Absence andAbsence and ExceptionalExceptional CircumstancesCircumstances Attendance, Leave of Absence and Exceptional Circumstances 42
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. PurposePurposePurpose At Three Spires Trust, we recognise that families may occasionally need to request a leave of absence during term time. We also recognise that family circumstances can sometimes be complex and that requests may arise during periods of challenge, bereavement, significant family events or exceptional circumstances. However, every day in school matters. When children are absent from school, they miss valuable learning, important social experiences and opportunities to participate fully in school life. Even relatively short periods of absence can have a cumulative impact on academic progress, attendance patterns and a child's sense of belonging. Schools therefore have a responsibility to promote regular attendance and protect every child's entitlement to a full-time education. Consistent with the Trust's attendance principles, we seek to balance: High expectations. Family partnership. Understanding and compassion. Consistent application of statutory guidance. When a request for leave of absence is received, schools will consider both: What are the circumstances behind this request? and What is in the child's best educational interests? Schools will communicate decisions respectfully and clearly, ensuring that families understand both the reasons for decisions and the legal framework within which schools operate. 43
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Why Attendance DuringWhy Attendance During Term Time MattersTerm Time Matters Why Attendance During Term Time Matters Regular attendance enables children to: Access ambitious curriculum learning. Develop friendships and relationships. Participate in enrichment opportunities. Build confidence and resilience. Maintain routines and consistency. Experience success and achievement. Every school day contributes to a child's wider educational experience. For this reason, schools should promote the message: Every Day Matters. Exceptional Circumstances The Department for Education allows Headteachers (Principals) to grant leave of absence only in exceptional circumstances. The decision is made on an individual basis and there is no automatic entitlement to absence during term time. Whilst each case must be considered individually, schools may consider factors such as: Serious family illness. Bereavement. Significant family emergencies. Religious observance. Educational opportunities that cannot reasonably take place outside term time. Other genuinely exceptional circumstances. Schools should carefully consider the individual circumstances of each request and may seek further information where necessary. 44
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Holidays During TermHolidays During Term TimeTime Holidays During Term Time Families should plan holidays during school holiday periods wherever possible. The Department for Education has made clear that family holidays, reduced travel costs, convenience or parental work patterns will not normally meet the threshold for exceptional circumstances. Schools should therefore make families aware that holidays taken during term time are unlikely to be authorised. Schools should communicate this message clearly and consistently to all families. Support Before Escalation Where a leave of absence request raises concerns regarding wider attendance patterns, schools should seek to: Understand the family's circumstances. Discuss attendance concerns openly. Explain attendance expectations. Explore whether support may be required. Signpost families to additional services where appropriate. This reflects the Trust's commitment to: Support before sanction. Relationships before escalation. Working with families rather than against them. Unauthorised Leave of Absence Where a request does not meet the threshold for exceptional circumstances and the child is absent from school, the absence will be recorded as unauthorised. Schools should communicate: The decision reached. The reasons for the decision. The impact on attendance records. Any potential next steps. Schools should ensure that communications remain professional, consistent and respectful, even where requests cannot be approved. 45
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Statutory AttendanceStatutory Attendance ProcessesProcesses Statutory Attendance Processes Schools have a responsibility to fulfil their statutory attendance duties and work with Local Authorities where necessary. Where unauthorised leave of absence occurs, schools may refer cases in accordance with local procedures and the National Framework for Penalty Notices. Before escalation, schools should be able to demonstrate: Clear communication with families. Accurate attendance records. Consideration of individual circumstances. Consistent application of attendance procedures. A relational and support-focused approach. Trust Commitment Across all Three Spires Trust schools: We will promote excellent attendance. We will communicate expectations clearly. We will consider individual circumstances carefully. We will work in partnership with families. We will apply attendance procedures consistently and fairly. We will fulfil our statutory responsibilities when required. We believe that children achieve best when they attend regularly, participate fully and remain connected to their school community. Every Child Known. Every Child Valued. Every Child Present. 46
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. GraduatedGraduated Response toResponse to Leave ofLeave of AbsenceAbsence RequestsRequests Graduated Response to Leave of Absence Requests 47
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. PurposePurposePurpose The purpose of this framework is to ensure that leave of absence requests are managed consistently, fairly and in accordance with statutory guidance. The framework seeks to: Promote regular attendance. Support positive relationships with families. Ensure clear communication. Encourage early dialogue. Apply statutory attendance duties consistently. Maintain a support-first approach wherever possible. Whilst schools have statutory responsibilities regarding attendance, requests for leave of absence should always be approached respectfully, recognising that families may be experiencing significant events or challenges. Schools should seek to understand circumstances before reaching a decision whilst maintaining high expectations for attendance. Penalty Notices and Legal Intervention Where a pupil is absent from school due to an unauthorised leave of absence, the school may refer the case to the Local Authority in accordance with the National Framework for Penalty Notices and local attendance procedures. First Penalty Notice A first Penalty Notice may be issued at: £80 per parent per child if paid within 21 days. £160 per parent per child if paid within 28 days. Second Penalty Notice Where a second attendance offence occurs within a three-year period, a further Penalty Notice may be issued at: £160 per parent per child payable within 28 days. No reduced payment option applies. Third Offence Where a third attendance offence occurs within a three-year period, a Penalty Notice will not normally be issued. The Local Authority may instead consider prosecution or other legal intervention under the Education Act 1996. Potential Court Outcomes Parents should be aware that prosecution for attendance offences may: Result in a criminal conviction. Lead to fines imposed by the Magistrates' Court. Be recorded on criminal records systems. Be disclosed on future DBS checks where relevant, including where courts determine that a parent has failed to fulfil their legal responsibility to secure their child's education. 48
Trigger Parent or carer submits a request for leave of absence. Purpose To gather sufficient information to make an informed decision. Key message "Thank you for speaking to us. We will consider your request carefully." Expected actions Schools will: Acknowledge the request. Review attendance history. Consider timing and duration. Consider any vulnerability factors. Seek further information if required. Ensure the family understands the legal framework regarding leave of absence. Considerations Schools may consider: Current attendance levels. Previous attendance patterns. SEND needs. Medical circumstances. Social care involvement. Exceptional circumstances presented. Documentation ✅ Leave of Absence Request Form ✅ Attendance Tracker Updated Timescale Feedback to be provided within five school days Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 0: RequestStage 0: Request ReceivedReceived Stage 0: Request Received 49
Purpose To determine whether the circumstances presented are exceptional. Key question "Is there evidence that this request constitutes exceptional circumstances?" Expected actions The Principal (or delegated leader) will: Consider information provided. Review relevant attendance guidance. Consider the individual circumstances. Ensure consistent application of school procedures. Reach a decision. Possible outcomes Request Approved Where exceptional circumstances are established, leave may be authorised. Request Not Approved Where exceptional circumstances are not established, the request will be declined. Documentation ✅ Decision Letter ✅ Attendance Coding Instructions ✅ Attendance Tracker Updated Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 1: Decision-Stage 1: Decision- MakingMaking Stage 1: Decision- Making 50
Trigger Leave of absence granted. Purpose To maintain positive communication and minimise disruption to learning where possible. Key message "Your request has been approved and we look forward to welcoming your child back on their return." Expected actions Schools will: Confirm dates authorised. Remind parents of return date. Record appropriate attendance codes. Maintain contact where appropriate. Documentation ✅ Approval Letter ✅ Attendance Record Updated Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 2: ApprovedStage 2: Approved Leave of AbsenceLeave of Absence Stage 2: Approved Leave of Absence 51
Trigger Leave request does not meet the threshold for exceptional circumstances. Purpose To clearly communicate the decision whilst maintaining positive relationships. Key message "Having considered your request carefully, we are unable to authorise the proposed absence." Expected actions Schools will: Explain the reasons for the decision. Reference attendance expectations. Clarify potential consequences should the absence occur. Offer opportunities for discussion if necessary. Communication Should Include Attendance expectations. The importance of regular attendance. Potential use of unauthorised absence codes. Information regarding statutory attendance processes. Documentation ✅ Refusal Letter (uploaded to MyConcern) ✅ Attendance Tracker Updated Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 3: RequestStage 3: Request DeclinedDeclined Stage 3: Request Declined 52
Trigger The child is absent despite leave not being authorised. Purpose To ensure accurate recording and clear communication. Key message "The absence has been recorded as unauthorised and forms part of your child's attendance record." School checklist Before considering escalation, schools should ensure: ✅ Request received and considered. ✅ Decision communicated clearly. ✅ Attendance records accurate. ✅ Family informed of consequences. ✅ Individual circumstances considered. Documentation ✅ Attendance Record ✅ Evidence File ✅ Communication Log Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 4: UnauthorisedStage 4: Unauthorised Leave of AbsenceLeave of Absence OccursOccurs Stage 4: Unauthorised Leave of Absence Occurs 53
Trigger Unauthorised leave of absence meets Local Authority thresholds for referral. Purpose To fulfil statutory attendance responsibilities. Key message "The school has a duty to consider statutory attendance processes in line with national and local expectations." Expected actions Schools will: Review attendance records. Review communication history. Ensure procedures have been followed correctly. Consider referral in accordance with Local Authority processes. Submit supporting evidence where appropriate. Evidence should demonstrate ✅ Attendance history reviewed. ✅ Leave request considered appropriately. ✅ Decision communicated clearly. ✅ Family informed of attendance expectations. ✅ School procedures followed consistently. Possible outcomes Local Authorities may consider: Attendance support measures. Notice to Improve processes. Penalty Notices. Prosecution. Other statutory interventions. This decision ultimately rests with the relevant Local Authority. Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Stage 5: ConsiderationStage 5: Consideration of Statutoryof Statutory Attendance ActionAttendance Action Stage 5: Consideration of Statutory Attendance Action 54
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. AttendanceAttendance andand VulnerableVulnerable GroupsGroups Attendance and Vulnerable Groups 55
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. IntroductionIntroductionIntroduction At Three Spires Trust, we recognise that some groups of pupils can face additional barriers to attendance, participation and belonging. Attendance concerns for vulnerable pupils should always be understood within the context of the child's wider experiences, needs and circumstances. Whilst attendance expectations remain high for all pupils, support should be responsive, proportionate and rooted in inclusion. Schools should seek to understand and remove barriers before considering escalation. When attendance concerns arise, staff should ask: What is getting in the way of attendance, and what can we do to help? before asking: What happens next? This chapter should be read alongside: Attendance Through an Inclusion Lens Attendance Support Planning Pupil Voice Guidance Graduated Attendance Pathway 56
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance and SENDAttendance and SENDAttendance and SEND Purpose At Three Spires Trust, we recognise that attendance concerns may be linked to identified or unmet Special Educational Needs and Disabilities (SEND). Attendance concerns should never be considered in isolation from a pupil's SEND profile, provision, wellbeing or educational experience. For some pupils, attendance may be affected by: Communication and interaction needs. Cognition and learning difficulties. Social, emotional and mental health needs. Sensory and physical needs. Neurodiversity-related differences. Difficulties with routines and transitions. Anxiety linked to school experiences. Attendance concerns should therefore trigger professional curiosity about need rather than assumptions about motivation. Attendance and Unmet Need Schools should consider: Could attendance concerns indicate unmet need? Are current provisions effective? Does the child require additional assessment? Are reasonable adjustments sufficient? Is the curriculum accessible? Attendance should form part of the Assess–Plan–Do–Review process. Reasonable Adjustments Schools may consider: Planned supported arrivals. Trusted adult check-ins. Alternative transition arrangements. Safe spaces. Visual supports. Sensory adjustments. Timetable adaptations where appropriate. Reintegration planning. Adjustments should enable participation rather than reduce access. Trust Commitment We will seek to understand need before addressing attendance. 57
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance andAttendance and disadvantagedisadvantage Attendance and disadvantage Purpose Pupils living in disadvantaged circumstances often face additional barriers to regular attendance. Improving attendance for disadvantaged pupils is a key inclusion priority within Three Spires Trust. Potential barriers Schools should explore whether attendance is affected by: Financial hardship. Cost of transport. Uniform concerns. Housing instability. Caring responsibilities. Family circumstances. Access to food. Emotional wellbeing. Limited access to enrichment opportunities. Practical support Support may include: Breakfast provision. Uniform support. Attendance mentoring. Family support services. Early Help involvement. Practical assistance with routines. Access to enrichment and belonging opportunities. Schools should seek to remove barriers wherever possible. Trust Commitment We will seek to remove barriers before addressing attendance. 58
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance and YoungAttendance and Young CarersCarers Attendance and Young Carers Purpose At Three Spires Trust, we recognise that some pupils may have caring responsibilities for a parent, sibling or other family member. Whilst many young carers demonstrate remarkable resilience, maturity and commitment, caring responsibilities can create additional barriers to attendance, punctuality, wellbeing and participation. Young carers may experience challenges that are not always immediately visible to school staff. Attendance concerns should therefore be explored with sensitivity, curiosity and an understanding of the wider context of the child's life. In line with our For Everyone Strategy, we are committed to ensuring that young carers are known, valued and supported to access education successfully and participate fully in school life. Understanding Young Carers A young carer is a child or young person who helps to care for a family member who may: Have a disability. Have a long-term illness. Experience mental ill health. Have substance misuse difficulties. Require practical or emotional support. The impact of caring responsibilities will vary between children and families. Attendance as an indicator Attendance concerns may be linked to caring responsibilities. For some young carers, attendance patterns may indicate that a pupil is: Supporting family members before school. Caring for siblings. Attending appointments with family members. Managing responsibilities during periods of family crisis. Experiencing fatigue or emotional stress. Repeated lateness, persistent absence or declining attendance may therefore warrant further exploration. 59
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Support for Young Carers Support should be tailored to individual needs and circumstances. Schools may consider: Access to a named trusted adult. Pastoral support. Flexible arrangements where appropriate. Homework support. Breakfast provision. Emotional wellbeing support. Young Carers services and local support organisations. Early / Family Help where appropriate. Support should focus on reducing barriers rather than lowering aspirations. Working in Partnership Schools should work collaboratively with: Families. Young Carers services. Early / Family Help services. Social care professionals where appropriate. Health professionals where appropriate. Trust Commitment We will recognise caring responsibilities, reduce barriers to participation and work alongside families to ensure that young carers can attend, belong and thrive. 60
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance and EmotionallyAttendance and Emotionally Based SchoolBased School Non-AttendanceNon-Attendance Attendance and Emotionally Based School Non-Attendance Purpose We recognise that some attendance difficulties may be linked to anxiety, emotional wellbeing needs or emotionally based school avoidance (EBSA). EBSA is rarely resolved through attendance monitoring alone and often requires a collaborative and graduated response. Key principles Early identification Possible indicators include: Regular Monday absences. Repeated requests to go home. Increased lateness. Difficulty separating from parents. Distress at transition points. Attendance linked to particular lessons or situations. Listen to the child Schools should actively seek pupil voice. Questions may include: What feels difficult about attending school? When does attendance feel hardest? What helps you attend? What would make attendance easier? Focus on belonging Schools should consider: Does the child feel safe? Does the child feel known and valued? Does the child have trusted adults? Are there relational or environmental barriers? Remove barriers Support might include: Safe spaces. Trusted adults. Anxiety management strategies. Reasonable adjustments. Reintegration plans. Pastoral support. 61
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Local Authority Guidance Three Spires Trust operates across: Staffordshire Stoke-on-Trent Wolverhampton Schools should therefore follow the relevant Local Authority EBSA pathways and guidance. The Trust framework provides a consistent philosophy but does not replace Local Authority procedures. Trust Commitment We will reduce anxiety before addressing attendance. 62
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance andAttendance and Medical NeedsMedical Needs Attendance and Medical Needs Purpose Some pupils experience medical conditions that affect attendance and participation. The Trust is committed to balancing: High attendance expectations. Appropriate support. Inclusive practice. Educational entitlement. Core principle A medical condition should never automatically result in exclusion from education. Schools should ask: How can we help this child access education successfully? rather than: Can this child attend? Attendance support planning Attendance Support Plans should consider: Medical information. Impact on attendance. Professional advice. Reasonable adjustments. Reintegration arrangements. Review processes. Reasonable Adjustments Examples include: Rest breaks. Safe spaces. Flexible movement. Medical passes. Reintegration support. Supported arrival arrangements. NHS Guidance Schools should signpost families to: Is My Child Too Ill for School? https://www.nhs.uk/live-well/is-my-child-too-ill-for-school/ This should be referenced routinely during conversations regarding illness-related absence. Trust Commitment We will enable participation before addressing attendance. 63
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Attendance and ChildrenAttendance and Children with Social Workerswith Social Workers Attendance and Children with Social Workers Purpose At Three Spires Trust, we recognise that children with social workers, including those who are Looked After Children (CLA)are among the most vulnerable learners within our schools. These children may have experienced: Trauma. Loss. Separation. Instability. Family disruption. Significant life changes. Regular attendance provides: Stability. Routine. Trusted relationships. Belonging. Opportunity. Attendance as a protective factor Attendance should be viewed as: An educational priority. A safeguarding priority. An inclusion priority. For these children, good attendance supports stability, wellbeing and positive life outcomes. Relationships first Schools should ensure pupils have: Safe or trusted adults. Regular check-ins. Strong pastoral support. Advocacy. Relationships are protective. 64
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Additional expectations Attendance should be considered routinely during: PEP meetings. Designated Teacher reviews. Multi-agency meetings. Attendance reviews. Role of the Designated Teacher The Designated Teacher should: Monitor attendance carefully. Contribute to Attendance Support Plans. Discuss attendance during PEP reviews. Work with carers, social workers and Virtual Schools. Advocate for appropriate support. Questions for Leaders When attendance concerns arise, leaders should ask: Attendance What is the attendance pattern telling us? Belonging Does the child feel safe, known and valued? Stability Have circumstances changed recently? Support Is the right support in place? Voice What is the child telling us? Partnership Have carers, social workers and relevant professionals been involved? Trust Commitment We will prioritise safety, stability and belonging before addressing attendance. 65
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Three Spires TrustThree Spires Trust Commitment toCommitment to vulnerable pupilsvulnerable pupils Three Spires Trust Commitment to vulnerable pupils Across all vulnerable groups, Three Spires Trust is committed to: Understanding barriers. Listening to children and families. Working in partnership. Promoting belonging. Removing obstacles to participation. Providing support before sanction. Maintaining high aspirations for every child. We recognise that attendance is often a reflection of how successfully children are able to access, participate in and belong within their school community. Every Child Known, Valued and Present. 66
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Leadership,Leadership, SchoolSchool ImprovementImprovement and Qualityand Quality AssuranceAssurance Leadership, School Improvement and Quality Assurance 67
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. IntroductionIntroductionIntroduction At Three Spires Trust, attendance improvement is not secured through procedures alone. Sustainable attendance improvement requires: Strong leadership. Clear accountability. Effective systems. Relational practice. Inclusive culture. Continuous evaluation. Attendance is everyone’s responsibility, but leaders at all levels have a vital role in creating the conditions in which children can attend, belong and thrive. This section outlines how attendance will be monitored, evaluated and improved across the Trust. 68
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Purpose The Three Spires Trust Attendance Professional Learning Community (PLC) exists to: Develop attendance expertise. Promote consistency. Share effective practice. Strengthen attendance leadership. Improve outcomes for vulnerable groups. Support attendance improvement across all schools. The PLC reflects the Trust’s commitment to collaboration, continuous improvement and professional learning. Membership The Attendance PLC will include: Trust Attendance Lead School Attendance Leads Principals (where appropriate) SENCos DSL representatives Family Support Staff Inclusion Leaders Other professionals where appropriate Meeting Frequency The PLC will meet half-termly - a minimum of six times per academic year. Attendance ProfessionalAttendance Professional Learning Community (PLC)Learning Community (PLC) Attendance Professional Learning Community (PLC) 69
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Standing Agenda 1. Attendance Dashboard Review Trust attendance figures School attendance figures Persistent absence Severe absence Emerging trends 2. Vulnerable Groups Review SEND FSM Pupil Premium Children with Social Workers CLA PLAC EBSA Medical Needs 3. School Spotlight Schools share: Effective practice Successful interventions Improvement journeys Attendance case studies 4. National Updates DfE guidance Attendance reforms Attendance research Emerging best practice 5. Professional Development Trust Expectation Attendance Leads are expected to: Attend PLC meetings. Share effective practice. Engage in professional development. Contribute to attendance improvement across the Trust. Disseminate information to attendance specialist teams within own setting and information to all staff in their own setting. 70
Purpose The Quality Assurance Framework provides a consistent approach for monitoring and improving attendance practice. The framework focuses on: Impact. Inclusion. Outcomes. Culture. Continuous improvement. Quality assurance should ask: How effectively are we removing barriers to attendance? rather than simply: Are procedures being followed? Three-Tier Quality Assurance Model Attendance QualityAttendance Quality Assurance FrameworkAssurance Framework Attendance Quality Assurance Framework Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Tier Frequency Led by Purpose Tier 1 – School Self-Evaluation Termly Principal and Attendance Lead To evaluate attendance culture, systems and outcomes. Tier 2 – Trust Attendance Review Termly Trust Attendance Lead Support, challenge and quality assurance. Tier 3 – Strategic Governance Review Termly Governors, Trustees and Executive Leaders Strategic oversight and accountability. 71
The School Self-evaluation framework provides a each of the trust’s settings with a consistent approach for monitoring and improving attendance practice. Schools should complete this self- evaluation in the first half-term of each full term (ie autumn 1, spring 1 and summer 1). This self- evaluation is to be submitted as part of the papers for the local academy committee. School Self-evaluationSchool Self-evaluation FrameworkFramework School Self-evaluation Framework Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Focus Questions RAG guidance Culture and Belonging Do pupils feel safe? Do pupils feel known and valued? Is attendance everyone's responsibility? Is attendance linked to belonging? 🔴 Emerging Attendance viewed primarily as compliance. 🟠 Developing Attendance increasingly linked to inclusion. 🟢 Secure Attendance embedded within a culture of belonging. ⭐ Leading Practice Belonging culture demonstrably improves attendance outcomes. Early Identification Are concerns identified quickly? Are Stage 0 processes effective? Are vulnerable pupils recognised early? 🔴 Emerging Reactive approach. 🟠 Developing Earlier identification evident. 🟢 Secure Concerns consistently identified early. ⭐ Leading Practice Barriers routinely identified before attendance deteriorates. Graduated Response Is the pathway implemented consistently? Are reviews timely? Is support proportionate? 🔴 Emerging Inconsistent practice. 🟠 Developing Mostly consistent. 🟢 Secure Framework fully embedded. ⭐ Leading Practice Graduated response demonstrates strong and sustained impact. 72
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Self- evaluation area Questions RAG guidance Family Partnership Do families feel listened to? Is support co-produced? Is parent voice evident? 🔴 Emerging Limited engagement. 🟠 Developing Positive relationships developing. 🟢 Secure Strong partnership culture. ⭐ Leading Practice Families actively contribute to attendance improvement planning. Pupil Voice Is pupil voice routinely gathered? Does it influence decisions? Can schools demonstrate: We listened? We understood? We acted? 🔴 Emerging Voice rarely captured. 🟠 Developing Voice gathered inconsistently. 🟢 Secure Voice routinely influences planning. ⭐ Leading Practice Pupil voice consistently shapes attendance support and school improvement. Vulnerable Groups How effective is support for: SEND FSM Pupil Premium CLA Children with Social Workers EBSA Medical Needs 🔴 Emerging Limited analysis. 🟠 Developing Groups monitored. 🟢 Secure Targeted interventions evident. ⭐ Leading Practice Attendance gaps reducing and outcomes improving. 73
The trust attendance review will take place during the second half term of each full term (ie autumn 2, spring 2 and summer 2). This is to be prepared in time for the local academy committee meeting. The Trust Attendance Review provides opportunities for professional challenge, celebration and improvement. Trust Quality AssuranceTrust Quality Assurance FrameworkFramework Trust Quality Assurance Framework Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Review focus Focus Meeting with the principal and senior attendance lead Culture How do pupils know attendance matters? How do you promote belonging? Leadership How visible is attendance in school improvement planning? How do leaders monitor attendance? Inclusion How does attendance align with SEND and inclusion priorities? How is attendance linked to safeguarding? Impact How do you know your attendance strategy is working? What are your biggest attendance barriers? Which interventions are proving successful? What attendance trends concern you most? How do you engage families? How do you capture pupil voice? Meeting with inclusion leaders Which groups have the lowest attendance? Are attendance gaps narrowing? How does attendance compare over time? What additional support is in place? Attendance dashboard review The Attendance Dashboard provides leaders with meaningful information about attendance outcomes and trends. What is improving? What is declining? Where are attendance gaps widening? Which interventions are demonstrating impact? Meeting with puipls How often do adults talk to you about attendance, and what do they usually say? Do you feel that adults in school notice when something might be making it harder for you to attend? Do you feel like you belong at this school and that people know and value you? - how do you know this? What is one thing this school does well to help pupils attend, and what is one thing it could do better Quality assurance of Self-evaluation Using the detail identified through this one hour review, the trust lead will provide quality assurance to the school about its self-evaluation outcomes. 74
Governors and Trustees provide strategic oversight and challenge. Attendance should be reviewed at least termly. Attendance is reviewed in local academy committees by the local governors of each setting. Attendance across the whole trust is reviewed at the Quality of Learning committee of the trust board. Governor and TrusteeGovernor and Trustee ScrutinyScrutiny Governor and Trustee Scrutiny Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. Strategic focus Possible questions or lines of enquiry Attendance Is attendance improving? Is persistent absence reducing? Is severe absence reducing? Inclusion Are attendance gaps narrowing? How are vulnerable groups performing? Impact Which strategies are having the greatest impact? Which groups require further attention? Assurance Leaders should be able to evidence: Early intervention. Effective support. Attendance Support Plans. Pupil voice. Parent voice. Impact over time. KPIs Attendance Outcomes Overall attendance improving. Persistent absence reducing. Severe absence reducing. Inclusion Outcomes SEND attendance gap narrowing. FSM attendance gap narrowing. Pupil Premium attendance gap narrowing. Leadership Outcomes 100% school participation in Attendance PLC. Attendance Leads engage in CPD. Attendance reviews completed termly. Practice Outcomes Consistent use of Graduated Attendance Pathway. Consistent use of Attendance Support Plans. Consistent attendance review processes. Voice Outcomes Parent voice evident in attendance planning. Pupil voice evident in attendance planning. Attendance plans developed with families, not for families. 75
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Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. SummarySummarySummary 77
Support Before Sanction ¦ Relationships Before Escalation ¦ Every Child Known, Valued and Present. SummarySummarySummary Attendance improvement is not about monitoring absence; it is about creating the conditions in which children can attend, participate and thrive. Through strong leadership, effective quality assurance, professional collaboration and relentless focus on inclusion, Three Spires Trust will continue to strengthen attendance outcomes for all pupils. We will celebrate success. We will challenge barriers. We will learn from each other. We will continuously improve. And together we will ensure that every child is: Known. Valued. Present. 78
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