Research School Network: Leadership and Attendance Exploring a school’s approach to improving attendance.

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Leadership and Attendance

Exploring a school’s approach to improving attendance.

by Newcastle Research School
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Rebecca Whillis

Deputy Headteacher, Benfield School

Read more aboutRebecca Whillis

Judy Waddle, Deputy Director Newcastle Research School and Rebecca Whillis, Deputy Head (Behaviour and Attitudes) Benfield School explore a school’s approach to improving attendance.

All fired up and nowhere to go?

Educators are, for the most part, the best type of learners. Hungry, eager and all too willing to try things out. Too often, educators attend excellent, effective training events, come back to school all fired up, spread the good news and get everyone enthusiastically engaged: but how many times does this fuse fizzle out before the fireworks have really begun? So what is it that goes on here? And how critical is leadership in the process leading to and during implementation and ultimately to success?

Recommendation 2 of the EEF’s updated Guidance Report, A School’s Guide to Implementation highlights the fact that schools need to attend to the contextual factors that drive implementation stating that The behaviours that drive implementation are influenced by what is being implemented, the existing systems and structures, and whether there are people in place who can enable change”

Leadership and Atten DANCE

Leaders are encouraged to look for approaches that are evidence-informed, right for the setting and feasible to implement. It is important that the implementation climate is also considered before any changes are made and that leaders create an environment that enables people to interact positively; a climate where challenges and concerns can be openly discussed whilst successes are celebrated. Thus, ensuring that implementation, as stated in the guidance report, is a collaborative endeavour’.

A school’s approach

Benfield School is an 11 – 16 school in a central city location within Newcastle Upon Tyne and part of NEAT Academy Trust. Pupil premium numbers are at 61% and attendance has been below national for secondary schools.

Their approach to improving attendance is driven by one of the Trust’s priorities: knowing their pupils, community and staff well. Leaders recognised the need to prioritise attendance across the school seeing the obvious starting point as the pupils themselves. They asked the questions:

  • Do we know enough about our pupils to understand the reasons for their absence?
  • How have we worked with them and their families to this point to address concerns at the earliest opportunity?

Leaders ensured that the people ideally suited to the required roles were in place. Investment in staff, providing an Attendance Champion’ and the necessary training and support, were also fundamental. Their approach to attendance was driven by leadership, specifically a strong middle leadership team who fostered a climate of collective responsibility of all staff.

As with many aspects of education the vital facet of effective relationships across the school community of pupils, staff and parents was paramount to achieving and sustaining success. Only through the trust in these relationships was the lowering of any sense of threat whilst keeping expectations high around attendance made possible.

Leaders ensured their approach to attendance was data driven to make strategic decisions around identifying pupils most and risk. They also worked with the Attendance Hub to consider relevant evidence and best practice. This helped them establish clear protocols around their daily routines. All staff were made aware that the first hour of the day, their Golden Hour’ is the most crucial. Similar messages were shared with the pupils, so they too understand this priority around their attendance is to ensure they achieve the best possible outcomes.

Leadership recognises that no one size fits all but through careful monitoring and reflection, driving attendance through everything they do they are seeing changes. Pupils are attending regularly.

So it seems when a spark is fired in this way, when leadership ensures this collective effort, there is somewhere to go.

For further reading around attendance:

EEF: Supporting school attendance
https://educationendowmentfoundation.org.uk/education-evidence/leadership-and-planning/supporting-attendance

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