We know that regular attendance is an important part of helping every child feel safe, secure and successful at school.

For children with Social, Emotional and Mental Health (SEMH) needs, attending school consistently can sometimes present additional challenges. We understand this, and our approach to attendance is rooted in strong relationships, support and working together with families and professionals.

Regular attendance helps children to develop trusting relationships with familiar adults, establish predictable routines and feel a sense of belonging within their school community. It also provides continuity in the specialist support, interventions and learning identified through each child’s Education, Health and Care Plan (EHCP).

When attendance becomes irregular, children can find it harder to maintain routines, relationships and engagement with learning. Returning after periods of absence may also feel more difficult for some pupils. For this reason, every day in school matters.

Working Together

We recognise that attendance difficulties can be complex, particularly for children with additional needs. Our aim is to understand the individual child and work collaboratively with parents, carers and the professionals supporting them.

If a child is finding attendance difficult, we encourage families to speak with us as early as possible. Together, we can explore the barriers to attendance, consider appropriate support and agree realistic strategies to help the child attend regularly and successfully.

Where appropriate, this may involve working alongside other professionals and agencies to ensure that the child and family receive coordinated support.

We ask parents and carers to support regular and punctual attendance, to communicate openly with us about any difficulties, and to notify the provision promptly when their child is unable to attend.

By working together, we can give every child the consistency, relationships and opportunities they need to make progress and thrive.