Developing a whole school ethos to support positive attendance in schools is a multifaceted endeavour that requires collaboration, communication and a commitment to creating an environment where attendance is valued and encouraged.

Firstly, establishing clear and consistent communication channels with parents, students, and staff is essential. This ensures that everyone is informed about the importance of regular attendance and understands the school’s expectations.

Building an inclusive and welcoming environment is equally crucial, fostering a sense of belonging and safety that motivates students to attend regularly. Implementing positive reinforcement mechanisms, such as recognition programs and rewards for good attendance, creates a culture where attendance is celebrated and acknowledged. Additionally, involving parents/carers through workshops and events enhances their understanding of the connection between attendance and academic success.

Collaborative efforts between teachers, support staff, and administrators to identify and address the root causes of absenteeism contribute to a holistic approach. By consistently monitoring attendance data and implementing targeted interventions for at-risk students, schools can proactively address challenges and create a supportive ethos that prioritises positive attendance as a fundamental component of overall student wellbeing and success.

Dumfries & Galloway Framework for Inclusion

Dumfries and Galloways Framework for Inclusion (FfI) encourages schools to proactively identify and mitigate against challenges faced by specific groups of children and young people that may impact on their attendance to ensure a fully inclusive culture and ethos.

Support for Learning: All Our Children and All Their Potential (2020) highlights potential barriers to attendance with regards to additional support needs: “in terms of attendance and absence, national attendance for all pupils is 94.1% whilst for pupils with additional support needs the national figure is 91.2%.”

It is therefore essential that schools are aware of those children and young people with protected characteristics and incorporate this into any forward planning.  These include:

• care experience children and young people;
• children and young people with additional support needs;
• young carers;
• children and young people with a gypsy / traveller ethnicity or identity;
• children and young people on the Child Protection Register;
• children and young people with a know health or medical condition;
• Socioeconomic deprivation; and
• LGBTQ+.

Dumfries and Galloway recognise that attendance concerns can be indicative of an additional support need.  Consequently, schools may use the Child’s Planning Framework to ensure that any barriers to learning are identified and appropriate support is provided in agreeing and maintaining an appropriate pattern of attendance.

[1] Support for Learning: All our Children and all their Potential (www.gov.scot) p84