Attendance

Be Here, Thrive Here: Springwell Lincolnshire Attendance

At Springwell Lincolnshire, we understand that every student’s journey is unique. As a community of four Alternative Academies, we are dedicated to providing a supportive and developmental environment where young people who have faced challenges in mainstream education can thrive. Regular attendance is a cornerstone of this success, and we are committed to working in partnership with our students and their families to ensure every individual has the best possible opportunity to engage with the valuable learning experiences we offer.

We recognise that some of our students may face circumstances and difficulties that make consistent attendance more challenging. Our approach is built on understanding, second chances, and a culture of nurture. We firmly believe that being present at our academies allows students to fully benefit from our tailored curriculum, build meaningful relationships with staff and peers, and develop the skills and confidence needed for their future.

This section of our website is designed to provide clear information about our attendance expectations, the support systems we have in place, and how we can work together to overcome any barriers. We aim for all our students to achieve an improved attendance figure than what they had when they arrived with us, and we celebrate both excellent and improved attendance.

Your presence at Springwell Lincolnshire is valued. We are here to support you every step of the way in making each day count towards a brighter and more successful future. Let’s work together to ensure you can take full advantage of the opportunities available.

Responsibilities and Expectations

Parents/Carers are responsible for:

• Ensuring their child(ren) attends school regularly.
• Contacting the school daily with an explanation for any absence.
• Providing medical evidence for absences of three or more days.
• Not allowing children to stay home for minor complaints if they are fit enough to be up and about.

Pupils are expected to:

• Attend the academy every day.
• Arrive on time or be ready for taxi collection.
• Inform staff of any problems preventing attendance.

The School will:

• Provide the most appropriate educational package.
• Work collaboratively with families and follow DfE guidance.
• Continue to work towards a full-time offer for pupils on reduced timetables.

Springwell Lincolnshire’s Key Practices and Procedures for Attendance

Admission and Attendance Registers: Springwell will accurately maintain admission and attendance registers, retaining them for six years. Leave will only be granted in exceptional circumstances.

Absence Follow-up: A clear daily process for following up on absences is in place and shared with parents at admission meetings. Parents will receive regular updates on attendance.

Support for Low Attendance:

• The Pupil and Parent Support Team (PPST) discusses attendance barriers with pupils/parents/carers at admission meetings.
• A weekly Attendance & Safeguarding meeting monitors pupils attendance below 90% (Persistent Absentees – PA).
• The Attend Framework is used to identify barriers and develop personalised plans to support pupils.
• Personalised Education and Attendance Plans (PEAPs) with reduced timetables (if necessary) are reviewed regularly with the aim of increasing time in school.

Recognising Positive Attendance: Pupils with improved attendance are congratulated weekly by the Executive Vice Principal, with home contact, letters, or postcards.

Springwell Lincolnshire’s Inclusive Attendance Culture

Springwell Lincolnshire is deeply committed to fostering an inclusive attendance culture across its schools, recognising that regular attendance is fundamental to a child’s safety, well-being, and academic success. Our approach is multi-faceted, prioritising individual needs, strong partnerships with families, and proactive support.

Here’s how Springwell Lincolnshire creates an inclusive attendance culture:

• Child-Centred and Nurturing Approach: Springwell understands that many of their pupils, particularly those with Social, Emotional, and Mental Health (SEMH) difficulties, may have complex needs or past negative experiences with school. They adopt a nurturing, trauma-informed approach, focusing on building strong relationships with pupils and ensuring they feel valued and understood. This includes providing safe spaces, offering breakfast and snacks as part of nurture provision, and prioritising social and emotional development.
• Individualised Support and Flexible Consistency: Recognising that a “one-size-fits-all” approach doesn’t work, Springwell Lincolnshire tailors its attendance strategies to align with the unique context each academy. We provide personalised educational packages and interventions. For pupils with anxiety-led school refusal or other mental health challenges, early intervention is key, and a Personalised Support Plan (PEAP) is put in place without delay. This demonstrates a “flexible consistency” where the needs and circumstances of the individual are always considered.
• Strong Family Partnerships: Springwell emphasises open and honest communication with parents and carers. We believe that working in partnership is vital to overcoming obstacles affecting attendance. This includes:
  • Regular contact from class teams to discuss progress and concerns.
  • Pastoral and pupil support teams available for advice, home visits, and support at meetings.
  • Offering Early Help Assessments to connect families with additional support from external agencies.
  • Inviting parents to Family Learning Days to engage with your child’s education.
• Proactive Monitoring and Early Intervention: Springwell has high expectations for attendance and punctuality, but also a robust system for identifying and addressing concerns early. We:
  • Contact parents on the first day of absence if no notification is received.
  • Conduct home visits if a child is absent without contact, sometimes involving the local policing team to ensure well-being.
  • Hold attendance panel meetings to discuss and resolve ongoing concerns, with a focus on support before any legal action is considered.
  • Utilise online systems to track attendance and identify patterns that might indicate underlying issues affecting attendance.
• Addressing Underlying Barriers: Springwell understands that poor attendance often stems from underlying issues, such as anxiety, difficult home circumstances, or unmet Special Educational Needs and Disabilities (SEND). Our approach includes:
  • Identifying SEND needs at the earliest point and making effective provision.
  • Providing a high level of daily support from class teams and specialised teaching assistants.
  • Working with pupils who have historic attendance issues through “Targeted Intervention” provision, offering one-to-one tuition and online learning as a stepping stone back to full-time education.
  • Collaborating with other agencies, like the Healthy Minds Team, to provide comprehensive support for mental health challenges.
• Rewarding Positive Attendance: To encourage and celebrate good attendance, Springwell ensures that positive attendance and improvement efforts are recognised. This can be through verbal praise from school leaders or through letters sent to the family home.

In essence, Springwell Lincolnshire’s inclusive attendance culture is built on a foundation of empathy, understanding, proactive support, and a commitment to working collaboratively with pupils and their families to remove barriers to education and ensure every child can thrive.