Attendance

The Strategic Approach

Topcliffe Academy adopts the 5 Foundations of Effective Attendance Practice framework, this is modelled on the work of Professor Katherine Weare. The emphasis is on developing a school culture and climate which builds a sense of connectedness and belonging to ensure all children can attend school and thrive.  The approach ensures we prioritise building solid working relationships with children / parents prior to any escalation.  The staged approach ensures we identify triggers early that can lead to poor attendance issues such as; mental health issues, lack of trust, communication and relationship breakdowns and the possible lack of networking opportunities both internal (in-school) and external (external agencies).

Aims

• Increase school Attendance and reduce Persistent Absence to meet set targets.
• Ensure Attendance is well managed within the school, with the appropriate level of resources allocated.
• Enable the school to make informed use of Attendance data to target interventions appropriately, focusing on key demographic groups.

Objectives 

• To create an ethos in  which good Attendance is recognised as the norm and every child / young person aims for excellent attendance;
• To ensure Attendance and Punctuality is a key priority:
• To set achievable targets to improve key demographic groups and individual children’s Attendance and PA. 
• To embed the 5 Foundations of Effective Attendance Practice framework and  Key Performance Indicators aligned to the action plan. 
• To develop a systematic approach to gathering and analysing relevant attendance data – proactively implementing targeted support programmes to remove barriers regarding school attendance.   
• To develop effective partnership with external agencies and reviewing their impact.

5 Foundations of Effective Attendance Practice

                                                  

  

                                                                                

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Foundation 1 - The school has a fully embedded ethos in which excellent school attendance is expected, developed and nurtured. An escalated approach ensures the school has a deeply embedded and consistent whole school approach to improving attendance.

Foundation 2 - The approach to improving attendance is built on solid policies, systems and processes; this ensures sustainable and continuous improvement drives practice. Succession planning is built around an effective systems leadership model - rather than that of an individual Attendance Leader. The Attendance Policy drives school practice, it is deeply embedded in daily practise and ensures the school sets, and maintains, high expectations to improve the culture of attendance.

Foundation 3 - The school prioritises developing a fully engaged team of attendance experts; with a shared vision and core purpose. Through this development the Attendance Leader will raise the status of attendance and ensure improved attendance is both sustained and continuous.  CPD will support staff at all levels to fully understand their role in supporting attendance.  The development of external partnerships will support attendance improvements through a multi-disciplinary approach for identified children and families.

Foundation 4 - Data information and analysis direct resources proactively towards key demographic groups and identified individuals.  The expert use of data analysis informs decision making at all levels. A rigorous and effective attendance cycle ensures the Attendance Leader not only captures key information but also further understands the ‘deeper roots’ that creates barriers regarding attendance to school.

Foundation 5 - Connecting and belonging drives the school approach to supporting attendance - this is deeply embedded in an evidence-based approach.  The school has effective routines in place that are followed by staff.  Staff at all levels within the school understand the 'deeper roots' regarding poor attendance and this is supported through a systematic approach.  The school has developed, and embedded, an effective rewards system to further drive attendance improvements and celebrate success.

DFE: Working Together To Improve Attendance

The table below identifies how the 5 Foundations of Effective Practice will underpin the DFE 2022 paper.  

Topcliffe Primary School

Attendance Procedures

 

 

Aligned with WHMAT Attendance Policy, DfE Statutory Guidance & Birmingham LA Procedures

1. Purpose & Principles

Topcliffe Primary School is committed to ensuring every pupil attends regularly, punctually and safely. The school adopts:

• The WHMAT Attendance Policy, which outlines trust‑wide expectations, escalation, roles and accountability.
• The Five Foundations of Effective Attendance Practice used by Topcliffe Academy to build a culture of belonging and relational practice.
• Statutory guidance from the DfE (Working Together to Improve School Attendance).
• Birmingham LA’s Support First graduated model for tackling absence.

2. Daily Attendance Expectations

2.1 School Day Timings & Registers

 

• School gates open at 8.45am
• Morning registers open at the start of morning 8.55am and close 9.25am
• Afternoon registers open following lunch and close at 1.35pm
• Class teachers must submit registers promptly to maintain a live safeguarding record, in line with DfE requirements
• Children who arrive outside of these times, need to enter through the pedestrian gate.

 

2.2 Punctuality

• Children arriving after 9.10am receive an L code.
• Children arriving after 9.25am receive a U code as per statutory coding rules – this is considered an unauthorised absence.
• Staff carry out late‑gate monitoring and record reasons for lateness using InVentry.
• Lost learning is identified by class teams – and caught up accordingly – during assemblies, break or as home learning.

A punctuality improvement meeting may be called an improvement plan may be triggered after repeated lateness.

3. First‑Day Response Procedures

Topcliffe follows a clear first‑day response to absence, combining WHMAT policy expectations.

Steps:

1. Morning:
   • Teacher marks pupil absent with code O (unauthorised) if no reason is known.
   • Attendance/pastoral team makes first phone call to parents before 9.45am
2. If an acceptable* reason is given:
   • Code is amended appropriately (e.g., illness).
   • Logged on Registration Certificate via Arbor.
3. If school are unable to make contact:
   • Send an in‑app/Arbor message to all parents/carers.
   • If still no response by lunchtime, a second call is made – attendance codes updated if necessary.
4. No contact by end of day or repeated non‑contact:
   • Further monitoring and will trigger safeguarding escalation (consistent with DfE & LA guidance).
   • A second day of no contact automatically triggers a home visit.
   • For priority/vulnerable pupils, a same-day home visit is carried out.
   • Continued no contact, could trigger a Police Safe and Well check.

4. Escalation & Graduated Support

Topcliffe follows Birmingham’s Support First approach, prioritising listening, understanding barriers and offering supportive intervention before formal processes.

4.1 Universal Offer (All pupils)

• Clear communication of attendance expectations.
• Assemblies, newsletters and website information.
• House‑point incentives and certificates. 

4.2 Targeted Support

Triggered when patterns emerge (e.g., below 95%, increasing broken weeks):

• Pupil conversation (3 houses, worries, wishes and dreams)
• Pastoral meeting with parent.
• Offer breakfast club / meet‑and‑greet / wellbeing support.
• SENCo involvement if barriers relate to SEND.
• Use of individual attendance plan - completed at school, in conjunction with parents and Topcliffe’s pastoral team.

4.3 Formal Support

Used when voluntary support does not lead to improvement:

• Attendance contract made between school and home
• Multi‑agency involvement (e.g., Early Help, school nurse, social worker).

 

4.4 Legal Intervention

Only used when appropriate and as outlined in WHMAT policy and Birmingham LA procedures:

• Unauthorised absence triggers consideration of a Penalty Notice referral, aligned with national framework and fairness expectations.
  • The national penalty notice framework also details increase to the amount parents have to pay, and the escalation process local authorities must use when more than one offence is committed within a three-year period:
  • the first penalty notice issued to a parent for a particular pupil will be charged at £160 if paid within 28 days. This will be reduced to £80 if paid within 21 days
  • a second penalty notice issued to the same parent for the same pupil will be charged at a flat rate of £160 if paid within 28 days
  • a third penalty notice cannot be issued to the same parent for the same child within three years of the date the first notice was issued. If the national threshold is met for a third time (or subsequent times) within the three-year period, other action should be taken instead. This could include prosecution
• Unauthorised holidays triggers consideration of a Penalty Notice referral, aligned with national framework and fairness expectations.
  • An £80 fine is issued to each parent, per child and must be paid within 21 days of issue.
  • If this is not received within 21 days, it rises to £160 for a further 7 days.
  • Reminders to pay are not sent.
  • The National Penalty Notice Framework states that if this is the second time in 3 years you have been issued with a penalty notice, the discount of £80 will not be available to you and you must pay £160 within 28 days.
  • If payment is still not received, the local authority will withdraw the penalty notice and a case will be prepared for court for the original offence under Section 444 (1) of the 1996 Education Act.
  • For a second offence within a three-year period the discount does not apply and the cost is £160.
  • A third offence may mean the case is referred directly to court.

 

5. Monitoring, Data & Analysis

5.1 Daily

• Attendance staff check registers and follow up anomalies.
• All data recorded and updated on Arbor.
• Conversations with parents and carers at meet and greet points
•  

5.2 Weekly

• Weekly attendance is analysed for each class
• Identification of pupils with emerging and existing patterns
• Opportunities to reach out to parents to supporting in identifying and supporting with barriers to attendance

5.3 Termly

• Governor reports and WHMAT oversight.
• Review incentives, communication and targeted support impact.
• Whole‑school analysis which feeds into BCC Targeted Support Meetings, Local authority audits and internal WHMAT monitoring.

6. Communication with Families

Aligned with DfE toolkit & Topcliffe practice:

• Face to face during meet and great opportunities at the start and end of day
• During parents’ evenings, workshops and open day events
• Regular updates via website, newsletters, Class Dojo and Arbor.
• Targeted phone calls for parents who are hard to reach
• Attendance messages and summaries shared termly.
  • Attendance expectations
  • Lateness impact
  • Holiday requests
  • Support available

7. Reward Systems

• House‑point linked attendance rewards.
• Whole‑class football chart system.
• Half‑term certificates for improved or excellent attendance.
• Punctuality incentives.

8. Roles & Responsibilities (including but not limited to)

Senior Attendance Champion – Mrs Milligan

• Build strong relationships and provide daily support, including greeting children positively, understanding barriers to attendance, and helping pupils with emotional, social, or additional needs.
• Work collaboratively with teachers, TAs, pastoral staff, and families to identify concerns early and implement tailored support strategies.
• Oversee and monitor attendance systems, including daily checks, follow‑up processes, data tracking, and leading targeted interventions.
• Lead strategic attendance work, such as data analysis, reporting to SLT/governors, coordinating meetings for persistent absentees, and ensuring all staff understand their attendance responsibilities.
• Ensure compliance with statutory procedures and WHMAT policy, driving a whole‑school culture that promotes high attendance and implementing the attendance strategy consistently.

 

Attendance Officer / Pastoral Team

• Provide early intervention and tailored support, including emotional and behavioural help, for pupils showing emerging attendance concerns.
• Work closely with families and external agencies, creating and coordinating support plans, arranging phone calls, and holding informal or formal attendance meetings.
• Monitor attendance trends within the year group and champion good attendance through assemblies, mentoring and targeted interventions.

Follow WHMAT Attendance Policy and Process Map, ensuring consistent practice across the school.

Class Teachers

• Build strong relationships and create a positive start to the day by greeting pupils warmly, engaging families, recognising improvements, and using restorative conversations.
• Deliver engaging, well- planned lessons with active learning and appropriate adaptations so all pupils can participate fully and feel motivated to attend.
• Monitor attendance and wellbeing, noticing patterns, emotional or social difficulties, and raising concerns promptly with pastoral, attendance or SLT staff; provide safe spaces and support for pupils who need them.
• Work collaboratively and follow school policies, including WHMAT attendance procedures, to ensure consistent support strategies and reinforce the importance of regular attendance.

Parents/Carers

• Ensure your child attends school every day and arrives on time, using consistent morning routines and avoiding term‑time holidays.
• Keep the school informed, reporting absences promptly and updating contact information so we can reach you when needed.
• Support your child’s wellbeing and engagement, talking to them about school, noticing any worries, and asking for help if they are struggling.
• Work in partnership with the school, responding to calls/messages, attending meetings, and engaging with any support offered to improve attendance

Pupils

• Come to school every day and arrive on time, ready to learn and take part in the day.
• Talk to a trusted adult if you are worried, upset, or finding school difficult so we can help you.
• Take part in lessons and try your best, joining in, following your teacher’s instructions, and using support when it is offered.
• Be kind, respectful and positive, helping to create a classroom where everyone feels safe, welcome and ready to learn.

Useful links

WHMAT-Attendance-Policy.pdf

School attendance, advice for parents | School attendance, advice for parents | Birmingham City Council

School attendance and absence: Legal action to enforce school attendance - GOV.UK

School attendance and absence: Overview - GOV.UK