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Published bySibyl Washington Modified over 7 years ago
1. RECENT PERFORMANCE AND CAPACITY TO DRIVE PROGRESS Recent data Areas to considerExample questions Red Green Is the school on trajectory? Is attendance improving across all year groups? Is attendance improving across all departments? Is the school submitting its termly/half termly data on time? Is attendance a priority for the school? Is the school attendance leader a member of the SLT? Are the governors actively involved? Are all staff actively engaged in promoting regular attendance? Has the school got a concise picture of current attendance issues? Has the school allocated sufficient resources to improve attendance following analysis of relevant data? Does the school attendance leader have the required knowledge and expertise to address attendance priorities? Is there a relevant mix of provision to support groups and individual pupils, including support for vulnerable pupils? Does the school effectively liaise with and access the range of services available to meet its needs? Is time allocated to the attendance leader to manage attendance activities, including monitoring and evaluating their impact? Are all members of staff,pupils, parents and services clear about their roles and responsibilities in relation to promoting regular attendance in the school? Does the school work well with pupils and parents/carers and are roles and expectations made clear? Do the KS3 B&A Consultant/EWO/other external partners effectively engage with the school? 2.2 Capacity to drive progress School is on or ahead of trajectory Attendance consistently improves across year groups All departments are showing improved attendance The school always submits accurate half- termly and termly data on time Attendance features as a standard agenda items on SLT and governor agendas Head takes a lead on attendance across the school with active governor input All staff own the attendance agenda and actively promote attendance with all pupils The school has a concise view of the attendance issues and reviews this regularly. Electronic registration used Allocation of resources is based on a cycle of planning, delivery and review The school attendance leader is skilled in the effective deployment of available resources to meet the changing needs of pupils Data analysis provides a clear picture of pupil needs All services engaged in a relevant way with the school Attendance leader has identified protected time to review attendance support and reallocate resource as required All staff own the attendance agenda and actively promote attendance with all pupils The relationships are effective and are managed within formal agreements All target schools are actively engaged by a KS3 Consultant School is significantly behind trajectory Attendance remains at low levels across all year groups Attendance remains poor in 30% of departments The school fails to submit attendance data unless reminded and supported by the local authority There is little or no time given to discussing and planning to improve attendance Head and governors have not allocated an attendance lead role in the school Staff view attendance as the responsibility of pastoral and administrative staff The school is unaware of the reasons for poor attendance and has no improvement plan in place. No electronic systems in place The school has no system for allocation of resources based on pupil need Attendance leader is not aware of the range of resources available and how they can be used to meet pupil needs Attendance resource is limited and deployed without planning No strategic view on provision of resources so schools’ needs are not met Attendance is given little time and therefore monitoring is ad hoc and unreliable Staff view attendance as the responsibility of pastoral and administrative staff Poor co-operation. No agreed means of managing the relationship e.g. a parent contract Consultants/EWOs not engaged with target schools 1.1 Recent Performance Priority Resource allocation & capacity Co-ordination of resources Relationships and engagement
2. QUALITY OF PLANNING AND PERFORMANCE MANAGEMENT Policy Framework Areas to considerExample questionsRed Green Does the school have a formal attendance policy which has been agreed with all key stakeholders incl. governors, teachers, parents and pupils? Are these policies rigorously and consistently applied? Is there a school level action plan to improve attendance (with timescales) that has been agreed with, and is supported by the LA? Does the school regularly collate and analyse its data to enable effective monitoring of performance against trajectory (minimum half-termly basis) using robust systems? Are interventions reviewed and their impact monitored? Is there a clear escalation process for groups of pupils and parents/carers who persistently under-perform? Are persistent truants identified and interventions monitored? Does the school link attendance data to pupil level attainment? Has the school agreed an appropriate target with its LA? Are the school staff aware of the target to improve attendance? Does the school use a range of effective strategies to provide support, incentives and sanctions, including measures to tackle persistent truancy? Is improving teaching and learning central to attendance performance improvement? Does the school operate first day calling? Does the school participate in the LAs Fast-track case management system? Does the school use Parenting Contracts? Is relative performance fed back regularly to heads, governors, parents/carers and the LA? Does the school collaborate with other schools effectively? Does the school have an effective publicity strategy for 1)promoting attendance to parents and the wider community,2) undertaking targeted communications? 2.2 Performance Management Clearly defined polices which are agreed; have been consulted on; effectively communicated; applied consistently and are reviewed There is clarity of roles, responsibilities and expected outcomes Strong evidence of an effective action plan which is improving attendance Accurate, timely data flows from departments and year heads to the school attendance leader, which is used to inform rapid and effective action. Interventions are monitored and reviewed to assess impact on attendance Escalation process is clearly understood and consistently used by all staff Clear definition of truancy exists and interventions planned and monitored to measure impact Clear links are made between attendance and attainment School has agreed a target and milestones towards target School staff have all contributed information to agree the target A range of effective strategies are in place which are jointly monitored and developed. Escalation procedures in place where first stage of sanctions not working Improving teaching is a key part of the whole school policy to reduce absence First day calling used effectively Fast track used to manage case load effectively Parenting Contracts used as part of positive support for parents There are a range of effective strategies to communicate attendance performance to the full range of audiences Schools collaborate on key messages re holidays in term time, study leave etc Schools use newsletter, celebration assemblies, notes home and governor letters to promote improved and maintained good attendance No formal polices or polices which are unclear Poor communication of policies Low levels of consultation No review system No plan or poor implementation or adherence to polices No data collection, performance not monitored and problems not identified. Where data is available the school does not use it to take action Interventions are unplanned, inconsistently applied and reviewed infrequently. There are no structured escalation procedures in place School is unclear about its definition of persistent truancy and interventions used to combat Attendance data is not aligned to pupil attainment School has not agreed target with LA School staff are unaware of the target or the challenge involved in improving attendance No strategies are in place to promote attendance and reduce truancy Escalation procedures not followed through Teaching is not central to reducing absence First day calling not considered Fast track not used Parenting contracts not used There is no communication on attendance performance with governors, parents and the LA No collaborative work is done with other schools Schools only communicate when attendance is worsening and sanctions are to be enforced 2.1 Quality of planning Performance monitoring and management Communications Strategic framework
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