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Resolving difficulties at school

We understand that sometimes challenges arise during your child’s school journey. Whether it’s a concern about learning, wellbeing, or communication, knowing how to address issues effectively can make a big difference. This section is designed to help parents navigate the process with confidence—providing practical steps, useful contacts, and tips for working together with school staff to find positive solutions. Our goal is to ensure that every child feels supported and every parent feels heard.

Resolving School Issues

Sometimes children just need to be heard and get some help solving problems. It might be that you can suggest some changes they can make to improve things for themselves.

If that doesn’t help, contact their teacher. It is usually best to arrange a time to speak with them rather than trying to speak to them on drop off or pickups. When you meet with their teacher:

  • Explain the problem clearly.
  • If you and your child have any suggestions of how the teacher can help, let them know.
  • Ask them if they have any suggestions of things they could do to help as well.
  • Request a timeline for when the situation will be reviewed so you can catch up with them again and check what progress has been made.

Keep records:

  • Save copies of emails or letters.
  • If you speak by phone or in person, note the date, who you spoke to and what was said.
  • You may wish to follow up verbal conversation with a quick e-mail stating your understanding of what was agreed and asking them to confirm this is accurate just to make sure everyone is on the same page.

Talking to the Headteacher

If the teacher can’t resolve the issue, ask to speak to the headteacher. They may refer you to another staff member like a Head of Year or Deputy Head if this person is more appropriate to help you.

When you do:

  • Explain the problem.
  • Ask what action they’ll take and when.
  • Request an update timeline.

Again, keep copies of emails and notes from conversations. These may help if you need to follow up or make a formal complaint.

Resolving School Issues

Sometimes children just need to be heard and get some help solving problems. It might be that you can suggest some changes they can make to improve things for themselves.

If that doesn’t help, contact their teacher. It is usually best to arrange a time to speak with them rather than trying to speak to them on drop off or pickups. When you meet with their teacher:

  • Explain the problem clearly.
  • If you and your child have any suggestions of how the teacher can help, let them know.
  • Ask them if they have any suggestions of things they could do to help as well.
  • Request a timeline for when the situation will be reviewed so you can catch up with them again and check what progress has been made.

Keep records:

  • Save copies of emails or letters.
  • If you speak by phone or in person, note the date, who you spoke to and what was said.
  • You may wish to follow up verbal conversation with a quick e-mail stating your understanding of what was agreed and asking them to confirm this is accurate just to make sure everyone is on the same page.

Talking to the Headteacher

If the teacher can’t resolve the issue, ask to speak to the headteacher. They may refer you to another staff member like a Head of Year or Deputy Head if this person is more appropriate to help you.

When you do:

  • Explain the problem.
  • Ask what action they’ll take and when.
  • Request an update timeline.

Again, keep copies of emails and notes from conversations. These may help if you need to follow up or make a formal complaint.

What is a Reduced Hours Provision? 

Children and young people have a legal right to receive a full-time educational provision.

Children with additional needs have the right to access the same opportunities and hours as the other children.

In what circumstances would Reduced Hours Provision Benefit my Child?

  • As part of an integration/reintegration approach for pupils who have not attended before or have been absent from school for a period of time due to illness, disability, mental health issues or family circumstances.
  • Reduced hours provision is rarely effective in managing pupils at risk of exclusion. It is unlawful for schools to discriminate against pupils on the basis of their SEN and/or disability including those with Behaviour, Social and Emotional Difficulties. Limiting their access to school is unlikely to help them develop in their areas of need.
  • If your child has long term medical needs you should expect that the school has a medical or care plan for them 

What must the School do if they Feel that Reduced Timetable would Benefit my Child?

  • Schools have a duty of care for all pupils on their school roll. The school must ensure that when a pupil is not expected to attend, there is a written agreement with parents or alternative education providers about who is responsible for keeping the child safe for the time they would normally be in school.
  • The school should keep a record of all pupils on a reduced timetable and must inform the Local Authority if a child is on Reduced Hours Provision so it can be monitored.

I do not Agree with having Reduced Hours Provision, what can I do?

  • A school must not pursue a reduced hours provision without parental permission – this can be construed as an unofficial exclusion which is unlawful and can be seen as the school preventing your child from accessing provision.
  • For pupils with Education Health and Social Care Plans, the school must consult with the Local Authority SEN team for approval. If, after the period of six weeks, the plan has not been successfully achieved, an emergency Annual Review will normally be held.

I’m in Agreement for my Child to have Reduced Hours Provision-what should I Expect?

  • A clear and evidenced rationale for the reduced hours, aimed at supporting the needs of your child.
  • The school must have signed parental permission evidenced on the school file prior to the commencement of reduced hours provision.
  • The school should complete an education plan such as a Pastoral Support Plan, agreed by you and your child, demonstrating a clear pathway to full integration in no more than 6 weeks. Where appropriate, your child must have active involvement in the process of planning, reviewing and evaluating the provision.
  • A formal risk assessment of the impact that a reduced hours provision would have on your child should be carried out and agreed.

What Happens at the End of the Reduced Hours Provision Period?

  • Midway through the reduced hours provision period (and possibly more frequently) the school will hold a review meeting. This will be an opportunity to discuss support and if all the objectives of the reduced hours provision are being met.
  • At the end of the agreed period of the reduced hours provision the school will have a reintegration review meeting. This will be an opportunity to discuss whether the objectives of the reduced hours provision have been met and to agree any on-going support necessary for your child.
  • Your child will be attending school full-time. What if the Reduced Hours Provision has not Achieved the Results we Hoped for? Before the end of the agreed period of the plan, if the objectives have not been achieved, a multi-agency TAC meeting might need to be arranged to plan the next steps for your child. This might well include specialist staff from outside agencies

Who can help?

Our Reduced Hours Provision Team monitor the use of Reduced Hours Provision. If you are concerned about the use of a Reduced Hours timetable for your child, you can contact them at ReducedHoursData@hants.gov.uk 

What is a Reduced Hours Provision? 

Children and young people have a legal right to receive a full-time educational provision.

Children with additional needs have the right to access the same opportunities and hours as the other children.

In what circumstances would Reduced Hours Provision Benefit my Child?

  • As part of an integration/reintegration approach for pupils who have not attended before or have been absent from school for a period of time due to illness, disability, mental health issues or family circumstances.
  • Reduced hours provision is rarely effective in managing pupils at risk of exclusion. It is unlawful for schools to discriminate against pupils on the basis of their SEN and/or disability including those with Behaviour, Social and Emotional Difficulties. Limiting their access to school is unlikely to help them develop in their areas of need.
  • If your child has long term medical needs you should expect that the school has a medical or care plan for them 

What must the School do if they Feel that Reduced Timetable would Benefit my Child?

  • Schools have a duty of care for all pupils on their school roll. The school must ensure that when a pupil is not expected to attend, there is a written agreement with parents or alternative education providers about who is responsible for keeping the child safe for the time they would normally be in school.
  • The school should keep a record of all pupils on a reduced timetable and must inform the Local Authority if a child is on Reduced Hours Provision so it can be monitored.

I do not Agree with having Reduced Hours Provision, what can I do?

  • A school must not pursue a reduced hours provision without parental permission – this can be construed as an unofficial exclusion which is unlawful and can be seen as the school preventing your child from accessing provision.
  • For pupils with Education Health and Social Care Plans, the school must consult with the Local Authority SEN team for approval. If, after the period of six weeks, the plan has not been successfully achieved, an emergency Annual Review will normally be held.

I’m in Agreement for my Child to have Reduced Hours Provision-what should I Expect?

  • A clear and evidenced rationale for the reduced hours, aimed at supporting the needs of your child.
  • The school must have signed parental permission evidenced on the school file prior to the commencement of reduced hours provision.
  • The school should complete an education plan such as a Pastoral Support Plan, agreed by you and your child, demonstrating a clear pathway to full integration in no more than 6 weeks. Where appropriate, your child must have active involvement in the process of planning, reviewing and evaluating the provision.
  • A formal risk assessment of the impact that a reduced hours provision would have on your child should be carried out and agreed.

What Happens at the End of the Reduced Hours Provision Period?

  • Midway through the reduced hours provision period (and possibly more frequently) the school will hold a review meeting. This will be an opportunity to discuss support and if all the objectives of the reduced hours provision are being met.
  • At the end of the agreed period of the reduced hours provision the school will have a reintegration review meeting. This will be an opportunity to discuss whether the objectives of the reduced hours provision have been met and to agree any on-going support necessary for your child.
  • Your child will be attending school full-time. What if the Reduced Hours Provision has not Achieved the Results we Hoped for? Before the end of the agreed period of the plan, if the objectives have not been achieved, a multi-agency TAC meeting might need to be arranged to plan the next steps for your child. This might well include specialist staff from outside agencies

Who can help?

Our Reduced Hours Provision Team monitor the use of Reduced Hours Provision. If you are concerned about the use of a Reduced Hours timetable for your child, you can contact them at ReducedHoursData@hants.gov.uk 

What Is Exclusion?

Exclusion means a pupil isn’t allowed to attend school or enter premises for a set period (suspension) or permanently.

Reasons for Exclusion

  • Only headteachers or someone acting for them can exclude a pupil.
  • Exclusion must not be used because of: SEN/disability, low academic attainment, or parental actions (e.g., refusing to attend meetings).
  • Behaviour in or outside school, including off-site incidents that affect school reputation or safety, can lead to exclusion.

Notification Process

The headteacher (or designee) must immediately notify the parent verbally about the exclusion and its type, followed by a formal letter.

  • The letter must include:
    • Work set and marked in the first 5 days.
    • Alternative arrangements from day 6 onward (if needed).
    • Reason and type of exclusion.
    • Suspension duration and return date (if applicable).
    • Education provision details for:
    • Instruction on rights to challenge the exclusion and review procedures.
    • Contact details for the Inclusion Support Service (ISS), Child Law Advice, and Equality Act rights.
  • For permanent exclusions, the letter also outlines:
    • Education provision post-day 6.
    • How to access ISS support.
    • Information about an Independent Review Panel (IRP).

Key Actions if Your Child Is Excluded

Sometimes exclusions have happened due to your child’s needs underlying unmet needs. After the fixed term exclusion is over, you will have a reintegration meeting with the school. This is an opportunity to discuss the support in place and see what further support needs to be provided.

After the reintegration meeting you may wish to book a follow-up meeting with the school’s SENCo so you can review the SEN support in place with them and ensure it is working.

Additional Support & Advice

What Is Exclusion?

Exclusion means a pupil isn’t allowed to attend school or enter premises for a set period (suspension) or permanently.

Reasons for Exclusion

  • Only headteachers or someone acting for them can exclude a pupil.
  • Exclusion must not be used because of: SEN/disability, low academic attainment, or parental actions (e.g., refusing to attend meetings).
  • Behaviour in or outside school, including off-site incidents that affect school reputation or safety, can lead to exclusion.

Notification Process

The headteacher (or designee) must immediately notify the parent verbally about the exclusion and its type, followed by a formal letter.

  • The letter must include:
    • Work set and marked in the first 5 days.
    • Alternative arrangements from day 6 onward (if needed).
    • Reason and type of exclusion.
    • Suspension duration and return date (if applicable).
    • Education provision details for:
    • Instruction on rights to challenge the exclusion and review procedures.
    • Contact details for the Inclusion Support Service (ISS), Child Law Advice, and Equality Act rights.
  • For permanent exclusions, the letter also outlines:
    • Education provision post-day 6.
    • How to access ISS support.
    • Information about an Independent Review Panel (IRP).

Key Actions if Your Child Is Excluded

Sometimes exclusions have happened due to your child’s needs underlying unmet needs. After the fixed term exclusion is over, you will have a reintegration meeting with the school. This is an opportunity to discuss the support in place and see what further support needs to be provided.

After the reintegration meeting you may wish to book a follow-up meeting with the school’s SENCo so you can review the SEN support in place with them and ensure it is working.

Additional Support & Advice

What Is Bullying?

  • Repeated behaviour intended to hurt emotionally or physically—can occur at school, online, social spaces, home, or a workplace.
  • Includes verbal abuse, criticism, online harassment ("cyberbullying"), and even physical assaults.

Signs Your Child May Be Bullied

Watch for sudden changes such as:

  • Anxiety, low mood, school avoidance
  • Unexplained bruises or damaged belongings
  • Withdrawal, reduced confidence, lower academic performance
  • Panic, anger outbursts, unusual dressing habits
  • Altered eating or sleeping patterns

Talking to Your Child

  • Start conversations casually—during a shared activity to reduce pressure.
  • Use gentle, open “I” statements like, “I’ve noticed you seem down—can we talk?”
  • Listen calmly, empathise, affirm that bullying is never their fault, and reassure them that you’ll work together to stop it.
  • If they’re not ready to talk, try indirect methods (notes, texts) and encourage them to reach out to trusted adults or helplines.

Addressing Bullying

Record Incidents

Help your child keep a diary of what happened, when and where, photos of injuries or messages, screenshots of online abuse, and the emotional impact on your child.

If It’s at School

  • Review the school’s anti-bullying policy (usually online). This sets out what the school promises to do when they told a pupil is being bullied.
  • Arrange a meeting with your child’s head of year and explain what is happening using your records; follow up with an email summarising agreed steps and schedule a check-in meeting.
  • If unresolved, escalate to the senior leadership team.

Supporting Your Child Through & After Bullying

  • Keep talking and listening regularly; reassure them of your support.
  • Build self-esteem through positive, shared activities.
  • Encourage friendships with respectful peers, possibly through clubs or groups.
  • Promote relaxation, self-care, and emotional wellbeing.
  • Be a supportive ally—accept and validate their feelings; avoid dismissive statements.

Useful Support

What Is Bullying?

  • Repeated behaviour intended to hurt emotionally or physically—can occur at school, online, social spaces, home, or a workplace.
  • Includes verbal abuse, criticism, online harassment ("cyberbullying"), and even physical assaults.

Signs Your Child May Be Bullied

Watch for sudden changes such as:

  • Anxiety, low mood, school avoidance
  • Unexplained bruises or damaged belongings
  • Withdrawal, reduced confidence, lower academic performance
  • Panic, anger outbursts, unusual dressing habits
  • Altered eating or sleeping patterns

Talking to Your Child

  • Start conversations casually—during a shared activity to reduce pressure.
  • Use gentle, open “I” statements like, “I’ve noticed you seem down—can we talk?”
  • Listen calmly, empathise, affirm that bullying is never their fault, and reassure them that you’ll work together to stop it.
  • If they’re not ready to talk, try indirect methods (notes, texts) and encourage them to reach out to trusted adults or helplines.

Addressing Bullying

Record Incidents

Help your child keep a diary of what happened, when and where, photos of injuries or messages, screenshots of online abuse, and the emotional impact on your child.

If It’s at School

  • Review the school’s anti-bullying policy (usually online). This sets out what the school promises to do when they told a pupil is being bullied.
  • Arrange a meeting with your child’s head of year and explain what is happening using your records; follow up with an email summarising agreed steps and schedule a check-in meeting.
  • If unresolved, escalate to the senior leadership team.

Supporting Your Child Through & After Bullying

  • Keep talking and listening regularly; reassure them of your support.
  • Build self-esteem through positive, shared activities.
  • Encourage friendships with respectful peers, possibly through clubs or groups.
  • Promote relaxation, self-care, and emotional wellbeing.
  • Be a supportive ally—accept and validate their feelings; avoid dismissive statements.

Useful Support

Hampshire SENDIASS run workshops to help parents understand SEN support. You can access these here.

If you feel that you child is not getting the support they need, in the first instance speak to the class teacher and SENCo. It is best to arrange a time for this discussion rather than trying to have it at the end of the school day at pick up time. If you are still experiencing problems following this meeting then ask for a meeting with someone from the school's senior leadership team.

If after this, you feel the matter is still not resolved, you can make a formal complaint which will be dealt with inline with the school's complaints policy. ​You should be able to find the school's complaints policy on their website but if you can't they must give it to you if you ask for it.

For further information on complaining about a school please see Types of complaints - GOV.UK.

Hampshire SENDIASS run workshops to help parents understand SEN support. You can access these here.

If you feel that you child is not getting the support they need, in the first instance speak to the class teacher and SENCo. It is best to arrange a time for this discussion rather than trying to have it at the end of the school day at pick up time. If you are still experiencing problems following this meeting then ask for a meeting with someone from the school's senior leadership team.

If after this, you feel the matter is still not resolved, you can make a formal complaint which will be dealt with inline with the school's complaints policy. ​You should be able to find the school's complaints policy on their website but if you can't they must give it to you if you ask for it.

For further information on complaining about a school please see Types of complaints - GOV.UK.

Mental health impacting on attendance

Every child in the United Kingdom has the right to a full-time education, so that they can develop to their fullest potential and gain important skills that prepare them for the future, increasing their life choices. 

There are lots of benefits to attending school regularly, including: 

  • Improved education attainment and progression
  • Positive development of friendships
  • Positive development of social skills
  • Positive development of teamwork
  • Positive development of life skills
  • Positive development of cultural awareness

The ideal is always 100% school attendance to help maximise children’s access to education and learning and to support them to achieve their full potential.

We acknowledge that for a small number of children this attendance figure will not be possible due to reasons of ill health, disability, or other social/emotional needs.

In these cases, children’s attendance will be viewed within the context of each individual learner’s needs so that they can be supported to achieve their highest level of attendance. 

The ideal is always 100% school attendance to help maximise children’s access to education and learning and to support them to achieve their full potential.

We acknowledge that for a small number of children this attendance figure will not be possible due to reasons of ill health, disability, or other social/emotional needs.

In these cases, children’s attendance will be viewed within the context of each individual learner’s needs so that they can be supported to achieve their highest level of attendance. 

Good attendance is linked with improved achievement at school, the more a child is in school the more progress they will make. Most parents want their children to have good attendance at school and do their best to ensure this happens. 
The law entitles every child of compulsory school age to a suitable full-time education. Parents/carers have a duty, under section 7 of the Education Act 1996, to ensure that their child of compulsory school age (5 to 16) receives an efficient full-time education either by attendance at school or otherwise.  It is the legal responsibility of all parents/carers to ensure their child receives that education by full-time attendance at school or otherwise. 

This means that parents must ensure that: 

  • Their child receives an education either by attendance at a school, or by education otherwise than at a school for example elective home education.

  • Their child attends that school regularly. This means their child must attend every day that the school is open, except in a small number of allowable circumstances such as being too ill to attend or being given permission for an absence in advance from the school. 

Parents are expected to: 

  • Ensure their child attends every day that the school is open

  • Notify the school as soon as possible when their child will be unexpectedly absent 

  • Work with the school and local authority to help them understand if their child’s barriers to attendance. 

  • Proactively engage with the support offered around attendance to prevent the need for more formal support. 

  • Proactively engage with the formal support offered around attendance– including any attendance contract or voluntary early help plan to prevent the need for legal intervention. 

Good attendance is linked with improved achievement at school, the more a child is in school the more progress they will make. Most parents want their children to have good attendance at school and do their best to ensure this happens. 
The law entitles every child of compulsory school age to a suitable full-time education. Parents/carers have a duty, under section 7 of the Education Act 1996, to ensure that their child of compulsory school age (5 to 16) receives an efficient full-time education either by attendance at school or otherwise.  It is the legal responsibility of all parents/carers to ensure their child receives that education by full-time attendance at school or otherwise. 

This means that parents must ensure that: 

  • Their child receives an education either by attendance at a school, or by education otherwise than at a school for example elective home education.

  • Their child attends that school regularly. This means their child must attend every day that the school is open, except in a small number of allowable circumstances such as being too ill to attend or being given permission for an absence in advance from the school. 

Parents are expected to: 

  • Ensure their child attends every day that the school is open

  • Notify the school as soon as possible when their child will be unexpectedly absent 

  • Work with the school and local authority to help them understand if their child’s barriers to attendance. 

  • Proactively engage with the support offered around attendance to prevent the need for more formal support. 

  • Proactively engage with the formal support offered around attendance– including any attendance contract or voluntary early help plan to prevent the need for legal intervention. 

The NHS have a helpful guide for parents on when it is necessary to keep a child home from school. You can find this here: Is my child too ill for school?  

The NHS have a helpful guide for parents on when it is necessary to keep a child home from school. You can find this here: Is my child too ill for school?  

Sometimes there are difficulties that families face which impact on their child’s attendance at school. We are seeing an increase in children and young people struggling to attend school due to anxiety. 

Children and young people might become anxious about attending school for many reasons. For example: 

  • worried about not doing as well as they hoped or expected academically
  • struggling with their mental health (for example low self-esteem, self-confidence or mood)
  • having difficulties managing and regulating their emotions
  • experiencing difficulties with their relationships, whether that’s at home or at school
  • being bullied
  • dealing with high levels of family stress
  • being young carers who are worried about their parents
  • coping with trauma or loss.
  • unidentified or unmet special educational needs 

Many children and young people worry about school. This is normal. Anxieties are part of life and learning to deal with them is part of growing up. When a child or young person’s anxiety grows to a point where their attendance is significantly impacted on, this can be termed as Emotionally Based School Avoidance or EBSA. 

EBSA is hugely stressful for families, but help is out there.  

What is Educational Psychology? 

 

Hampshire Educational Psychology Service have created a helpful guide for parents and carers to help them support their child or young person if they are struggling to attend school. You can access this guide here. They have also created a guide to help schools support children and young people who are experiencing EBSA as well. You can find this here. 

Educational Psychology Helpline 

Our confidential telephone line is a free way for parents and carers in Hampshire to access information from Educational Psychologists. We are on hand to talk through the problems facing you and your child, whether that’s by listening to you think aloud, giving you helpful strategies, or signposting you to other contacts or services. 

Both schools and parents can call the Educational Psychology helpline to get advice from an experienced Educational Psychologist. This may be useful if you have tried the strategies in their guide and are stuck on what to do next. 

The helpline is open Wednesday and Thursday 9.30am to 11am, term time only. 

When you call, a member of the Educational Psychology support team will take your details and then ask an EP to ring you back. Phone calls typically last about 15 to 20 minutes. 

What is Educational Psychology? 

 

Hampshire Educational Psychology Service have created a helpful guide for parents and carers to help them support their child or young person if they are struggling to attend school. You can access this guide here. They have also created a guide to help schools support children and young people who are experiencing EBSA as well. You can find this here. 

Educational Psychology Helpline 

Our confidential telephone line is a free way for parents and carers in Hampshire to access information from Educational Psychologists. We are on hand to talk through the problems facing you and your child, whether that’s by listening to you think aloud, giving you helpful strategies, or signposting you to other contacts or services. 

Both schools and parents can call the Educational Psychology helpline to get advice from an experienced Educational Psychologist. This may be useful if you have tried the strategies in their guide and are stuck on what to do next. 

The helpline is open Wednesday and Thursday 9.30am to 11am, term time only. 

When you call, a member of the Educational Psychology support team will take your details and then ask an EP to ring you back. Phone calls typically last about 15 to 20 minutes. 

If your child is experiencing difficulties with their attendance, the first thing to do is to arrange a meeting with their school.  

The government has statutory guidance that schools must follow to support attendance. This is called Working Together to Improve Attendance.  

All schools are expected to: 

  • Build strong relationships and work jointly with families, listening to and understanding barriers to attendance and working in partnership with families to remove them.
  • Develop and maintain a whole school culture that promotes the benefits of high attendance.
  • Have a clear school attendance policy which all staff, pupils and parents understand. 
  • Accurately complete admission and, with the exception of schools where all pupils are boarders, attendance registers and have effective day to day processes in place to follow-up absence. 
  • Regularly monitor and analyse attendance and absence data to identify pupils or cohorts that require support with their attendance and put effective strategies in place. 
  • Share information and work collaboratively with other schools in the area, local authorities, and other partners where a pupil’s absence is at risk of becoming persistent or severe. 
  • Be particularly mindful of pupils absent from school due to mental or physical ill health or their special educational needs and/or disabilities, and provide them with additional support. 

The Working Together to Improve Attendance Guidance makes it clear that schools must:  

  • Treat all pupils and parents with dignity and staff should model respectful relationships to build a positive relationship between home and school that can be the foundation of good attendance.  
  • Where a pupil or family needs support with attendance, it is important that the best placed person in the school works alongside and supports the family and wherever possible the person should be kept consistent.  
  • Listen to and understand the barriers to attendance the pupil or family is experiencing. In doing so, schools should take into consideration the sensitivity of some of the reasons for absence and understand the importance of school as a place of safety and support rather than reaching immediately for punitive approaches.  
  • • Support pupils and parents by working together to address any in-school barriers to attendance.  
  • Where barriers are outside of the school’s control, all partners should work together to support pupils and parents to access any support they may need voluntarily.  
  • As a minimum, this should include meeting with pupils at risk of persistent or severe absence and their parents to understand barriers to being in school and agreeing actions or interventions to address them. This may include referrals to services and organisations that can provide support. These actions should be regularly discussed and reviewed together with pupils and families.  

If your child is experiencing difficulties with their attendance, the first thing to do is to arrange a meeting with their school.  

The government has statutory guidance that schools must follow to support attendance. This is called Working Together to Improve Attendance.  

All schools are expected to: 

  • Build strong relationships and work jointly with families, listening to and understanding barriers to attendance and working in partnership with families to remove them.
  • Develop and maintain a whole school culture that promotes the benefits of high attendance.
  • Have a clear school attendance policy which all staff, pupils and parents understand. 
  • Accurately complete admission and, with the exception of schools where all pupils are boarders, attendance registers and have effective day to day processes in place to follow-up absence. 
  • Regularly monitor and analyse attendance and absence data to identify pupils or cohorts that require support with their attendance and put effective strategies in place. 
  • Share information and work collaboratively with other schools in the area, local authorities, and other partners where a pupil’s absence is at risk of becoming persistent or severe. 
  • Be particularly mindful of pupils absent from school due to mental or physical ill health or their special educational needs and/or disabilities, and provide them with additional support. 

The Working Together to Improve Attendance Guidance makes it clear that schools must:  

  • Treat all pupils and parents with dignity and staff should model respectful relationships to build a positive relationship between home and school that can be the foundation of good attendance.  
  • Where a pupil or family needs support with attendance, it is important that the best placed person in the school works alongside and supports the family and wherever possible the person should be kept consistent.  
  • Listen to and understand the barriers to attendance the pupil or family is experiencing. In doing so, schools should take into consideration the sensitivity of some of the reasons for absence and understand the importance of school as a place of safety and support rather than reaching immediately for punitive approaches.  
  • • Support pupils and parents by working together to address any in-school barriers to attendance.  
  • Where barriers are outside of the school’s control, all partners should work together to support pupils and parents to access any support they may need voluntarily.  
  • As a minimum, this should include meeting with pupils at risk of persistent or severe absence and their parents to understand barriers to being in school and agreeing actions or interventions to address them. This may include referrals to services and organisations that can provide support. These actions should be regularly discussed and reviewed together with pupils and families.  

If this approach does not work schools should reach out to the local authority and other relevant partners such as the Family Support Service. 

If parents do not engage with them, schools should hold more formal conversations with the parents (and pupil where they are old enough to understand). This is likely to be led by the school’s senior attendance champion and may include the school’s point of contact in the local authority School Attendance Support Team.  

These meetings should clearly explain the consequences of persistent and severe absence to the pupil and family and the potential need for legal intervention in future, but should also be an opportunity to continue to listen to and understand the barriers to attendance and explain the help that is available to avoid those consequences. 

If this approach does not work schools should reach out to the local authority and other relevant partners such as the Family Support Service. 

If parents do not engage with them, schools should hold more formal conversations with the parents (and pupil where they are old enough to understand). This is likely to be led by the school’s senior attendance champion and may include the school’s point of contact in the local authority School Attendance Support Team.  

These meetings should clearly explain the consequences of persistent and severe absence to the pupil and family and the potential need for legal intervention in future, but should also be an opportunity to continue to listen to and understand the barriers to attendance and explain the help that is available to avoid those consequences. 

If absence is long-term or repeated, schools may request proof that your child is genuinely unwell and unable to attend school as this is a key part of their safeguarding duties. Keep copies of any appointment letters or medical reports. 

If your child: 

  • has a long term or chronic condition, and is expected to be absent from school for a longer period 
  • has intermittent attendance due to an illness (such as epilepsy or sickle cell anaemia) 
  • is going to be absent from school for a period of therapy or surgery 

The school may want to draw up a support plan with you, and consider whether to refer your child to our specialist services. 

Education for pupils who are unable to attend school because of medical needs can be provided for in the following ways: 

  • children who are in-patients of most hospitals will be taught through the in-hospital teaching service 
  • children who are not in-patients, will have a plan of education agreed between school, parent/carer and the local authority. 

Children who are admitted to NHS hospitals (including psychiatric units) in other areas should receive education through local hospitals, schools or an education centre. Please discuss this with your child’s school in the first instance. 

If absence is long-term or repeated, schools may request proof that your child is genuinely unwell and unable to attend school as this is a key part of their safeguarding duties. Keep copies of any appointment letters or medical reports. 

If your child: 

  • has a long term or chronic condition, and is expected to be absent from school for a longer period 
  • has intermittent attendance due to an illness (such as epilepsy or sickle cell anaemia) 
  • is going to be absent from school for a period of therapy or surgery 

The school may want to draw up a support plan with you, and consider whether to refer your child to our specialist services. 

Education for pupils who are unable to attend school because of medical needs can be provided for in the following ways: 

  • children who are in-patients of most hospitals will be taught through the in-hospital teaching service 
  • children who are not in-patients, will have a plan of education agreed between school, parent/carer and the local authority. 

Children who are admitted to NHS hospitals (including psychiatric units) in other areas should receive education through local hospitals, schools or an education centre. Please discuss this with your child’s school in the first instance. 

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