Inclusive Attendance

⁉️Are We in Danger of Insta-Fixing Attendance in Schools⁉️ When it comes to improving attendance, are we too reliant on outdated, short-term fixes? Attendance ladders, "100% Attendance" awards, "Most Improved" prizes, or even offering incentives like the school minibus may deliver short-term wins, but they fail to address the root causes of absenteeism. Likewise, normalising statements like *“we are at national”* (despite it being 2–4% lower than pre-pandemic levels) risks lowering expectations rather than driving meaningful improvement. Delivering CPD sporadically—without embedding a pedagogical or evidence-based approach—further undermines long-term progress. And leadership through top-down models that fail to clearly define roles and responsibilities risks disengaging staff, leaving them unsupported in their critical roles. We need to move away from outdated, quick-fix methods and focus on creating sustainable, transformative solutions: - **Deep dive into attendance practices** with robust quality assurance systems. - **Embed an evidence-based, pedagogical approach** to deliver structured, continuous CPD accessible to all staff. - **Understand the root causes** of absenteeism by recognising the risk and protective factors affecting children and families. - **Challenge low expectations** and work towards ambitious, pre-pandemic levels, rather than settling for a "new normal." - **Develop inclusive strategies** that respect and value the circumstances of every family and child. Attendance is not a problem to "fix" with temporary measures. It requires a consistent, structured approach embedded into the school development plan, focused on quality assurance, long-term growth, and the recognition that every child and family’s journey matters. If we are serious about improving attendance, we must stop reaching for quick wins and start investing in meaningful, sustainable change. Attendance is not just about figures—it’s about unlocking potential, building trust, and transforming lives.