Design note 4 - what do we mean?
In addition to the similarities between our new icon and the real Northern Lights, we particularly liked some of the themes of what the Northern Lights icon represented, namely:
In addition to the similarities between our new icon and the real Northern Lights, we particularly liked some of the themes of what the Northern Lights icon represented, namely:
To complement our dynamic new Northern Lights icon, we needed a strong colour pallette and confident, contemporary font.
The contrasting yet complimentary colours in our logo symbolises our value of diversity and unity. We often talk about 'the same but different' at Beckfoot Trust to acknowledge that whilst we have a very clear One Trust identity and clarity on what remarkable means, we also know that one size does not always fit all.
Perhaps the most important part of our new Beckfoot Trust logo is the icon, shown to the right here.
We all it our Northern Lights.
In nature, the Northern Lights are seen as something unique and truly Remarkable that are associated with the North.
Our Northern Lights icon represents The Beckfoot Trust which is also on a constant journey to Remarkable and is strongly associated with the North of England.
As part of our ongoing Journey to Remarkable we felt it was important to give The Beckfoot Trust a strong, confident and contemporary logo and brand that was worthy of an organisation with such high standards and aspirations.
The new Trust logo was a departure from the previous logo style and was definitely designed with the future in mind.
Outstanding attendance is everyone’s responsibility.
Beckfoot Trust is committed to providing a quality education for all our pupils and ensuring that learners and their families understand the importance of punctuality and full attendance at school. Beckfoot Trust schools will work relentlessly to ensure learners are in school as much as possible, working in partnership with parents/carers and partner agencies to identify and remove any obstacles or barriers that interfere with high attendance in a prompt and timely manner. For our pupils to gain the greatest benefit from their education it is vital that they attend school on time and every day.
If a pupil or student is unexpectedly absent from school, all efforts will be made to assure their whereabouts and welfare as quickly as possible. Often this will be achieved via a call home but sometimes this may require a home visit that confirms the child’s whereabouts. The Headteacher will not accept anything short of a definitive confirmation of the child’s whereabouts.
DfE guidance, ‘Keeping Children Safe in Education’ paragraph 102 states that: ‘‘Where reasonably possible, schools and colleges should hold more than one emergency contact number for each pupil or student”. This goes beyond the legal minimum and is good practice to give the school or college additional options to make contact with a responsible adult when a child missing education is also identified as a welfare and/or safeguarding concern.
This policy must be read in conjunction with our Child Protection Policy. The school will always work hard with young people and their families to remove any barriers to outstanding attendance.
This policy meets the requirements of the ‘working together to improve school attendance’ from the Department for Education (DfE) and refers to the DfE’s statutory guidance on school attendance parental responsibility measures. These documents are drawn from the following legislation setting out the legal powers and duties that govern school attendance the policy also links to statutory guidance in KCSIE:
This policy links to the following policies:
Our Trust schools will manage and improve attendance by:
We will also support parents to perform their legal duty to ensure pupils attend regularly and on time and will promote and support punctuality in attending lessons.
Trust schools follow the same approach to improving and sustaining attendance, this allows us to maximise the benefits of scale, share good practice and allow the CEO and Trust Board hold Headteachers to account in a consistent way.
Learning: Pupils’ enjoyment of, and ability to participate fully in their education is of paramount importance to us as a Trust. Any absence affects the pattern of a child’s schooling. Regular absence seriously affects learners’ learning and progress over time, leading to poorer outcomes, which can inhibit life chances and opportunities. Department for Education (2016) research shows a direct relationship between the attendance of learners and their outcomes at the end of primary school or secondary school: put simply, the more days learners go to school, the better they do. Research also shows us that schools that relentlessly pursue good attendance have better overall attainment and behaviour. Our schools are evaluated against Key Performance Indicators relating to attendance and behaviour as well as pupil outcomes.
Safeguarding: Pupils may be at risk of harm if they are not in school regularly. Learners who are missing from school are at significant risk of being victims of harm, exploitation or radicalisation, underachieving, and becoming NEET (not in education, employment or training) later in life. We will do everything we can to ensure our learners are safe including as per guidance in KCSIE paragraph 102 schools where reasonably possible asking for more than one emergency contact per child that is registered with the school. As such having more than one emergency contact may mean these are used to support attendance where it is not possible to make contact with parent / carer including when addressing concerns if child is missing from education.
The CEO and Board are responsible for:
The Trust link governor for safeguarding, including attendance has oversight of the policy.
The CT Attendance Lead supports schools to implement the Trust Attendance Policy and Graduated Approach, including the SEF and undertaking audits.
The Headteacher is responsible for:
The SLT attendance lead:
The school attendance officer:
Not all schools will have a designated Attendance Officer; however, all schools will have named person(s) responsible for the duties outlined above.
Class teachers and form tutors know their children well and should monitor changes in presentation and engagement. Their role is to intervene appropriately and to refer any concerns to colleagues as appropriate, for example, family liaison, the SENCo, the DSL, pastoral leads, etc.
The class teacher in primary / special schools and form tutors in secondary schools have a role in monitoring the attendance and absence of their form on a weekly basis.
In primary and special schools: Class teachers are responsible for recording attendance in the morning and the afternoon, using the correct codes, in SIMs or using software that links to SIMs. Both morning and afternoon attendance registers should be completed within 30 minutes of school start time, with late pupils’ attendance recorded as appropriate when they arrive.
In secondary schools: Subject teachers are responsible for recording attendance in each of the lessons they teach during the day, using the correct codes, in SIMs or using software that links to SIMs. Both morning and afternoon attendance registers should be completed within 15 minutes of the lesson’s start time, with late pupils’ attendance recorded as appropriate when they arrive.
Pastoral staff have a pivotal role in supporting good attendance for the year group or group(s) of pupils they are responsible for. Their responsibilities include:
Depending on the structure, this role or roles cover the following:
School reception/office staff are often the first line of contact with parents. Their role is to:
Parents/carers are responsible for:
Pupils must:
At the start of each academic year the SLT Attendance Lead will complete the Trust Attendance SEF, this enables leaders to gather and evaluate a broad range of evidence gathered to make a quantified judgement about different aspects of quality of the whole school strategy. Completing this will provide an overview of strengths and priorities for the coming year.
The Headteacher is ultimately responsible for ensuring that staff in school adhere to the trust policy and other statutory, non-statutory and local authority guidance. The strategic oversight of this and much of the day-to-day operational aspects are delegated to the SLT Attendance Lead and the Attendance Officer.
Each school has a local school attendance protocol that links directly to this policy. The protocol provides detail on specific aspects, including named individuals with key roles identified above;
specific information about the school day, e.g. start and finish times; and how the school recognises and celebrates high attendance.
Trust schools use, analyse and report on data at appropriate levels and times: daily (Attendance Officer), weekly (tutors/class teachers), at least weekly (SLT Attendance Lead), at least monthly (HT/SLT). Meaningful analysis is predicated on the attendance register being accurate and up to date (see Section 6).
The Headteacher is ultimately responsible for ensuring that the Trust Graduated Attendance Strategy is implemented effectively through holding individuals in school accountable for their work. The trust will Quality Assure this implementation through its governance mechanisms, including Challenge Days and the Trust site visits.
Trust schools keep attendance registers, and place all pupils onto this register, as they come onto the roll of the school. The register is kept and maintained in schools’ Management Information Systems (MIS), currently SIMs.
An attendance register is recorded at the start of the first morning session of each school day and once during the first session in the afternoon. It will mark whether every pupil is:
In line with DfE statutory guidance it is expected that schools will close their morning session registers not longer than either 30 minutes after the session begins, or the length of the form time or first lesson in which registration takes place. Children arriving after the session closes will be recorded with a U code.
In general, teachers take the register at the start of their lessons and record as much information as possible. The attendance officer (or a named person with those responsibilities, see 4.5) follows up and completes the register each day. Teachers take registers as shown in the table below and within the first 15 minutes of each lesson, as appropriate.
School Phase | Morning | Afternoon | Lessons |
---|---|---|---|
Primary | Yes | Yes | N/A |
Special | Yes | Yes | N/A |
Secondary | Yes (1st lesson in morning) | Yes (1st lesson in afternoon) | Yes |
Any amendment to the attendance register will include the following and an audit trail will be kept, including confirmation of changes and sign off by the Headteacher:
See Appendix 1 for the DfE attendance codes.
Schools will keep every entry on the attendance register for three years after the date on which the entry was made.
Refer to the local school protocol for information on the opening and closing of registers.
A planned absence from school should be communicated to school as soon as this is known, preferably in advance using the schools’ systems such as MyEd, Classcharts, Class Dojo or letter
Refer to the local school protocol for notification procedures.
Attending a medical or dental appointment will be counted as authorised as long as the pupil’s parent/carer notifies the school in advance of the appointment.
However, we encourage parents/carers to make medical and dental appointments out of school hours where possible. Where this is not possible, the pupil should be out of school for the minimum amount of time necessary.
The pupil’s parent/carer must also apply for other types of term-time absence as far in advance as possible of the requested absence. Please note that informing the school of intended absence does not mean that this absence will be authorised; for example, absence due to a term time holiday will be treated as an unauthorised absence.
The pupil’s parent/carer must notify the school of any unplanned absence, preferably in advance using the schools systems such as MyEd, Classcharts, Class Dojo or telephone
Refer to the local school protocol for timings and notification procedures.
We will mark absence due to illness as authorised unless the school has a genuine concern about the authenticity of the illness.
If the authenticity of the illness is in doubt, the school may ask the pupil’s parent/carer to provide medical evidence, such as a doctor’s note, prescription, appointment card or other appropriate form of evidence. We will not ask for medical evidence unnecessarily.
If the school is not satisfied about the authenticity of the illness, the absence will be recorded as unauthorised and parents/carers will be notified of this in advance.
A pupil who arrives late:
Where any child we expect to attend school does not attend, or stops attending, the school will:
Where an absence is unplanned and there is no or insufficient communication with the school, the Attendance Officer will follow up on this with the parent/carer and will refer to the appropriate authority should this be needed; for example, referring to the Child Missing in Education team at the Local Authority.
Headteachers and schools follow DfE guidance in relation to reporting annually on attendance and absence to all pupils, see here for current guidance.
Schools provide a quantitative report to parents/carers on their child’s attendance record at the end of each year.
Trust schools follow DfE guidance on use of attendance and absence codes as appropriate for the circumstances. Further information on each of the codes used can be found in Appendix 1. Absence is either authorised or unauthorised. In general, authorised absence is unavoidable, due to illness, necessary medical appointments or interventions, observing religious occasions, an exclusion, etc. and unauthorised absences are avoidable. Our priority will always be to reduce unauthorised absences and minimise authorised absences.
Further information on selected reasons for absence:
Parents must call on the first day of absence and on subsequent days. Schools should record as unauthorised absence if not satisfied on its authenticity – school must inform parents of intention. Acceptable medical evidence includes appointment cards, texts from GP surgery, etc.
*In line with our transition to living with COVID-19 and the latest public health advice, we are no longer advising schools to record pupils who are not attending school because of COVID-19 using Code X (not attending in circumstances related to coronavirus). Where a pupil is not attending because they have symptoms of COVID-19 or have had a positive test schools should record this using Code I (illness) unless another more appropriate code applies. Schools no longer need to record pupils who do not attend for reasons related to COVID-19, using Code X.
Schools should also continue to use code X to record when a pupil not of compulsory school age is not expected to attend as detailed below.
This code is used to record sessions that non-compulsory school age children are not expected to attend.
Approval must be requested and provided in advance; in limited circumstances the school will accept a subsequent explanation. There needs to be a very clear rationale and narrative around the reasons a C code has been used, e.g. a plan in place with home visits if a child is not in the school building.
This must be a day set apart for observance by the religious body to which parents belong. Examples: Sikh – Guru Nanak (Nov); Hindu – Diwali (Oct/Nov); Islam – Eid al-Fitr, Eid al-Adha; Judaism – Passover (Apr); Buddhism – Vesak (Apr/May); Jehovah’s Witnesses – Passover (Apr). LA guidance states up to three days will be authorised for Eid within an academic year; it is at the school’s discretion to close in full or part.
As a general rule, holidays during term time will not be authorised. Schools will issue penalty notices in line with the legislation. We work closely with the LA to ensure that unauthorised absence is minimised. We follow the Local Code of Conduct in relation to Penalty Notices for non-attendance and will request the LA issue a Penalty Notice if parents fail to ensure their child or children attends regularly. LA guidance can be found here.
Schools encourage children to attend on time from their first day in school; punctuality is an important and persistent lateness disrupts the education of all children in the class. Where lateness is persistent and does not improve, the Local Code of Conduct allows the school to pursue a Penalty Notice for this reason.
Trust schools use the Attendance SEF to identify best practice to support pupils who are (a) currently Persistently Absence (PA), or (b) at risk of becoming PA. Trust schools follow the Trust Graduated Attendance Strategy and use the documentation consistently, including nudge letters, engaging outside agency support and progressing to panels, etc.
The school or local authority will fine parents for the unauthorised absence of their child from school, where the child is of compulsory school age.
If issued with a fine, or penalty notice, each parent must pay £60 within 21 days or £120 within 28 days. The payment must be made directly to the local authority.
Penalty notices can be issued by a Headteacher, local authority officer or the police.
The decision on whether or not to issue a penalty notice may take into account:
If the payment has not been made after 28 days, the local authority can decide whether to prosecute or withdraw the notice.
Trust schools’ strategies for promoting high attendance are informed by the Attendance SEF and the Trust Graduated Attendance Strategy (see Section 6 and related documents). The school’s priorities for the year ahead can be found in the local school protocol as well as information on how high attendance is recognised and celebrated.
The attendance officer at our school monitors pupil absence on a daily basis and their class teacher or form tutor on a weekly basis. All schools expect 100% attendance, but we also know that on occasions for a multitude of reasons not all children can achieve this and in light of that excellent attendance is classed at or above 97%.
A pupil’s parent/carer is expected to call the school in the first morning if their child is going to be absent due to ill health and confirm the reason. Parents/carers should also confirm absence on subsequent days.
When a pupil’s absence goes beyond one of the thresholds in the Trust Graduated Attendance Strategy, the school will follow the strategy and contact the parent/carer of the pupil as outlined to discuss the reasons for this.
If a pupil’s absence continues to rise after this intervention their parent/carer, trust schools continue to follow the Trust Graduated Attendance Strategy and intervene as appropriate at each threshold.
The persistent absence threshold is 10%. If a pupil’s individual overall absence rate is greater than or equal to 10%, the pupil will be classified as a persistent absentee and the school will intervene as appropriate.
Trust schools collect and store attendance data and use it to better understand their pupils. For example, to:
The SLT Attendance Lead will regularly report on attendance and absence to the Headteacher and Senior Leadership Team, identify causes for concern and/or areas of strategic success.
Pupil-level absence data will be collected each term via the school census and published at national and local authority level through the DfE’s school absence national statistics releases. The underlying school-level absence data is published alongside the national statistics. The school will regularly compare attendance and absence data to national and local averages, within and between schools, and by pupil groups. This will be reported to the Central Leadership Team and the Trust Board.
The families of children attending our schools’ Early Years provision are encouraged to instil good attendance and punctuality habits from Day 1. Readiness to learn is predicated on positive routines, including arriving on time for school, wearing school uniform, etc.
Young people attending our sixth forms are expected to attend all lessons and sessions punctually, whether on the school site or through remote learning. Attendance at tutorials and assemblies is also compulsory, regardless of how they are delivered.
There is a high threshold for the use of partial timetables for our pupils and their use is reserved for meeting very specific needs, including phased returns from significant illness, protective circumstances, etc. Where a partial timetable is in place, the member of SLT with responsibility for attendance must meet with the family and agree the conditions. There must be regular review dates with the intention of transitioning the pupil to a full timetable as soon as possible. Headteacher should retain oversight of partial timetables
A number of vulnerable pupils in our schools will benefit from the Complementary Curriculum delivered in Wave 4. Regular attendance and punctuality of these pupils is expected in line with this policy; however, the schools and trust will closely monitor the attendance of pupils benefitting from this provision, both individually and as a group, and seek external agencies’ support as needed.
Protocols are in place to ensure the safety of pupils attending Alternative Provision, including maximising attendance and sharing of information relating to pupils’ safety, attendance, absence and progress made in the provision. This includes maintained and independent alternative education providers. School will maintain a list of pupils attending AP. It is good practice that only AP providers who are DfE / Ofsted registered provisions are used and are, where available, at least Good. School will check on pupil progress / attainment regularly (twice per half term). It is expected that that all AP providers will provide accurate attendance information schools must have marks for AM and PM sessions. School will provide termly impact information for Trust board on which pupils attend, why they attend and the progress they are making.
Protocols are in place to ensure the safety of pupils attending other schools (including on Managed Moves), including maximising attendance and sharing of information relating to pupils’ attendance, absence and progress whilst attending the school.
Trust schools follow DfE Exclusions guidance in terms of arranging Day 6 provision for pupils who are excluded from school for more than five days and have agreements in place with other local schools through BACS.
Schools follow statutory guidance in ‘Keeping Children Safe in Education’ (2022) and work closely with Bradford LA in relation to their shared responsibilities in relation to children’s welfare and safety. LA guidance can be found here. Further guidance can be found in this document contained within section 11
We want our pupils to attend and enjoy their education in school and, as such, endeavour to ensure no pupils leave to be Electively Home Educated. Where no other solution to supporting the pupil in school can be found, the family must make their request in writing to the school, in line with the DfE Attendance guidance, and the school will delete the child from the admission register. LA guidance can be found here. If there are any known safeguarding concern or EHE is requested by parent/carer due to ‘mental health’ reasons the school will do all it can within its power to inform external partners (Social care, CAMHS, LA) about the dangers in allowing EHE to proceed given this information.
If all initial reasonable enquiries have been exhausted, the school will make a referral to ESWS using the BSO online forum supplying the following information:
A more exhaustive list of enquiries is listed below and may be considered if a child may have been taken abroad and initial reasonable enquiries do not establish anything:
Once reported to the LA, the Education Social Work Service (ESWS) will:
The child will be placed on the Out of School Register.
If after four weeks following the child’s last attendance in school, the ESWS has not been able to establish the whereabouts of the child. The academy will be advised to remove the child from the school roll; schools must follow the LA procedure for removal from roll on completion of the relevant documentation.
This policy will be reviewed annually and, as guidance from the local authority or DfE is updated. The policy will be approved by the Trust Board.