Case studies/best practice - Attendance Matters Magazine

Understanding ME

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By Elizabeth Holmes on 15th November 2020 Archive, Case studies/best practice articles, Uncategorised

ME, or Chronic Fatigue Syndrome, is often a misunderstood disease, causing those who suffer from it to feel exhausted after a period of exertion. It is thought that viral infections may play a part with implications for diagnosis post-Covid-19. Elizabeth Holmes explains why schools should be cautious in their expectations. Summary Children experiencing ME will struggle to attend school.There is concern that there could be an increase in the number of children with ME. ME has a profound impact on a child’s ability to learn.In cases of ME prosecution is not appropriate and can be challenged. ME, or Myalgic Encephalomyelitis…

Reviewing your approach to behaviour

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By Dr. Suzanne O'Connell on 13th November 2020 Archive, Case studies/best practice articles, Uncategorised

Students’ behavioural issues did not disappear when schools were closed. On the contrary, they are likely to have been compounded with other problems at home. What is the DfE’s advice and what practical measures can schools take to keep behaviour in check? The pandemic might have dominated our discussions over the past few months but it has not removed the many other mental health and behavioural challenges that schools were dealing with in March 2020. On the return to school, behavioural issues for individuals, groups and the school community in general are likely to have surfaced again and some with…

Resilience: Are we getting it right?

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By Sam Garner on 13th November 2020 Archive, Case studies/best practice articles

With the understanding that we need to help students and staff improve their resilience, Samantha Garner cautions against thinking about it as being within the student and within us as a mindset. It’s about more than that. Summary Resilience is not an innate feature of personalities.Those who face the most adversity are least likely to have the resources necessary to build resilience.Support networks, including financial resources, improve our resilience.There are internal factors that we can help boost to improve a student’s resilience. The number one is linked to their self-esteem.Teaching students problem-solving skills is crucial for resilience. All descriptions of…

Q&A

November, 2020

Nov 15 Q. We were expecting a child in reception to start on 4 September but when they did not arrive, we contacted the parents and they informed us that, as their child isn’t yet five, they are not taking up the place. The child is five in February, so how should we code their absence?

Nov 13 Q. A Traveller family moved to a different area earlier in March. They have no set plan to come back as they ‘want to see what happens with the virus’. Mum is saying that she has a temporary school place for her children in their vicinity and wants them dual registered. She has said that the school should be using the ‘T’ code as her extended family is working in the area. Is this correct or should the school expect that the children take up their places by a set date and then remove them from roll?

Nov 13 Q. I have read the new Attendance Guidance and Annexe from the DfE and I am confused as to why a pupil has an ‘X’ code (which isn’t an absence) when they have symptoms and are awaiting a Covid-19 test, but when they have a confirmed positive test they are marked as an ‘I’ code (which is an absence).

August, 2020

Aug 30 Form – The My Three Houses™ tool

Aug 29 Q. We have had an enquiry from a Year 9 pupil’s parent asking whether the young person can do extra hours at their part-time job whilst unable to attend school (as they are not in an eligible year group).

June, 2020

Jun 01 Q. How should we mark our register in a period of enforced closure such as the current Covid-19 outbreak?

Jun 01 Q. What do we code a child who attends school but has to go home due to his ADHD behaviours? We also have other students who can’t cope with attending school all day due to their mental health and need to be sent home. Should we use the ‘C’ code for these students or should we code them as ‘I’ for illness?