Attendance Hub

Our Commitment to Inclusion

At Oulton Academy, we believe that strong inclusion support plays a vital role in helping pupils attend regularly and thrive in school. Our Inclusion Team is carefully structured to ensure we can meet the individual needs of all pupils, particularly those who may be vulnerable or require additional support. The principal regularly reviews this structure as part of the wider Academy organisation to ensure our inclusion provision remains strong and effective.

Attendance and Inclusion Team

Attendance is supported by a dedicated Attendance Team, which includes an Attendance Welfare and Compliance Leader, Attendance Officer, Attendance Administrator Assistant and Assistant Principal for Attendance, Our Attendance Champion. This team works closely with families to remove barriers to attendance and provide timely, supportive interventions.

Alongside this, our wider Inclusion Team includes a range of experienced professionals, such as:

• KS3 and KS4 Pastoral Leaders
• Non-teaching Pastoral Managers (one for each year group)
• Inclusion Manager
• Senior Child Protection Officer
• Family Support Worker
• Schools Safer Police Officer
• SENDCo
• Haven Manager
• Personalised Learning Centre Manager
• Senior Mental Health Lead
• Inclusion Intervention Workers
• Specialist Teaching Assistants (including ELSA Practitioners)
• Inclusion Administrator

The Inclusion Team is strategically led and line-managed by the Vice Principal, who is also the Designated Safeguarding Lead.

Working Together to Support Your Child

Many members of the Inclusion Team work near one another, allowing for regular communication and collaboration. This joined-up approach ensures support is well-coordinated, responsive, and centred around the needs of each child, helping them feel safe, supported, and ready to attend and succeed in school.

Managing Absences

Each morning, our Attendance Team checks all absence messages from parents and carers and will contact families if any further information is needed. Where appropriate, we may discuss attendance expectations to support pupils in returning to school as quickly as possible.

Attendance information helps us identify pupils who may need extra support. Home visits are carried out sensitively and are prioritised for vulnerable pupils, working closely with our Inclusion and Safeguarding Teams.

Morning and Lesson Attendance

At Oulton Academy, the first bell rings at 8:20am, and all pupils are expected to be in their lessons, ready to be registered by 8:25am. Teachers complete their registers promptly, and any missing pupils are identified quickly with support from the Senior Leadership and Inclusion Teams.

This process continues throughout the day for all lessons, helping us spot any absences or irregularities immediately. Parents and carers are contacted if a child is absent, ensuring we know why they are not in school. This system is also a key part of our safeguarding procedures and helps keep fire registers accurate.

Home Visits and Pupil Support

Oulton Academy operates a 48-hour attendance policy, ensuring that pupils absent for more than 48 hours are seen by a member of staff. Home visits are carried out daily by the Inclusion Team and focus on the safety and well-being of pupils, especially those who are vulnerable.

Key points for parents:

• Pupils absent for 48 hours are visited to ensure they are safe and supported.
• Visits are prioritised based on vulnerability and safeguarding needs.
• Staff aim to support pupils to return to school as quickly as possible, sometimes the same day.
• Visits may include discussions with parents/carers and offer a wide range of support for pupils and families.
• Every visit is recorded on our safeguarding system, including follow-up actions where necessary.
• If a pupil is not seen, a visit card is left asking parents/carers to contact the Academy promptly.
• Relevant external agencies are informed of outcomes when appropriate.

This approach ensures every pupil is safe, supported, and able to return to school without delay.

Staged Approach to Attendance

At Oulton Academy, regular attendance is essential for every child’s learning and success. To support pupils and families, we monitor attendance closely and work together to address any barriers to school attendance.

How attendance is monitored:

• Every pupil receives their own Attendance letter each half term, keeping parents informed about their child’s attendance.
• Celebrating progress:
  • Pupils who improve their attendance are recognised through school-wide initiatives or personalised reward systems.
• Pupils are grouped into two “golden groups” for closer monitoring:
  • SLT Link group: pupils with attendance between 90–93%
  • Learning Manager group: pupils with attendance between 87–90%
• Early monitoring allows parents and carers to share any challenges their child may be facing and access support before absences become prolonged.

Stages of intervention in line with Local Authority:

1. Fast Track and formal monitoring
   • Opportunity for parents/carers to discuss barriers and support needed.
   • 20-day monitoring period with clear attendance targets.
   • Parents/carers are informed of expectations and timelines.
2. School Attendance Panel (SAP)
   • Meeting with pupil and parents/carers to create a formal plan.
   • Realistic targets and review dates are agreed.
   • Additional support is offered, and legal implications are explained if attendance does not improve.
3. Casework (below 70%)
   • Attendance improvement is critical; legal proceedings may be considered if there is no improvement.

Working together:
Effective attendance relies on partnerships between the school, families, and external agencies. By working together, we ensure every child receives the support they need to attend school regularly and achieve their full potential.

Referrals to the Local Authority

If a pupil does not improve their attendance despite all support from the Academy, a referral may be made to the Local Authority (LA) to begin formal legal proceedings. Even after a referral:

• The Academy continues to support pupils through absence calls, communication with parents/carers, home visits, and internal support strategies.
• The LA officer works closely with the school, but the Academy remains responsible for many support actions within the new plan.
• Pupils with vulnerable status (e.g., allocated social workers or external agency involvement) are carefully monitored through Year Group reviews and weekly Inclusion meetings.
• The Academy works in partnership with a wide range of specialist services, including:
  • MindMate
  • CAMHS (Child and Adolescent Mental Health Services)
  • Children’s Social Work Service
  • Medical Needs Teaching Service
  • Local Authority Specialist Teams
  • Virtual School
  • Educational Psychologists
  • Police
• Referrals are made when needed, and the Academy follows up to ensure support is effective and challenges any delays in professional services.

This approach ensures pupils receive the support they need while keeping families fully involved throughout the process.

Attendance Monitoring by Senior Leaders

At Oulton Academy, attendance is a key priority and is closely monitored by Senior Leaders to ensure all pupils attend school regularly.

How we monitor attendance:

• Attendance is a standing item on all SLT (Senior Leadership Team) meetings.
• The Vice Principal, supported by the Assistant Principal for Attendance, presents up-to-date statistics for:
  • Overall and weekly attendance
  • Persistent absence
  • Key groups (e.g., year groups, PP, SEND, SEND & PP)
• The Assistant Principal highlights the “golden group” students at risk of persistent absence (below 90%).
• SLT members speak to pupils in these groups during the week to:
  • Check reasons for any absence
  • Offer support or guidance
  • Challenge poor attendance where needed
• This proactive approach reduces unnecessary absences and ensures pupils understand the importance of attending school.

By closely monitoring attendance, Senior Leaders can quickly identify issues and work with pupils and families to provide the right support.

Supporting Our Most Vulnerable Pupils

At Oulton Academy, the Inclusion Team works closely to ensure all pupils, particularly those most vulnerable, receive the support they need to attend school and thrive.

How we support vulnerable pupils:

• Weekly ‘School Team Around the Child (STAC) meetings are held to discuss pupil attendance, behaviour, safeguarding, SEND, CLA and other key groups.
  • These meetings are chaired by the Vice Principal

Meetings are fast-paced and solution-focused, using the ‘4i model’:

• Gather information
• Identify key issues
• Implement bespoke interventions
• Monitor impact and adjust if needed

Multi-agency approaches are used when necessary, including working with primary schools for younger siblings.

This approach ensures that vulnerable pupils are closely monitored, supported effectively, and given every opportunity to attend school and succeed.

Oulton Academy provides a range of internal provisions to support pupils during times of difficulty. Referrals into these provisions are agreed during weekly STAC or inclusion meetings or, if urgent, directly by the Vice Principal.

Key provisions and support:

The Haven

• A calm, nurturing space primarily for pupils with SEND, but also for those with school anxiety, family or peer issues, bereavement, or medical needs.
• Safe space for pupils feeling overwhelmed during mornings, breaks, and lunch.
• Breakfast provision allows pupils to check in with key staff and settle into the school day.
• Pupils have individual timetables and bespoke interventions tailored to their needs.
• Small groups (usually 6–8 pupils) ensure focused support while also encouraging socialisation.
• Haven Plus offers specialist interventions led by trained Teaching Assistants, including:
  • ELSA (Emotional Literacy Support)
  • Nessy
  • Lego Therapy
  • Zones of Regulation
  • Social Stories

Elevate (SEMH Provision)

• Supports pupils’ Social, Emotional, and Mental Health (SEMH) needs through one-to-one or small group sessions.
• Interventions cover emotional regulation, positive mindset, resilience, and self-confidence using techniques like Drawing and Talking Therapy.
• Helps pupils reintegrate after absences, providing a safe space and trusted adult in school.
• Works closely with the Senior Mental Health Lead for additional support.

Pathways Provision

• Supports pupils at risk of suspension or disengagement from school.
• Provides bespoke holistic and academic support to identify barriers and re-engage pupils in learning.
• Focuses on developing socially acceptable conduct, positive attitudes, and aspirations.
• Works closely with parents/carers to support pupils’ learning and future ambitions.

Curriculum and Communication

• Pupils in all provisions access the mainstream curriculum, supported by detailed curriculum maps and teaching resources.
• Staff maintain regular communication with class teachers and Heads of Department to ensure seamless support and academic progress.