Embedded Files
If a child or young person starts to feel worried about going to school, they might find it hard to go to lessons, or even avoid going to school altogether. They may become very stressed about attending school – this is called Emotionally Based School Avoidance (EBSA).
We have been working with children, parents and carers and other education and health professionals to develop our understanding and practices and strategies for everyone to use around EBSA and provide resources, so that the right support for children can be accessed when they need it.
Staff training and CPD:
Staff training and CPD:
All of our teachers & leaders have had training from the DCC EP service on EBSA & the ATTEND framework. We have already started working with some of our families using ideas and strategies from this framework. We understand potential barriers to attendance, and strive to work with children and their families in order for them to attend school on a more consistent & regular basis.
Understanding EBSA:
Click on the link below to find out more information about what EBSA is:
Factors supporting good school attendance:
Click on the link below to find out more information about how to support good school attendance:
EBSA guidance for parents and carers:
Click on the link below to find out more information and guidance about EBSA:
The image to the left highlights Devon's, and our, approach to attendance and helping improve this.
The graduated approach, often associated with SEND assessment, of: '1) assess 2) plan 3) do and 4) review' is used to firstly identify strengths and barriers to attendance; create a support plan to help remove the barriers; implement this plan and finally review if the plan is working. If good progress is being made, support can be reduced or if no progress is being made, the plan can be adapted.
It is vital to remember that the child and the family are at the heart of the process throughout.
Case Study Example:
When in Year 3, we noticed this pupil's attendence declining. By the end of the year, their attendance was 60% (that's 76 days of school missed, or over 15 weeks of school missed in one year group).
Throughout the course of Year 4, we worked with the family to identify barriers to school, put a plan in place to help support attendance, and change attitudes to school. Now, this pupil's attendance is increasing week on week and currently, they are at 80% attendance.
What worked for this pupil were strategies such as soft starts to the day, regular check-ins with a trusted adult, positive reinforcement of work and learning, positive discussions about school at home with parents and check-ins with our family support worker.
Page updated
Google Sites
Report abuse