Inclusive Attendance
Inclusive Attendance at St Leonard’s
St Leonard’s is proud to be recognised as an Inclusive Attendance School.
At St Leonard’s, we believe that attendance is far more than simply being present in school. It is about every child feeling connected, valued, supported and able to flourish. We know that when children attend regularly, they are more likely to achieve academically, develop positive relationships, build confidence and enjoy a greater sense of belonging within our school community.
Our attendance culture is built on child-centred values, positive relationships and evidence-informed practice. We recognise that every child’s circumstances are unique, and whilst many children attend school every day without additional support, others may face barriers that require understanding, compassion and collaborative intervention.
Attendance is everyone’s responsibility. By working together with children, families, staff, governors and external partners, we create the conditions that enable every child to attend, participate and thrive.
Our attendance strategy is fully embedded within our school improvement priorities and is underpinned by the Inclusive Attendance Model—the first and only accredited programme providing the pedagogy of practice for inclusive attendance. This enables us to continually develop our practice through research, professional learning and sustained implementation.
Our Inclusive Attendance Culture
Our inclusive attendance culture is founded upon ten key principles that guide every aspect of our work. These principles ensure that attendance is embedded across leadership, teaching, pastoral care, professional learning and partnership working.
Together they help us create a culture where attendance is everyone’s responsibility and every child feels they belong.
Ten key principles
Knowledgeable, confident, well-supported staff
High-quality attendance practice begins with knowledgeable, confident and well-supported staff.
The Inclusive Attendance Professional Development Model is central to our attendance strategy and provides continuous professional learning for every member of staff.
Through six carefully designed learning modules, staff develop a shared understanding of inclusive attendance, ensuring consistency across the school. Professional learning equips staff with the knowledge, confidence and practical strategies needed to identify barriers, respond effectively and promote positive attendance for every child.
Improving attendance is an ongoing process of reflection, evaluation and development.
Each year, St Leonard’s participates in the Inclusive Attendance implementation programme, enabling us to review our attendance systems, strengthen our practice and continually improve outcomes for children and families.
Our long-term strategy focuses on embedding sustainable change through evidence-informed decision making, high-quality professional development and collaborative working with local, regional and national partners.
By continually evaluating our impact, we ensure our attendance practice remains responsive to the changing needs of our school community.
Strong partnerships are at the heart of inclusive attendance
We work collaboratively with:
- Children and young people
- School staff
- Parents and carers
- Governors
- The Local Authority
- Early Help services
- Health professionals
- External agencies
Through open communication, shared decision-making and early intervention, we identify barriers quickly and work together to provide the right support at the right time.
This collaborative approach ensures that attendance is viewed as a shared responsibility rather than solely a school issue.
Multi-Tiered System of Support (MTSS)
At St Leonard’s, we use an Inclusive Attendance Multi-Tiered System of Support (MTSS) to ensure every child receives the right support at the right time.
Our graduated approach recognises that while most children benefit from universal support through high-quality inclusive practice, some children and families require additional targeted or specialist support to overcome barriers to attendance.
The MTSS framework enables us to:
- identify attendance concerns early through effective use of attendance data;
- understand the individual barriers affecting attendance;
- provide timely and proportionate interventions;
- work collaboratively with children, families and partner agencies; and
- regularly review the impact of support to secure positive outcomes.
Right support, right time, for every child
At St Leonard’s, each week during Celebration Assembly, we recognise and reward excellent attendance. One class from either EYFS/KS1 or KS2 with the best attendance for that week will be awarded one of our amazing attendance trophies.
🌟 Half-Termly Hot Spot Days 🌟
We are excited to introduce our Hot Spot Days, taking place once every half term! On these special days, pupils who arrive at school between 8:45am and 9:00am will receive a number and be entered into a class draw.
🎁 One lucky pupil from each class will win a prize from our attendance prize box!
Hot Spot Days are a fun way to celebrate punctuality and encourage great attendance.
At the end of each half term, the class with the best attendance in EYFS, KS1, LKS2 and UKS2 will be rewarded with a special treat afternoon. These celebration afternoons are designed to recognise and encourage excellent attendance and may include activities such as a movie afternoon with sweet treats, a disco in the hall or a pizza party – or even a complete surprise. Each phase will have its own winning class, giving all pupils an exciting incentive to aim for the best possible attendance.