Work together

Work together

Adults around the child or young person are likely to have individual perceptions about the factors that are associated with the barriers to attendance. Ensure a joined up, curious and empathic approach which takes all of these views into account.  Within schools, it is important to:

• Ensure that pastoral, learning support services and attendance leads join up and respond early when any difficulties are observed using a systemic, whole school approach.
• Identify external agencies who can work with school.
• Have a clear understanding of the role of external agencies and referral routes;
• Prioritise training and support for all school staff in recognising and supporting children and young people experiencing barriers to attendance.

 “The most successful cases I’ve worked on have been with a family support worker" (multiagency professional). 

The Assess, Plan, Do, Review cycle is important to monitor changes, involve the child or young person and ensure a shared approach between home, school and supporting professionals.

It will be useful for all adults working with a child or young person in school to be able to identify:

• The child or young person's strengths;
• Any difficulties they have noticed;
• How they form and maintain relationships with their peers;
• Their relationships with adults;
• Their engagement and response to academic tasks;
• If they present as experiencing emotional distress: what does this look like; what causes it?;
• The support that is being put in place and how the young person is responding to this;
• Any ideas for further support.

“I think what I've learned from that experience is the importance of learning in collaboration with his hospital education worker, but also CAMHS. And, you know, we had a whole kind of multi-agency approach” (school staff).

“Since the COVID pandemic, I've actually been to more meetings where the young people have attended because it's virtual, and they've attended off screen” (multiagency professional).

“They were much more willing to work with me to try and help him to attend. It's just a different mind set” (parent).

"A young person who wouldn’t speak or be seen, but was present because she was off screen, and then the next meeting she was speaking off screen, and then the most recent one she was on screen and speaking… we're really making some progress” (multiagency professional).