Welcome to St George´s Special School

Attendance Policy


In the community of St George’s School everyone is important. It is a place where everyone feels welcome, has a voice and is included. Our school is a safe place to achieve and have fun. We learn to make choices for now and the future. We do our personal best and celebrate our achievements however large or small. As a team we experience the world.

  • High standards are achieved through the setting of challenging targets that promote at least good levels of progress and attainment appropriate to individual need.
  • The curriculum and learning activities address the whole person and the life they will lead on leaving the school. It will therefore extend beyond the school environment and into their community.
  • Teaching and learning is person centered and takes place in environments which meet an individual and cohorts’ preferred style of learning.
  • Learning is life-long and students are encouraged to become as self-reliant and independent as possible.
  • We aim to promote personal, social, moral, spiritual and cultural development, encourage creativity, raise self-esteem and inspire self-discipline and consideration for others regardless of race, gender, age or disability.
  • We listen to all students and stakeholders and foster an atmosphere of mutual respect and cooperation.
  • The staff are our most valuable resource and shall be treated as such. We will support them to meet the needs of the changing population through continuous professional development and guidance.
  • Transition is a priority wherever and whenever it occurs in the school and we are dedicated to working collaboratively with all providers to ensure the security of all students.


  1. To maintain and/or improve the overall percentage of pupil attendance at school.
  2. To make attendance and punctuality a priority for all those associated with the school including pupils, parents, teachers and governors.
  3. To develop a framework which defines agreed roles and responsibilities and promotes consistency in carrying out designated tasks.
  4. To provide support, advice and guidance to parents and pupils.
  5. To develop a systematic approach to gathering and analysing attendance related data.
  6. To further develop positive and consistent communication between home and school.
  7. To promote effective partnerships with the Education Welfare Service and with other services and agencies.
  8. To recognise the needs of the individual pupil when planning reintegration following significant periods of absence.


To Improve the Overall Percentage Attendance of Pupils at School

  1. Apply Whole School Attendance Policy consistently.
  2. Establish and maintain a high profile for attendance and punctuality.
  3. Relate attendance issues directly to the school’s values, ethos and curriculum.
  4. Monitor progress in attendance measurable outcomes.

AIM No 2

To Make Attendance and Punctuality a Priority for All Those Associated with the School Including Pupils, Parents, Teachers and Governors

  1. Use staff/school handbook/prospectus or DCSF literature.
  2. Produce termly/annual reports to parents/governors.
  3. Make reference to policy and practice at parent meetings.
  4. Produce newsletters.
  5. Provide INSET training for appointed/promoted staff.
  6. Display materials at focal points – entrance hall etc.
  7. Discuss attendance issues in Education Welfare Service/Pastoral staff evaluation meetings and/or in relevant staff meetings (eg attendance review meetings.)


To Develop a Framework Which Defines Agreed Roles and Responsibilities and Promotes Consistency in Carrying Out Designated Tasks

  1. Maintain unambiguous procedures for statutory registration.
  2. Make phone/letter contact, using designated school staff, on first day of absence.
  3. Ensure clearly defined late registration procedures.
  4. Respond swiftly to lateness (in respect of both pupils and parents).
  5. Appoint an Attendance Officer.
  6. Define clearly the roles and responsibilities within the school staffing structure.
  7. Timetable staff to meet with Education Welfare Officers, making best use of Educational Welfare Officers’ time.
  8. Have clear procedures prior to referral to EWOs.
  9. Review attendance regularly.
  10. Be familiar with the EWO’s referral and recording system.


To Provide Support, Advice and Guidance to Parents and Pupils

  1. Highlight attendance in:
    • PSHE
    • Assemblies
    • ‘Bully line’
    • Staff available to talk to pupils
    • Class teacher/Tutor system
    • Making use of available resources
  2. Public support offered by schools.
  3. Set aside area/time for parents to speak to staff.
  4. Seek improved communication with parents
  5. Provide accurate and up-to-date contact information for parents.
  6. Involve parents from earliest stage.


To Develop a Systematic Approach in Gathering and Analysing Attendance Related Data

  1. Continue to use computerised registration.
  2. Standardise recording of:
    • authorised/unauthorised absence
    • educational activity
    • presence
  3. Be consistent in the collection and provision of information.
  4. Decide what information, if any, is provided for:
    • governors
    • pastoral staff
    • other school staff
    • parents
    • pupils (individual or groups)
    • education welfare service
  5. Identify developing patterns of irregular attendance and lateness.


To Further Develop Positive and Consistent Communication between Home and School

  1. Initiate first day absence contact.
  2. Promote expectation of absence letters/phone calls from parents.
  3. Explore the wide range of opportunities for parental partnerships (see Aim 2).
  4. Provide information in a user-friendly way (may include languages other than English, and non-written).
  5. Encourage all parents into school.


To promote effective partnerships with the Education Welfare Service and with other services and agencies.

  1. Designated key staff for liaison with Education Welfare Service and other agencies.
  2. Give priority to timetabled meetings with Education Welfare Service.
  3. Carry out initial enquiries/intervention prior to referral.
  4. Gather and record relevant information to assist completion of Education Welfare Service.
  5. Hold termly attendance review with key school staff and Education Welfare Service.
  6. Arrange multi-agency liaison meetings as appropriate.
  7. Establish and maintain list of named contacts within the local community eg community police contact officer.
  8. Encourage active involvement of other services and agencies in the life of the school.
  9. Develop understanding of agency constraints and operating environments.


To Recognise the Needs of the Individual Pupil When Planning Reintegration Following Significant Periods of Absence

  1. Be sensitive to the individual needs and circumstances of returning pupils.
  2. Involve/inform all staff in/or reintegration process.
  3. Provide opportunities for counselling and feedback.
  4. Consider peer support and mentoring.
  5. Involve parents as far as possible.
  6. Agree timescale for review of reintegration plan.
  7. Include EWO, parents and pupil in reintegration plan.