Welcome to St George´s Special School

Attendance Policy


The school Safeguarding Statement

At St George’s School we strongly recognise the need for vigilant awareness of safeguarding issues with a population of young people who are especially vulnerable.
We do this in the following way:

  • All staff have appropriate Group 2 training and induction so that they understand their roles and responsibilities and are confident about carrying them out.
  • The Headteacher, Child Protection Designated Officer,Safeguarding Governor (alongside other senior leaders and governors) have Group 3 safeguarding training/Managing Safeguarding Responsibilities.
  • Staff, pupils, parents and governors feel secure that they could raise any issues or concerns about the safety or welfare of students and know that they will be listened to and taken seriously.
  • By responding to allegations appropriately with full investigation and, if appropriate, implementing the disciplinary and appeals procedures.
  • By auditing our practice annually using the section 175 tool/Safeguarding Checklist provided by the Local Authority.
  • This is achieved by maintaining an ethos of safeguarding and promoting the welfare of students and young people and protecting staff.
  • We assess all risk carefully that students and young people encounter and take all necessary steps to minimise and manage it.
  • This is supported by clear behaviour, anti-bullying and child protection policies, appropriate induction and training, briefing and discussion of relevant issues and thorough monitoring.
  • This is supported by working closely in partnership with all those involved with the young person and relevant learning in line with current legislature and guidelines.
  • We require clubs, societies and groups hiring St George’s School facilities, to have and abide by their own code, policies and procedures of which a copy must be shown to us.




In the community of St George’s School everyone is considered as an individual and is valued equally. Everyone is made to feel welcome and has a voice.

Our school is a safe place to achieve, have fun and to develop skills towards individual, informed paths as we leave school and move forward in life. We learn to make choices for now and the future and to become as independent and self-sufficient as possible taking our place in society as part of Modern Britain. We do our personal best and celebrate our achievements however large or small. As a team we experience the world and work towards achieving our goals and dreams and being the best we can be.

The Governing Body and Staff team at St. George’s School are fully committed to the following mission statements:

  • High standards are achieved through high expectations, robust target setting and high attendance
  • Staff, students and stakeholders alike treat each other with tolerance, compassion and respect.
  • St. George’s practises a Total Communication approach valuing and listening to all.
  • The curriculum and learning activities address the whole person and preparation for the life they will lead on leaving the school.
  • We promote personal, social, moral, spiritual and cultural development, encourage creativity, self-discovery, raise self-esteem and inspire self-discipline and consideration for others.
  • Teaching and learning is high quality, person centered and takes place in carefully designed and presented environments which meet an individual/cohorts’ needs.
  • We listen to all students and stakeholders and foster an atmosphere of mutual respect, cooperation and student leadership.
  • The staff are our most valuable resource and shall be treated as such.


To adopt a zero tolerance approach to school absence by effectively supporting, monitoring and challenging absence of pupils to ensure children and young people reach their full potential.

  • To improve the overall percentage of pupils at school.
  • To make attendance and punctuality a priority for all those associated with the school including pupils, parents, teachers and governors.
  • To develop a framework which defines agreed roles and responsibilities and promotes consistency in carrying out designated tasks.
  • To provide support, advice and guidance to parents and pupils.
  • To develop a systematic approach to gathering and analysing attendance related data.
  • To further develop positive and consistent communication between home and school.
  • To implement a system of rewards and sanctions.
  • To promote effective partnerships with the Education Welfare Service and with other services and agencies.
  • 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

  • Apply Whole School Attendance Policy consistently.
  • Establish and maintain a high profile for attendance and punctuality.
  • Relate attendance issues directly to the school’s values, ethos and curriculum.
  • 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

  • Use staff/school handbook prospectus of DfE literature.
  • Make reference to policy and practice at parent meetings.
  • Produce termly/annual reports to parents/governors.
  • Produce newsletters.
  • Provide INSET training for appointed/promoted staff.
  • Display materials at focal points – form rooms etc.
  • Discuss attendance issues in Education Welfare Service/Pastoral staff evaluation meetings and/or in relevant staff meetings (eg attendance review meetings.
  • Introduce award systems, including badges, trophies, certificates, end of year prizes, etc.


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

  • Maintain unambiguous procedures for statutory registration.
  • Make phone contact, using designated school staff, on first day of absence.
  • Ensure clearly defined late registration procedures.
  • Respond swiftly to lateness (in respect of both pupils and parents).
  • Appoint an Attendance Co-ordinator with appropriate time set aside.
  • Define clearly the roles and responsibilities within the school staffing structure.
  • Timetable staff to meet with Education Welfare Service..
  • Have clear procedures prior to referral to Education Welfare Service..
  • Review attendance regularly.
  • Be familiar with the Education Welfare Service’s referral and recording system.


To Provide Support, Advice and Guidance to Parents and Pupils

  • Highlight attendance in:
  • PSHE
  • Assemblies
  • To promote an anti-bullying ethos
  • Staff available to talk to pupils
  • School attendance officer
  • ‘Mentors’ system
  • Making use of available resources
  • Public support offered by schools.
  • Set aside area/time for parents to speak to staff.
  • Seek improved communication with parents eg when parents ring in.
  • Provide accurate and up-to-date contact information for parents.
  • Involve parents from earliest stage.


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

  • Standardise recording of:
  • authorised/unauthorised absence
  • educational activity
  • presence
  • Be consistent in the collection and provision of information.
  • Identify developing patterns of irregular attendance and lateness of individual pupils and take prompt and appropriate action to address this.
  • Decide what information, if any, is provided for:
  • governors
  • pastoral staff
  • other school staff
  • parents
  • pupils (individual or groups)
  • education welfare service


To Further Develop Positive and Consistent Communication between Home and School

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


To Implement a System of Rewards and Sanctions

  • Identify finance for a system of rewards.
  • Actively promote attendance and associated reward and effective sanctions.
  • Ensure fair and consistent implementation.
  • Involve pupils in system evaluation.
  • Make use of imaginative and immediate sanctions.
  • Take action which accords with objectives agreed between school and others, eg. Education Welfare Service, parent, social care colleagues.


To Promote Effective Partnerships with the Education Welfare Service and With Other Services and Agencies

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


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

  • Be sensitive to the individual needs and circumstances of returning pupils.
  • Involve/inform all staff in/or reintegration process.
  • Provide opportunities for counselling and feedback.
  • Consider peer support and mentoring.
  • Involve parents as far as possible.
  • Agree timescale for review of reintegration plan.
  • Include Education Welfare Workers, parents and pupil in reintegration plan.

Appendix 1

Attendance Codes




Pupils on the admission register who are present at the start of each session


Educated off site (not dual registered) at a supervised activity approved by the school. Must not be used for children working at home


Other authorised circumstances (not covered by another appropriate code) Only exceptional occasions warrant leave of absence and each request should be viewed individually. E.g. public performances, young carers in a genuine crisis until alternative arrangements can be made, maternity leave (maximum of 18 weeks), part-time timetable.


Dual registration – the school where the child is expected to attend is responsible for accurately recording the pupil’s attendance and chasing up non-attendance




Extended family holiday (agreed) – this code is used following 10 days of H code and only in exceptional circumstances


Family holiday not agreed or days in excess of agreement


Family holiday agreed – Can be used for exceptional circumstances where headteacher agrees amount of leave authorised


Illness – only authorised where written confirmation of absence received from parent




Late before registers close – registers should close within 30 minutes after the start of the session


Medical / Dental appointments – sight of a medical card must be seen


No reason yet provided – this code should not be left on the register for more than 2 weeks. If no reason has been given for absence the code should be changed to O


Unauthorised absence – no reason given, unreasonable explanation e.g. birthday, shopping, up late, closure of a siblings school


Approved sporting activity – the activity must be supervised by a person authorised in that behalf by the Head teacher or the school


Religious observance - n.b. days off linked to religious festivals but not set aside for religious observance must not be marked R


Study Leave – should be used sparingly and only for Yr 11 pupils during mock and public examinations


Traveller absence -


Late after registers close -


Educational visit or trip supervised by the school


Work experience – work experience undertaken as part of an alternative curriculum/provision should be coded B


Non compulsory school age


Forced or partial closure