Targeted Support

• Understands children’s wishes, feelings and aspirations to ensure support has meaning and relevance to them.
• Directly links regular attendance to achieving personal aspirations, educational outcomes, positive mental health and wellbeing.
• Through a strength-based family assessment, understands barriers to achieving regular attendance.
• Where necessary, convenes single agency or multi-agency support (e.g. to broker support for unmet child or family needs).
• In partnership with the family, produces a time-bound action plan to ensure change.
• Where necessary and appropriate, uses statutory action to secure regular attendance (e.g. through Education Supervision Orders, Penalty Notice, and/or Prosecution).

• Pupil or student level: for specific, individual support.
• Set days: half day, one, or two-days per week, month or term (academic year).

Staff development: to develop skills for targeted support. Includes:

• Understanding and being competent with new DfE statutory guidance* and relevant law.
• Working holistically with children and families, including assessing and identifying unmet need.
• Working with other agencies in a multi-agency context (e.g. to ensure comprehensive holistic support is achieved for children and families).
• Development of skills for effective casework, inclusive of developing skills for effective case management.
• Confident preparation of legal administration (e.g. for penalty notices, Education Supervision Orders, Prosecution, School Attendance Orders, Attendance Contracts, Parenting Orders).

*Working together to improve school attendance – August 2024.