enrichment through relationship
Attendance Mentoring helps pupil/student participation, engagement and attendance through a trusting relationship.
Epistemic Trust and METACOGNITION
Attendance Mentors gain understanding about the child’s wishes, feelings, likes, dislikes, worries and aspirations. This ensures support is built around helping the mentee develop purpose for learning, and to think about the necessary behaviours for attending school and achieving personal goals.
Attendance planning
An Attendance Planner helps discussion, shared thinking and planning to achieve personal goals. The mentor helps their mentee think about:
- how their attendance difficulties may have developed;
- the link between attendance and achieving personal goals;
- establishing the necessary behaviours for change (e.g. achieving a sufficient routine for sleep, being prepared and organised for school).
Parents as partners
Parents and carers are fundamental to support, as they help children and young people implement change. The Attendance Mentor helps parents and carers think about the importance of:
- taking time to listen, understand, and talk through children’s specific worries and difficulties;
- showing interest in their child’s learning and school life;
- using the Attendance Planner to help organise the school week;
- ensuring their child has sufficient sleep and is well-prepared for attending school.
School Improvement and Continued Professional Development (cpd)
Attendance Mentoring happens within a relational context and is not a quick fix. Due to the importance of establishing a trusting relationship, mentoring is best delivered by someone who has the potential to be/or is a constant feature in the child’s life.
Support for mentoring includes:
- Support for initiation and set-up
- A Practitioner’s Handbook
- Attendance Planners
- Parent Handbook
- Ongoing support and supervision
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