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CRST - Learning Behaviours Module 3_ School Culture_ Preparing for Effective Change 

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this eef guidance report reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning.  parents play a crucial role in supporting their children’s learning

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and levels of parental engagement are consistently associated with better academic outcomes. evidence from our teaching and learning toolkit suggests that effective parental engagement can lead to learning gains of +3 months over the course of a year.  yet it can be difficult to involve all parents in ways that support children’s learning

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especially if parents’ own experiences of school weren’t positive.  this is why we’ve produced this guidance report

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designed to support primary and secondary schools to work with parents – particularly those from disadvantaged homes.  it offers four clear and actionable recommendations which we hope will support an evidence-informed approach.

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Working with Parents to Support Children's Learning

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Four recommendations on working with parents to support their child's learning

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improving social and emotional learning in primary schools reviews the best available research to offer school leaders six practical recommendations to support good sel for all children. it stresses this is especially important for children from disadvantaged backgrounds and other vulnerable groups

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have weaker sel skills at all ages than their better-off classmates.  evidence from the eef’s teaching and learning toolkit suggests that effective sel can lead to learning gains of +4 months over the course of a year. yet – even though sel is already a large (and often unrecognised) part of their current job – few teachers receive support on how they can develop these skills in their everyday teaching practice. this is particularly important at a time when schools are reviewing their core vision and curriculum offer

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and planning to implement statutory relationships and health education.

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Improving Social and Emotional Learning in Primary Schools

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Six recommendations for improving social and emotional learning in primary schools

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Six recommendations for improving behaviour in schools

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This animation aims to cut through the complexity that surrounds metacognition by providing a clear example of what it looks like in practice. It could be used to start colleague conversations, build staff knowledge when designing and delivering Effective Professional Development on metacognition.

https://youtu.be/sAik_RQY_Dg

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evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. however

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while the potential impact of these approaches is very high

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less is known about how to apply them effectively in the classroom.  this guidance report reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. the report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.  for example

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some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. but the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

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Apply metacognitive strategies in the classroom.

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Special Educational Needs in Mainstream Schools

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Create a positive learning environment for pupils with SEN.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Learning Behaviours Module 1: What are Learning Behaviours? 

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Learning Behaviours Module 1: What are Learning Behaviours? 

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Learning Behaviours Module 1: An Introduction to Learning Behaviours

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Learning Behaviours Systematic Review Required Reading 

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Learning Behaviours Systematic Review Required Reading 

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Learning Behaviours Review Pages 80 - 82.pdf

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Learning Behaviours Systematic Review - Full Article

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Learning Behaviours Systematic Review - Full Article

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EPPI Systematic Review Learning Behaviours 2004.pdf

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This is the place to be if you're trying to participate in a live poll

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Learning Behaviours Infographic - editable

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CRST. Module 4: Social Emotional Learning Deep Dive

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Evidence to support the use of key SEL strategies

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An example of a digital SEL resource

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Promoting SEL in Adult Leadership Meetings 

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Promoting SEL in Adult Leadership Meetings 

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Resource library : Mentally Healthy Schools

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Find quality-assured resource to help support the mental health and wellbeing of pupils and staff at primary schools.

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We work with professionals to improve the mental health and wellbeing of children and young people. Learn about our training, services, research and more.

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Reading Jigsaw 1: What Can Teachers Do To Engage Anxious Students

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Reading Jigsaw 1: What Can Teachers Do To Engage Anxious Students

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What Can Teachers Do to Engage Anxious Students? - ASCD

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Juan asks to go the bathroom for the third time during math. Sue Lee gets easily frustrated and weepy when the teacher redirects her to a writing assignment. Sam has their head down and appears to be sleeping again during science. What do they have in common? Disengagement: one of the most common ch

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Reading Jigsaw 2: Positive Greetings? There Must Be More 

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Reading Jigsaw 2: Positive Greetings? There Must Be More 

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Positive Greetings? There must be more...Part 1

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Bradford Research School, part of the Research School Network

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Overview

This document gives guidance to schools and local authorities to support them to improve school attendance.

The first part of this document sets out the principles underpinning an effective whole school strategy for attendance.

The second part of this document outlines actions that school staff and local authorities may consider taking to improve attendance for all pupils, pupils at risk of persistent absence and pupils who are persistently absent (PA).

This guidance has been informed by:

Principles of an effective whole school attendance strategy

This section sets out the principles underpinning an effective whole school strategy for attendance, which requires commitment from every member of the school community.

Leadership and management

1. Offer a clear vision for attendance, underpinned by high expectations and core values, which are communicated to and understood by staff, pupils and families.

2. Make sure staff, pupils and families understand that absence from school is a potential safeguarding risk and understand their role in keeping children safe.

3. Expect good attendance and punctuality from all members of the school community and make sure that pupils understand its importance.

4. Convey clear messages about how absence affects attainment, wellbeing and wider outcomes. Empower staff to take responsibility for attendance.

5. Recognise attendance as an important area of school improvement. Make sure it is resourced appropriately (including through effective use of pupil premium funding) to create, build and maintain systems and performance.

6. Have a designated attendance champion in the senior leadership team with clearly assigned responsibilities which are identified within the attendance policy, escalation of procedures and school improvement plan.

7. Make sure staff receive professional development and support to deploy attendance systems effectively.

8. Governors should have an accurate view of school attendance and engage in escalation procedures where appropriate.

Relationships and communication

1. Build respectful relationships with staff, pupils, families and other stakeholders in order to secure their trust and engagement. Make sure there is a welcoming and positive culture across the school.

2. Communicate openly and honestly with staff, pupils and families about their expectations of school life and performance so that they understand what to expect and what is expected of them.

3. Liaise with other agencies working with pupils and their families to support attendance, for example, where a young person has a social worker or is otherwise vulnerable.

4. Model respectful relationships and appropriate communication for staff and pupils. This will help relationships between pupils and staff to reflect a positive and respectful culture. All staff members should:

5. Parents and carers should:

Systems and data

1. Use clear and consistently applied systems and processes to improve, reward and incentivise attendance and address absences. Make sure these systems are inclusive and appropriate for all pupils.

2. Make sure escalation procedures to address absence are initiated proactively, understood by pupils and families, implemented consistently and their impact reviewed regularly.

3. Every member of staff should know and understand their responsibilities for attendance.

4. Robust school systems provide useful data at cohort, group and individual pupil level to give an accurate view of attendance, reasons for absence and patterns amongst groups such as:

children who have a social worker including looked-after children

young carers

children who are eligible for free school meals

children who speak English as a second language

children who have special educational needs and disabilities

5. Monitor and analyse attendance data regularly to allow early intervention to address issues. This includes raising concerns with other agencies like children's social care and early help services which are working with families.

6. Attendance leaders may consider providing regular reports to staff across the school to enable them to track the attendance of pupils and to implement attendance procedures.

7. School attendance, safeguarding and pastoral support policies should clearly outline:

8. The escalation of procedures to address absence needs to be:

understood by pupils, parents and carers

implemented consistently

reviewed regularly

Intervention

1. Deliver intervention in a targeted way, in response to data or intelligence.

2. Monitor and analyse attendance data regularly to ensure that intervention is delivered quickly to address absence (register inspections, code analysis, cohort and group monitoring, punctuality, lesson attendance across subjects and benchmarking).

3. Use attendance, pastoral and SEND staff who are skilled in supporting pupils and their families to identify and overcome barriers to attendance.

4. Create action plans in partnership with families and other agencies that may be supporting families, for example, children's social care and early help services. Commission or deliver interventions to improve attendance.

5. Monitor the impact of any intervention, making adjustments if necessary and using findings to inform future strategy.

6. Where interventions fail to address attendance issues, identify the reasons why and, where appropriate, change or adjust the intervention.

7. Follow local authority codes of conduct, policies and procedures and make referrals for statutory intervention when interventions have not resulted in improved attendance and relevant triggers / thresholds are met.

Actions for school staff and local authorities to improve attendance

The following sections outline the actions that school staff and local authorities could consider taking to improve attendance for all pupils, pupils at risk of poor attendance and pupils who are persistently absent. You might have different staffing structures and policies, so the designated staff we have used as examples below may not be an exact match. However, the actions we are recommending are relevant to all settings.

Go to information for:

School leaders

All pupils

You may want to:

deliver clear messages about expectations, routines and consequences to new pupils and families through prospectus and admission/transition events

use physical presence to reinforce routines and expectations on arrival and departure

regularly communicate expectations for attendance and punctuality and school performance through your regular channels of communication with staff, pupils and parents

establish and monitor implementation of rewards for attendance and punctuality and sanctions for absence and lateness

monitor implementation of policy and practice, for example through:

form time drop in

shadow late gate

planner checks

engage community businesses, partners and residents to promote attendance and report non-attendance

monitor whole school data regularly to identify reasons for absence, patterns, attendance of particular groups and the impact of interventions

establish, implement and monitor robust arrangements to identify, report and support children missing education (CME)

develop good support for children with medical conditions (including the use of individual healthcare plans), mental health problems and special educational needs (SEND)

engage pupils in consultation on attendance policy, practice, rewards and sanctions

ensure that parents fully understand the demands and responsibilities of elective home education

Pupils at risk of persistent absence

You may want to:

establish robust escalation procedures which are initiated before absence becomes a problem, for example by:

sending letters to parents and carers

having a weekly tutor review

creating attendance clinics

engaging with local authority attendance teams and/or independent attendance organisations

using fixed penalty notices

engaging with children's social care staff, including Virtual School Heads and social workers where appropriate

establish a range of evidence-based interventions to address barriers to attendance

monitor the implementation and quality of escalation procedures (and intervention), for example:

having a review and clinic drop in

sampling of case files

evaluate the impact of escalation procedures and seek robust evidence of the escalation procedures that work and that reflect the school context best

attend or lead on attendance reviews and clinics in line with escalation procedures

engage governors in attendance panels to reinforce messages and outline relevance in terms of training and employment.

Pupils who are persistently absent

You may want to:

establish clear and effective service level agreements with external partners to support pupils with persistent absence, including:

local authority education welfare and attendance services

independent attendance organisations

alternative providers

youth services

school nursing and mental health professionals

children's social care staff where appropriate

establish good relationships with a network of voluntary organisations and charities to support vulnerable pupils including those with persistent absence, for example:

mental health charities

mentoring organisations

young carers association

engage in or lead on attendance reviews and clinics in line with escalation procedures

Teaching staff and tutors

All pupils

You may want to:

rehearse and reinforce attendance and punctuality expectations continually

emphasise the importance of attendance and its impact on attainment

promote the next lesson and the sequence of the lesson to motivate pupils to be in the classroom

promote rewards and celebrate progress but continue to outline sanctions

apply rewards and sanctions consistently

follow up on absence and lateness with pupils to identify barriers and reasons for absence

contact parents and carers regarding absence and punctuality

review form or tutor group attendance weekly to share data, identify issues, intervene early and help set targets

periodically review practice and consistency both across and between departments

proactively promote attendance practice as part of staff induction

consider the individual needs and vulnerabilities of pupils

Pupils at risk of persistent absence

You may want to:

welcome pupils back following an absence and provide good catch up support to build confidence and bridge gaps. This could include:

lesson resources

buddy support

one to one input

meet with pupils to discuss absence, patterns, barriers and problems

establish action plans to remove barriers, provide additional support and set targets. This could include:

lunchtime arrangements

support with uniform, transport, wake up routines or emotional wellbeing

lead daily or weekly check-ins to review progress and the impact of support

make regular contact with families to discuss progress

consider what support for re-engagement might be needed, including for vulnerable groups

Pupils who are persistently absent

You may want to:

Attendance officers, pastoral staff and family support workers

All pupils

You may want to:

engage with feeder schools or organisations to access absence information in order to identify target cohorts prior to transfer, including mid-year transfers and managed moves

provide appropriate support and challenge to establish good registration practice

carry out robust first-day calling procedures including priority routine for vulnerable children including children with a social worker

undertake home visits in line with your policy to engage families and ensure children are safe

identify and, where possible, mitigate potential barriers to good attendance in liaison with families and relevant support agencies

implement punctuality routines such as late gate or sign in procedures

implement children missing education (CME) procedures when appropriate

ensure that that parents fully understand the demands and responsibilities of elective home education (EHE)

where pupils have additional vulnerabilities which may require multi-agency meetings try to arrange those meetings outside of lesson time, where possible

Pupils at risk of persistent absence

You may want to:

provide regular attendance reports to tutors to facilitate weekly reviews with leaders (including special educational needs coordinators, designated safeguarding leads and pupil premium leads) for monitoring and evaluation purposes

initiate and oversee the administration of absence procedures. This could include:

letters home

attendance clinics

engagement with local authorities and other external agencies and partners

work with families and the community to identify which methods of communication work best, recognising potential barriers in hard to reach families and find methods that work and are understood

consideration if further interventions are required in line with the statutory guidance on parental responsibility measures

provide regular reports to leaders on the at-risk cohort

provide regular reports/caseloads to local authority attendance team or independent attendance organisations to raise awareness of emerging at-risk pupils

Pupils who are persistently absent

You may want to:

develop and implement persistent absence action plans with pupils and families which address barriers and help establish positive attendance routines

identify tailored intervention which meets the needs of the pupil, for example:

mentoring

careers advice and guidance input

college placement

out of hours learning

alternative provision where appropriate

lead daily or weekly check-ins to review progress and impact of support

make regular contact with families to discuss progress

hold regular meetings or reviews of caseload with the local authority attendance team, external partners and alternative providers to check on welfare and review progress

liaise with school leaders (designated safeguarding, special educational needs coordinator and pastoral leads) on referrals to external agencies and multi-agency assessments

coordinate and contribute to multi-agency meetings to review progress and agree on actions

work in partnership with local authority attendance team and other agencies to ensure the appropriate use of statutory parental responsibility measures

provide regular reports to leaders on the impact of action plans and interventions

Local authorities and external partners

All pupils

Local authorities may want to:

monitor and interrogate local and national data, feedback from schools and intelligence from partner agencies to develop an LA wide strategy to improve attendance and monitor impact (including join up with early help, children's social care and other LA services)

monitor and share relevant absence information with schools for specific groups of pupils including those with protected characteristics

maintain regular communication and build relationships with school leaders through local networks and forums, to share local and national data, disseminate best practice and respond to intelligence from school leaders

use your children's services team to facilitate community strategies and initiatives, for example:

local authority messages on holidays

minimise mid-week starts to school term

shared agency messages to reinforce attendance

engage partners from virtual school, early help and social care teams to ensure that they understand attendance expectations and ensure that the vulnerable cohort they serve are supported to sustain good levels of attendance

work closely with local health services and school nursing teams to ensure practitioners understand attendance requirements/responsibilities and work collaboratively with them to link families into the right support

connect with targeted services and make full use of VCS partners to understand current service delivery, service pressures and to facilitate appropriate signposting

establish and implement robust children missing education (CME) procedures to follow up reports from school and other educational organisations within agreed timescales

ensure that parents fully understand the demands and responsibilities of elective home education (EHE)

Virtual School Heads may want to:

School nursing teams may provide support to help implement care plans to support the attendance of pupils with healthcare needs.

Pupils at risk of persistent absence

Local authorities may want to have a clear process for how attendance issues should be managed and escalated if unresolved, making clear when to follow different steps of intervention and involving all relevant agencies.

Social workers and family support workers should:

convey high expectations for attendance

make sure school attendance is prioritised within multi-agency plans

in line with local guidance, use children in need or other multi-agency plans to identify barriers to attendance and engage schools and services in providing early intervention support

For looked-after children, Virtual School Heads should ensure personal education plans identify and address any barriers to good attendance.

Pupils who are persistently absent

Local authorities may want to:

consider using the full range of Parental Responsibility Measures (including fast track, parenting contracts and parenting orders, education supervision orders, penalty notices, and ultimately prosecution) using supportive measures alongside sanctions to change parental behaviour

build relationships with families of persistently absent pupils, and provide practical support to unblock barriers to attendance

coordinate strategies and services to ensure that messages on attendance are consistent and that information is shared appropriately

Social workers and family support workers should convey expectations for attendance and support children and families to overcome barriers to attendance

For looked-after children, Virtual School Heads should use personal education plans to identify barriers to attendance and secure appropriate intervention, reviewing regularly to monitor impact.

To help pupils return to school, school nursing teams can also provide support and advice on:

Further resources

Statutory guidance

Guidance and resources

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[Withdrawn] Improving school attendance: support for schools and local authorities

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This document gives guidance to schools and local authorities to support them to improve school attendance. The first part of this document sets out the principles underpinning an effective whole school strategy for attendance.

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Improving attendance: good practice for schools and multi-academy trusts

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Adam Luke, Department for Education (DfE) School Attendance Policy lead, outlines what the new attendance guidance means for schools and academy trusts. What the new attendance guidance means for schools and academy trusts Jayne Lowe, DfE Attendance Adviser, sets out what makes an effective school-level attendance policy.

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1. EEF Implementation Guidance A3 Recommendations