# data[].attributes.body
Lack of clarity re: how to code

# data[].attributes.headline
Create administrative systems that benefit primary users (schools)

# data[].attributes.subject
Create administrative systems that benefit primary users (schools)

# data[].attributes.body
Reduce administrative barriers by linking systems (Edi, edupoint, SSS, etc)

# data[].attributes.body
answer the why! and support staff collect data to connect with children, young people and their families

# data[].attributes.body
Be clear on where this work might fit in

# data[].attributes.body
role clarity around attendance follow-up and processes

# data[].attributes.body
How do we flip the focus of the procedure to have a positive approach

# data[].attributes.body
All the feedback from schools and principals - DSI are keen to hear the difficulties schools are facing so they can attempt to action and support.

# data[].attributes.body
Meaningful parent/carer engagement when following up non-attendance

# data[].attributes.body
Remove any judgement terms to encourage increased accuracy

# data[].attributes.headline
How to encourage more accurate reporting by families

# data[].attributes.subject
How to encourage more accurate reporting by families

# data[].attributes.body
How to mitigate the possible shame to encourage families ie schools have duty of care - and this is what is driving the need to collect attendance data

# data[].attributes.body
The Text messages tend to either frustrate or create dis engagement with families

# data[].attributes.body
There is a risk that our current approach, particularly communications damage relationships with families and do not improve attendance

# data[].attributes.body
are we confident that this will be recorded effectively. Can we define and develop current long-term absences as school refusal in a way that makes sense and supports interventions?

# data[].attributes.body
It would be good to collect more nuanced data that can inform interventions and supports

# data[].attributes.body
Consistent data collection procedures within all DECYP schools

# data[].attributes.body
Schools creating their own processes because they don't understand how to efficiently use the systems we have

# data[].attributes.body
Clarity will come more easily by decreasing the number of categories and broadening the scope of each. Are we even using the level of data we are currently gathering?

# data[].attributes.body
Natural incentives for teachers to accurately record absence reasons need to be felt strongly - i.e. 'I want to record absences properly because I get useful information back again'

# data[].attributes.headline
consideration of a system approach for how families let schools know of absence - that make it easier for families (differentiated)  but also reduce amount for schools to follow up?

# data[].attributes.subject
consideration of a system approach for how families let schools know of absence - that make it easier for families (differentiated)  but also reduce amount for schools to follow up?

# data[].attributes.body
Teachers staff need to understand relevance to accurate recording and how it can impact chnage

# data[].attributes.body
Are we differentiating approaches for engaging with parents and students when following up non-attendance and how to frame this more positively?

# data[].attributes.body
we are talking about a Tier 3 response rather than a Tier 1 intervention when talking about letters and texts to families

# data[].attributes.body
Is there political/Exec will to code family holidays in school term differently? Policy position on thresholds (time away and learning away from school).

# data[].attributes.body
Roles and responsibility should include everyone's roles. Currently restricted to key staff in the school, therefore not clear and increased workload on some people.

# data[].attributes.body
Consult evidence to focus on clearer categories to capture more nuanced understanding, e.g. school withdrawal, less stigmatising language than refusal

# data[].attributes.headline
effectiveness of different systems elsewhere

# data[].attributes.subject
effectiveness of different systems elsewhere

# data[].attributes.body
Is there any evidence that attendance data is more accurate in other jurisdictions eg where parents select the more accurate codes (rather than school admin staff coding?)

# data[].attributes.body
Gap - the 2 hour limit for appointments to be considered present - often there is significant travel involved and 2 hours is not sufficient. Opportunity - appointments that support participation and engagement ( i.e. paediatrician, OT) are considered present or ' alternative learning' not an absence.