System barriers to implementation of Attendance Procedure by Charli Mia xx

Interoperability

2025-03-18 23:28:56 UTC

daniellelerossignol — 2025-03-18 23:28:59 UTC

Lack of clarity re: how to code

Duplication

2025-03-18 23:29:12 UTC

Create administrative systems that benefit primary users (schools)

2025-03-18 23:29:45 UTC

Reduce administrative barriers by linking systems (Edi, edupoint, SSS, etc)

Clearer codes

strategicpolicyandprojects — 2025-03-18 23:29:56 UTC

answer the why! and support staff collect data to connect with children, young people and their families

Data and Systems Roadmap

strategicpolicyandprojects — 2025-03-18 23:30:44 UTC

Be clear on where this work might fit in

2025-03-18 23:30:58 UTC

role clarity around attendance follow-up and processes

jessicaisaac1 — 2025-03-18 23:30:59 UTC

How do we flip the focus of the procedure to have a positive approach

SEAT provide feedback to DSI

emmaaorangi1 — 2025-03-18 23:31:21 UTC

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.

2025-03-18 23:31:30 UTC

Meaningful parent/carer engagement when following up non-attendance

2025-03-18 23:31:56 UTC

Remove any judgement terms to encourage increased accuracy

How to encourage more accurate reporting by families

2025-03-18 23:32:05 UTC

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

2025-03-18 23:32:07 UTC

The Text messages tend to either frustrate or create dis engagement with families

Relationships v Cold Admin Approach

2025-03-18 23:32:09 UTC

There is a risk that our current approach, particularly communications damage relationships with families and do not improve attendance

Lobbying for school refusal code

strategicpolicyandprojects — 2025-03-18 23:32:29 UTC

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?

Collecting data to inform interventions

emmaaorangi1 — 2025-03-18 23:32:36 UTC

It would be good to collect more nuanced data that can inform interventions and supports

2025-03-18 23:33:08 UTC

Consistent data collection procedures within all DECYP schools

2025-03-18 23:33:24 UTC

Schools creating their own processes because they don't understand how to efficiently use the systems we have

jessicaisaac1 — 2025-03-18 23:33:31 UTC

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?

Improvement to recording of codes

2025-03-18 23:33:57 UTC

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'

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?

2025-03-18 23:33:58 UTC

Teachers staff need to understand relevance to accurate recording and how it can impact chnage

2025-03-18 23:34:01 UTC

Are we differentiating approaches for engaging with parents and students when following up non-attendance and how to frame this more positively?

2025-03-18 23:34:32 UTC

we are talking about a Tier 3 response rather than a Tier 1 intervention when talking about letters and texts to families

Family Holiday

strategicpolicyandprojects — 2025-03-18 23:35:14 UTC

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

Everyone's responsibility

emmaaorangi1 — 2025-03-18 23:35:48 UTC

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.

Shift from deficit categories

2025-03-18 23:36:01 UTC

Consult evidence to focus on clearer categories to capture more nuanced understanding, e.g. school withdrawal, less stigmatising language than refusal

effectiveness of different systems elsewhere

2025-03-18 23:37:10 UTC

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?)

2025-03-19 00:03:03 UTC

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.