What I Wish I’d Known About Attendance as a SENDCo

During my years as a teacher, senior leader and SENDCo, there’s so much I wish I’d known about boosting school attendance. Back then, we had an Attendance Officer and I thought, great, that was one job I didn’t have to do – I didn’t question it. Now, as a Schools Consultant with Studybugs, supporting schools nationwide with attendance, I see it differently.

In hindsight, that separation of roles was a fundamental misunderstanding and a missed opportunity. Attendance and SEND are not separate entities, nor should they be managed that way. They are intrinsically linked and must be addressed through a collaborative, whole-school approach.

Nationwide, SENDCos strive to achieve the same goal: to ensure that every child that comes through the door has access to a suitable education that meets their individual needs and helps them achieve their full potential. But what if they don’t make it through the door? What happens then?

I’ve been there many times before. Standing at the school gates, practically begging children I barely knew to come in, telling them that everything will be fine. Reassuring parents through half smiles; internally panicking about what I’d do if I failed to get them to come inside.

What if there was a better way? Thankfully there is, and the best advice I can offer is not to do it all on your own.

Embedding a Whole-School Approach

Improving attendance for pupils with SEND is not, and must not, be the responsibility of one person. Everyone in school has a role to play and each staff member will have a different relationship with pupils and their families. In fact, one of the biggest things I learned as SENDCo is that sometimes you’re not the best person to lead that conversation – and that’s okay. What matters is identifying who the child trusts, who the family feels heard by, and building solid relationships.

One Year 6 pupil I worked with refused to enter the school building for nearly 6 weeks. It wasn’t until we involved the lunchtime TA she trusted, someone I hadn’t even considered key to the process, that we saw movement. Within days, the child was accessing part-time provision. That wasn’t strategy. That was relationships.

But here’s the reality: most staff already know this.

This isn’t about a lack of understanding or compassion, it’s about time. Building relationships takes time. Listening takes time. Following up with parents, noticing patterns, joining the dots, it all takes time. And when time is in short supply, we fall back on reactive responses. Not because we don’t care, but because we’re overwhelmed.

The Power of Data: Spotting Small Problems Before They Become Bigger Ones

Effective early intervention is impossible without accurate, timely and accessible data. Percentages often only tell part of the story. Identifying subtle shifts in patterns and trends (a day missed here, a late there; a child who starts missing mornings after PE, or avoids Mondays altogether) will signal emerging barriers before they escalate. These aren’t just absences, they’re clues. Which is why everyone in school, from teachers to support staff, should have access to the right information at the right time.

Of course, understanding the “why” behind the data is just as important as understanding the “what”. Changes in individual attendance could reflect early signs of deteriorating health, anxiety or breakdowns in support either in school or at home. Analysis of trends by SEND area of need e.g. SEMH, SLCN etc, should be regularly reviewed alongside patterns: by day of the week or subject, cross referenced with behaviour, progress, attainment and safeguarding information.

Attendance is often the only visible indicator of a bigger issue, and knowledge of data is the key to decoding it. That’s why giving staff access to clear, timely information – the right data, in the right hands – really matters. It saves them from wading through spreadsheets or chasing five different sources. It gives them space to do what they do best: respond with patience, curiosity, and care.

The goal is never just to get pupils through the door. The goal is to understand what’s keeping them out, and do something meaningful about it.

Applying Policy With Compassion: Supporting Parents Before It’s Too Late

By now, many of us will have read Anna Maxwell Martin’s reflections on her experience as a parent of a child with additional needs, and how school responses to attendance challenges often fall short of what families really need. And if you haven’t read it yet, I’d highly recommend you do.

From speaking with hundreds of schools this year alone, I’d say the vast majority still issue fines and sanctions in line with whole-school policy, and I’ll be honest, I probably would have too. These policies are carefully agreed upon, signed off by SLT and governors, and are there to protect us when difficult decisions need to be made.

But when a parent is in crisis and looking for help, a cold “sorry, it’s policy” response is rarely what they need to hear. I’m not suggesting we throw out policy altogether – it exists for a reason – but we can embed kindness and flexibility within it.

That starts with early, proactive support: understanding what’s going on behind the absence, listening to parent voice, and offering tailored solutions before the situation escalates. Compassion isn’t a soft option, it’s how we build trust. And when trust is strong, attendance improves.

Three things to consider before reaching for the attendance policy:

1. 1.Policy should be a safety net, not a starting point.

   Use it when needed, but don’t let it replace personalised conversations or early interventions. Families in crisis need support, not a standardised response.

2. 2.Compassion can co-exist with consistency.

   You don’t have to rewrite your policy, just deliver it with empathy. A proactive conversation, a check-in, or a tailored plan can make all the difference.

3. 3.Kindness isn’t soft – it’s strategic.

   Meeting parents with respect and understanding builds trust, which leads to engagement. And engagement leads to better attendance.

Everyone Plays a Part in Creating a Culture of Belonging

A child who feels they belong at school is far more likely to attend, not because they have to, but because they want to. And everyone in school has a role to play. It comes from school culture, data awareness and positive, solid relationships. From knowing who your people are. From walking into a classroom and feeling seen, feeling noticed, feeling valued and feeling welcomed.

For our most vulnerable learners, that feeling might be the single most powerful driver of attendance. It might be the reason they come back.

We need to stop asking, “How do we get them in?” and start asking, “Why is it so hard for them to stay?”

Schools we support who make the biggest difference in improving attendance rates take a whole-school, holistic approach. They are proactive in creating a positive and respectful culture where if a pupil is missing, they are missed by everyone.

If you’re interested in finding out about how Studybugs can help your school establish a whole-school approach to attendance, you can book a demo here.

— Fiona Holmes, Schools Consultant and former SENDCo