Statement of Strategy for School Attendance
|Name of school||S.N. Mhuire|
|Address||Barntown, Co. Wexford|
|The school’s vision and values in relation to attendance||In Scoil Mhuire, we value the individuality of all our children and respect their right to access all areas of learning. We work to enable them to develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfillment and their development into active and responsible adults.
Scoil Mhuire decided to review its attendance strategies in relation to the TUSLA publication Developing the Statement of Strategy for School Attendance:
Guidelines for Schools of 2015. It is a requirement under Education Welfare Act 2000 that the school needs to encourage pupils to be in attendance.
In Scoil Mhuire we aim:
· To foster an appreciation of learning and promote positive attitudes towards learning
· To raise awareness of the importance of school attendance
· To identify pupils at risk of poor attendance
· To enhance the learning environment where children can make progress in all aspects of their development
· To ensure that the system of rules, rewards and sanctions are implemented in a fair and consistent manner that encourages pupils to attend school
· To comply with requirements under Education Welfare Act 2000/Guidelines from TUSLA, Child & Family Agency
|The school’s high expectations around attendance||The vast majority of pupils in Scoil Mhuire have excellent punctuality and attendance.
Good attendance is promoted and linked with both academic achievement and enjoyment of school.
Attendance is discussed with all parents at the New Infants evening for incoming Junior Infants and emphasis is placed on the importance of establishing good habits in relation to attendance in Junior Infants.
|How attendance will be monitored||1. Roll call is taken by 10am each morning by the class teachers and recorded onto the Aladdin system. This system is monitored by the deputy principal who has special responsibility for the area of attendance.
2. Written notes are required from parents to explain absences from school.
3. The Aladdin system is used by class teachers to monitor ‘late comers’ and ‘early leavers’. The patterns emerging will be considered in identifying ‘at risk’ children.
|Summary of the main elements of the school’s approach to attendance:
· Target setting and targets
· The whole-school approach
· Promoting good attendance
· Responding to poor attendance
· To continue to improve on morning punctuality.
· To continue to raise awareness among the parents, as well as the pupils as to the importance of good attendance.
· To raise awareness among parents of the negative impact of holidays taken during term time on a child’s education, particularly when taken early in the school year.
· To maintain the current attendance rate, whilst endeavouring to increase it.
Whole School Approach:
· The importance of good school attendance will be reinforced regularly at our weekly assemblies and highlighted regularly in the school’s newsletters.
· Class teachers inform the principal of children they would consider ‘at-risk’ due to erratic or prolonged unexplained absences or lateness to school.
· Attendance of ‘at risk’ children is monitored.
Promoting Good Attendance:
· Attendance praised daily in each class room, as part of the positive discipline system.
· Attendance Certificates for improved and unbroken attendance will be awarded termly, at Christmas, at Easter and summer.
Response to poor attendance:
· ‘At risk’ children will be monitored closely by the class teacher and deputy principal.
· The ‘late comers’ and ‘early leavers’ recorded on Aladdin system will be analysed each term to monitor children leaving school during the school day to identify patterns of leaving school early.
· Email/letters will be sent to parents of children who miss 10 days, 15 days and 20+ days.
· Parents of children who are deemed ‘at risk’ are invited to meet with class teacher and/or principal.
|School roles in relation to attendance||The Board of Management has the overall responsibility for the preparation of this Statement of Strategy and to ensure it is implemented and reviewed periodically.
The Principal is delegated by the Board to ensure that the Statement of Strategy is appropriately communicated and co-ordinated by the staff of the school.
Teachers and other staff members are active members of the school community and will prepare this Statement of Strategy and will support its direct implementation with the pupils in their care.
Pupils are encouraged to discuss school attendance and its importance in their learning and participation in school activities.
The involvement of Parents/Guardians and their support is essential in ensuring the Statement of Strategy is beneficial in supporting their children’s education.
Other agencies and personnel included in supporting and implementing this Statement of Strategy include NEPS, SENO and the Educational Welfare Officer.
|Partnership arrangements (parents, students, other schools, youth and community groups)||Support for all
Policies and practices will include a full range of curricular and pastoral activities including incentives and awareness-raising among the entire school community.
Support for some
These students may need additional supports including a targeted attendance intervention.
Support for few
Some students may need a multi-disciplinary approach and may be referred to TUSLA’s Educational Welfare Services.
|How the Statement of Strategy will be monitored||Attendance figures will be analysed (including late-comers and early-leavers) at the end of each term/end of year.
Attendance figures will be compared with attendance of previous school year
|Review process and date for review||
Next review June 2019
|Date the Statement of Strategy was approved by the Board of Management||21/06/2017
Reviewed by Board of Management on 26/06/2018.
|Date the Statement of Strategy submitted to Tusla||20/09/2017|