Attendance for 2019/20 during Autumn term: 87.8%
Adjusted attendance figures: 90.6%
Phased Transition and Integrated Starts
When a student comes on roll at Breckenbrough, the transition into the school must be sensitively managed with a coordinated approach involving the family and other professionals.
The vast majority of our cohort have experienced a lengthy period out of education prior to arriving here, sometimes as long as two or three years. Therefore, in returning to education, there are both high levels of anxiety to support and the need to build up stamina in getting through the school day. With an integrated start, it is our goal for a student to be accessing a full timetable as soon as possible, with attending outdoor education sessions usually the final part in completing the transition to full-time attendance.
Whole School Engagement
Engagement in learning is an integral factor in students making progress at Breckenbrough. Due to the complex needs of our cohort, engagement can present itself in the classroom in a number of ways. These observable behaviours such as attending class, listening attentively, participating in discussions, completing tasks and following rules and directions may be perceived as forms of engagement. However, others could include curiosity, enthusiasm and interest in the learning. Students are not required to present in any set way to be deemed as engaged, as students may pace around a room, sit under desks or not make many verbal contributions yet still be listening and engaging with the learning in their own way. Student attendance is also a measure of student engagement, however both measures must be used to supplement and support each other in the eventuality of an improving engagement plan being implemented.
The engagement of every student on a lesson-by-lesson basis is tracked and recorded across the curriculum. This system supports us in praising positive engagement, including improvements in engagement, whilst also identifying any engagement issues or patterns and introducing appropriate interventions.
Attendance and Engagement intervention is coordinated by our attendance and engagement support worker who runs weekly reports on the student body. Once the reports have been analysed, selected students are placed on the intervention list and work is undertaken to find out the reasons for lack of engagement. This process can often include meetings with the mentor and key worker of the student to ascertain the reasons leading to a reduction in their engagement, 1:1 work with the Attendance & Engagement support worker in and outside of lessons and parental contact.
The steps within the intervention process is shown below and taken directly from our Improving Attendance & Engagement policy.