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Increased Involvement Of Parents/Carers and Outside Agencies Improves Student Attendance

Increased Involvement Of Parents/Carers and Outside Agencies Improves Student Attendance Contributed by Marian Brifcani.

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Increased Involvement Of Parents/Carers and Outside Agencies Improves Student Attendance

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  1. Increased Involvement Of Parents/Carers and Outside Agencies Improves Student Attendance Contributed by Marian Brifcani All resources in the "Contributions" section of our resource bank have been submitted by delegates on our Taking Care of Behaviour Online course. For more information about this practical, self-paced course, please visit: http://www.pivotaleducation.com/taking-care-of-behaviour-online/

  2. INCREASED INVOLVEMENT OF PARENTS/CARERS AND OUTSIDE AGENCIES IMPROVES STUDENT ATTENDANCE

  3. Information gathering • A triangulated method was used involving: • Analysis of students’ views on their attendance in school to illustrate why they do/do not attend. • Analysis of the role that parents/carers have through their interaction with school. • Correlation of the number of agencies involved with the child/family and the impact that this may have on attendance. • Questionnaire for the staff from other agencies. • Case study to illustrate how ‘working together’ may create a change in the attendance of some students. • Use of Log books, Student Support log and yellow cards to identify patterns of absence/lateness to lessons.

  4. Target population and sample size • Questionnaire: A limited study with the sample size of three members of staff from other agencies. • Case study involving one student. • Questionnaire for Meadowbrook students with a sample size of seven. • Tally Chart to record contact with parents/carers of twelve students. • Correlation Study regarding agency involvement and attendance.

  5. Findings • The practice of working together was felt to: • Address the wide range of issues the student was facing. • Jointly remove barriers. • Achieve a successful outcome. • Resolve issues promptly by finding solutions in the ‘working together’ model. • Show genuine concern and care for the young person’s well-being which could be appreciated by the young person. • Avoid service/support duplication. • Maintain regular communication and formulate a plan of working together around the young person. • Provide a consistent message to the young person which can be delivered with more impact and understanding. • Allow for changes to be made smoothly as situations often change for the young person. • Accommodate these changes with greater efficiency while having the ability to react as a team.

  6. Findings from the ‘open ended’ questions • It was felt that: • A recent collaboration of Social Services and Education Teams provided a robust programme for a young person. • Joined professional practice and support of the young person has been successful in working towards a ‘positive, sustainable pathway with options.’ • The young person has ‘been able to show evidence of positive choices and reflective thinking.’ • ‘Encouraging parents to engage with HSLW or their children’s tutors does help with improving the children’s school attendance.’ • ‘Talking to children about the reasons why they do not attend school and finding a solution together empowers the young person and makes them responsible for their education.’ • Professionals work together in supporting the young person.

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