Attendance and Behaviour
Attendance and Behaviour is one of our Ofsted key judgement areas. Read how we have developed in this area since 2016.
Attendance and Behaviour
2026/26
- Whole-school attendance is 79.5%.
- Awareness of Zones of Regulation has been raised across the school, providing a shared and accessible language for understanding emotions and levels of alertness. This helps pupils and the adults who support them to recognise emotional states and respond appropriately, prioritising safety, connection and wellbeing.
- The school has achieved Attachment and Trauma Aware School status.
2024/25
- Whole School Attendance: 82.34%
- Bereavement INSET Training: Staff have been equipped to respond with confidence and compassion, supporting colleagues, children, and families. The training also helps staff recognise signs of grief within our resilient school community.
- Zones of Regulation: Now implemented for all children across the school.
2023/24
- Whole-school attendance has increased to 83.74%, up from 82.24% last year, with over 20 children now achieving over 90% attendance and continued efforts to improve it further
- The Pupil Charter is now prominently displayed with photos and easy-read versions, making it accessible for everyone
- The Pupil Charter actively reinforces positive behaviour, helping staff and visitors engage with children and young people in the appropriate manner
2022/23
- Through external peer visits we extend knowledge and insights on educational quality
- Implementing an internally developed trauma informed practice training program based on research findings
- Sustaining an impressive 82.24% upward trajectory in whole-school attendance
2021/22
- Supercharged efforts to raise attendance and punctuality
- Established organisational attendance and timekeeping working party
- Over time (following COVID) a continual rise in children meeting aspirational attendance target of 90%+
- Growth of happiness profile (and bags) to support individual wellbeing and mental health
- School attendance 81.95%
2020/21
- Extended the safe environment of the COVID bubbles to achieve onsite school attendance for the vulnerable shielding pupils
- Adopted principles from Benny Carpenter's post-pandemic ‘Recovery Curriculum’ to focus on individual’s wellbeing and mental health
- Embedded theoretical and practical understanding of positive behaviour for effective interpretation of needs within the PBS approach framework
- Redesigned our Pupil's Charter following whole school consultation
- School attendance 80.51%
2019/20
- Embedded the Positive Behavioural Support (PBS) process through action plan and internal early help
- Identified the need for ‘sensory engagement’ supporting pupil wellbeing
- Maintained blended/ virtual/ bubble COVID-19 attendance as school remained opened
- School attendance 77.65%
2018/19
- Adopted Positive Behaviour Support approach for identified children and young people
- Raised the profile of the Adult Engagement Scale through staff appraisal and peer observation thus enabling the development of a skillset to motivate and enhance learning opportunities
- School arrival punctuality monitoring focused on a.m. and p.m. sessions
- School attendance 79.1%
2017/18
- Educational Psychologist introduced pupil behaviour plans
- Implemented engagement scales to track quality of engagement and participation
- Created the Adult Engagement Scale highlighting supportive and non-supportive qualities during staff-child interaction
- School attendance 75.76%
2016/17
- Ofsted (2017) "Pupils clearly enjoy school and often push themselves to the limit, even when they are not at their best medically"
- Developed a whole school culture integrating education, health and care
- Introduced a process to evaluate and celebrate ‘attitudes to learning’ via APIES rag rated indicators (Attendance, Physical, Intellectual, Emotional and Social Progress)
- School and home recognising 'Golden WOW Moments' with certificates of achievement
2016
- Ofsted (2014) "Pupils’ behaviour is good"
- Ofsted (2014) "Pupils are happy, enjoy being together and have good relationships with staff"
- School culture focused predominantly on health and care
