Inclusive attendance
Brays School is proud to be recognised as an Inclusive Attendance School.
At Brays School, we believe that attendance is far more than simply being present in school. It is about every child feeling connected, valued, supported and able to flourish. We know that when children attend regularly, they are more likely to achieve academically, develop positive relationships, build confidence and enjoy a greater sense of belonging within our school community.
Our attendance culture is built on child-centred values, positive relationships and evidence-informed practice. We recognise that every child’s circumstances are unique, and whilst many children attend school every day without additional support, others may face barriers that require understanding, compassion and collaborative intervention.
| Attendance is everyone’s responsibility. By working together with children, families, staff, governors and external partners, we create the conditions that enable every child to attend, participate and thrive. |
Attendance is everyone’s responsibility. By working together with children, families, staff, governors and external partners, we create the conditions that enable every child to attend, participate and thrive.
Attendance is everyone’s responsibility. By working together with children, families, staff, governors and external partners, we create the conditions that enable every child to attend, participate and thrive.
Our attendance strategy is fully embedded within our school improvement priorities and is underpinned by the Inclusive Attendance Model—the first and only accredited programme providing the pedagogy of practice for inclusive attendance. This enables us to continually develop our practice through research, professional learning and sustained implementation.
Our Inclusive Attendance Culture
Our inclusive attendance culture is founded upon ten key principles that guide every aspect of our work. These principles ensure that attendance is embedded across leadership, teaching, pastoral care, professional learning and partnership working.
Together they help us create a culture where attendance is everyone’s responsibility and every child feels they belong.
| Our Inclusive Attendance Culture Ten key principles |
| Professional Learning and Developing Expertise Knowledgeable, confident, well-supported staff |
| High-quality attendance practice begins with knowledgeable, confident and well-supported staff. The Inclusive Attendance Professional Development Model is central to our attendance strategy and provides continuous professional learning for every member of staff. Through six carefully designed learning modules, staff develop a shared understanding of inclusive attendance, ensuring consistency across the school. Professional learning equips staff with the knowledge, confidence and practical strategies needed to identify barriers, respond effectively and promote positive attendance for every child. |
Continuous Improvement
Improving attendance is an ongoing process of reflection, evaluation and development.
Each year, Brays School participates in the Inclusive Attendance implementation programme, enabling us to review our attendance systems, strengthen our practice and continually improve outcomes for children and families.
Our long-term strategy focuses on embedding sustainable change through evidence-informed decision making, high-quality professional development and collaborative working with local, regional and national partners.
| By continually evaluating our impact, we ensure our attendance practice remains responsive to the changing needs of our school community. |
| Working Together Strong partnerships are at the heart of inclusive attendance |
We work collaboratively with:
| Children and young people | Parents and carers | |
| School staff | Governors |
| The Local Authority | Health professionals | |
| Early Help services | External agencies |
Through open communication, shared decision-making and early intervention, we identify barriers quickly and work together to provide the right support at the right time.
This collaborative approach ensures that attendance is viewed as a shared responsibility rather than solely a school issue.
Multi-Tiered System of Support (MTSS)
At Brays School, we use an Inclusive Attendance Multi-Tiered System of Support (MTSS) to ensure every child receives the right support at the right time.
Our graduated approach recognises that while most children benefit from universal support through high-quality inclusive practice, some children and families require additional targeted or specialist support to overcome barriers to attendance.
The MTSS framework enables us to:
| identify attendance concerns early through effective use of attendance data; | ||
| understand the individual barriers affecting attendance; | ||
| provide timely and proportionate interventions; | ||
| work collaboratively with children, families and partner agencies; and | ||
| regularly review the impact of support to secure positive outcomes. |
| Our Graduated Response Right support, right time, for every child |
| Celebrating Attendance Recognition, motivation and belonging |
At Brays School, we believe that recognising positive attendance encourages motivation, strengthens relationships and reinforces a sense of belonging.
Brays School recognises that attendance improvement looks different for different pupils. As a special school, we use an inclusive approach to attendance recognition that celebrates improvement, resilience, punctuality and positive engagement with school. We avoid systems that unfairly disadvantage pupils with complex medical or SEND needs and ensure all pupils have meaningful opportunities to be acknowledged for their efforts and progress in attending school. Attendance recognition forms part of our wider culture of belonging, encouragement and partnership with families.
Our Commitment
At Brays School, we believe that every child deserves to feel welcomed, included and able to achieve their full potential.
Our inclusive attendance culture is built upon:
| Child-centred practice | Positive relationships | |||||
| High expectations | Shared responsibility | |||||
| Early identification and intervention | Evidence-informed decision making | |||||
| Continuous professional learning | Strong partnerships with families and agencies |
| Why Attendance Matters One of the strongest foundations for success |
School attendance is not simply a statutory requirement; it is one of the strongest foundations for educational success, wellbeing and future opportunity.
Why Attendance Matters
Every day in school provides opportunities to:
- Develop communication and social skills
- Build confidence and independence
- Maintain important routines
- Access therapies and specialist support
- Strengthen relationships with trusted adults
- Participate in enrichment opportunities
- Make progress towards EHCP outcomes
- Develop skills for adulthood and future success
For many pupils at Brays School, regular attendance also supports emotional wellbeing, consistency and a sense of security. We understand that challenges can arise, and we are committed to working with families to find solutions that help children access education successfully.
Our Commitment
At Brays School, we believe that every child deserves to feel welcomed, included and able to achieve their full potential.
Through kindness, understanding, high expectations and partnership working, we are committed to creating an inclusive attendance culture where every child is supported to attend, participate and thrive.
For support with attendance, please contact our Attendance Team, who will work with you to understand any barriers and identify the right support for your family.