Attendance

SCHOOL ATTENDANCE

You must make sure your child gets a full-time education that meets their needs (for example if they have special educational needs). You can send your child to school or educate them yourself.

Children must get an education between the school term after their 5th birthday and the last Friday in June in the school year they turn 16.

You’ll be contacted by either:

The school - if your child is enrolled in school and does not turn up (even if they’re only absent for a day).
The council’s education welfare officer - if they think your child is not getting a suitable education at home.

You can be prosecuted if you do not give your child an education. You’ll normally get warnings and offers of help from the local council first.

You can get education and attendance information from your council.

When your child can miss school

You can only allow your child to miss school if either:

They’re too ill to go in
You’ve got advance permission from the school

There’s extra support available if your child cannot go to school for long periods because of a health problem.

You can be fined for taking your child on holiday during term time without the school’s permission.

The DfE Guidance Outlines:

Schools should:

Deliver clear messages about expectations, routines and consequences to new pupils and families through prospectus and admission/transition events.
Use physical presence to reinforce routines and expectations on arrival and departure.
Regularly communicate expectations for attendance and punctuality and school performance through your regular channels of communication with staff, pupils and parents.
Establish and monitor implementation of rewards for attendance and punctuality and sanctions for absence and lateness.
Monitor whole school data regularly to identify reasons for absence, patterns, attendance of particular groups and the impact of interventions.
Establish, implement and monitor robust arrangements to identify, report and support children missing education (CME).
Develop good support for children with medical conditions (including the use of individual healthcare plans), mental health problems and special educational needs (SEND).

Pupils at Risk of Persistent Absence

Schools should:

Establish robust escalation procedures which are initiated before absence becomes a problem, for example by:
- Sending letters to parents and carers.
- Engaging with local authority attendance teams and/or independent attendance organisations.
- Using fixed penalty notices.

Pupils who are persistently absent

Schools should:

Establish clear and effective service level agreements with external partners to support pupils with persistent absence, including:
- Local Authority Education Welfare and Attendance Services.
- Independent attendance organisations.
- Alternative providers.
- Youth services.
- School nursing and mental health professionals.
- Children’s social care staff where appropriate.

Convent of Jesus and Mary Catholic Infant School & Nursery

2022/2023 Attendance Analysis Report

ATTENDANCE ANALYSIS REPORT 2022/23
Groups	All Pupils		Nursery		Reception		Year 1		Year 2
Groups	N	%	N	%	N	%	N	%	N	%
All Pupils	244	94.14%	29	90.14%	69	94%	76	94.19%	70	96%
BOYS	116	94%	16	90%	29	94.11%	40	94%	31	95.18%
GIRLS	128	95%	13	92%	40	94%	36	95%	39	96%

	N	%	%		%		%		%
EAL	156	94%	89.14%		93%		94%		96%
NON-EAL	88	95%	92%		95%		95%		95%
EAL BOYS	83	93.2%	17	90%	34	94%	41	93.4%	34	95%
EAL GIRLS	90	94.2%	13	91%	44	93.4%	43	95%	42	96%
FSM	55	94%	92%		96%		93.29%		94.31%
NON-FSM	189	94.25%	89%		94%		95%		96%
FSM BOYS	27	93%	7	91%	4	95%	9	93%	7	94%
FSM GIRLS	31	94.4%	5	93%	8	95%	9	94%	8	95%
PP	55	94%	93%		95%		93.29%		94.31%
NON-PP	189	94.19%	89%		94%		95%		96%
PP BOYS	23	93%	4	91%	3	94%	9	93%	7	94%
PP GIRLS	28	95%	3	96%	8	95%	9	94%	8	95%
SEND	58	92%	89.23%		92%		92%		93.20%
NON-SEND	186	95%	91%		95%		95%		96.16%
SEND BOYS	31	93%	10	89%	10	92%	14	92%	7	91%
SEND GIRLS	17	93%	2	95%	9	92%	5	91.4%	3	95.7%
Authorised Ab	5%		9%		5%		5%		4%
Au Ab BOYS	6%		9%		5%		6%		4%
Au Ab GIRLS	5%		8%		6%		4%		4%
Unauthorised Ab	0.71%		1.19%		0.82%		0.81%		0.34%
Un Ab BOYS	0.61%		1.35%		0.80%		0.46%		0.36%
Un Ab GIRLS	0.79%		1.02%		0.84%		1.20%		0.32%
Persistent Ab More than or = 10%	35%		11%		11%		11%		2%
P Ab BOYS	21%		7%		5%		7%		2%
P Ab GIRLS	14%		4%		6%		4%		0

			Nursery		Reception		Year 1		Year 2
			B	G	B	G	B	G	B	G
Indian	21	91%	5/84%	2/82%	2/92%	2/83%	6/96%	2/91%	1/91%	1/99%
Black Caribbean	18	94%	1/89%	3/93%	1/98%	4/96%	2/90%	3/93%	1/90%	3/94%
Wht Eastern Eur	22	94.1%	2/94%	1/95%	1/98%	6/94%	3/90%	4/94%	1/97%	4/96%
White English	32	96%	1/96%	1/98%	6/96%	7/94%	3/93%	8/97%	2/95%	4/97%
Whit Other	17	94%	-	1/71%	4/94%	4/96%	2/97%	1/96%	4/96%	1/97%
Portuguese	29	94.2%	1/92%	-	4/85%	5/96%	4/93%	5/94%	6/97%	4/96%
Filipino	15	95%	1/82%	-	5/94%	1/98%	1/91%	1/98%	1/98%	5/95%
Oth Mix Back	17	96%	-	1/99%	-	1/58%	1/99%	1/98%	7/93%	6/97%

Overall attendance for academic year 2022/2023 was 94.14%
Overall girls’ attendance (95%) was better than the boys (94%)
Attendance in KS1 is better than in the EYFS particularly with under 5’s
Nursery overall attendance was 90.14% with girls (92%) doing better that boys (90%)
Reception overall attendance was 94% with girls and boys achieving 94%
Year 1 overall attendance was 94.19% with girls (95%) performing better than boys (94%)
Year 2 overall attendance was 96% with girls (96%) performing better than boys (95.18%)
EAL overall attendance was 94% just below Non-EAL 95%, girls (94.2%) higher than boys (93.2%) across the school, with KS1 performing better than EYFS.
FSM overall attendance was 94% in line with Non-FSM 94.25%, girls (94.4%) higher than boys (93%) across the school, with KS1 performing better than EYFS.
PP overall attendance was 94% in line with Non-PP 94.19%, girls (95%) higher than boys (93%) across the school, with both KSs performing in line.
SEND overall attendance was 92% below Non-SEND 95%, girls (93%) and boys (93%) performing in line across the school.
Authorised absence overall was 5%, girls (5%) lower than boys (6%). Across the school authorised absence was higher in the EYFS than KS1.
Unauthorised absence overall was 0.71%, girls (0.79%) higher than boys (0.61%). Across the school unauthorised absence was higher in the EYFS than KS1.
Persistent absence overall was 35%, girls (14%) lower than boys (21%). Across the school persistent absence was higher in Nursery (11%), Reception (11%) and Year 1 (11%) and low in Year 2 (2%).
Most Ethnic groups in KS1 achieved over 90% attendance, with Year 2 performing better than Year 1. Most groups in Y2 achieved over 94% with Indian boys (91%), Black Caribbean boys (90%) and Other Mix Backgrounds boys (93%). In Y1, girls performed better than boys, with Black Caribbean boys (90%), White Eastern European boys (90%), White English boys (93%), Portuguese boys (93%), Filipino boys (91%), and Other Black boys (93%).
Most Ethnic groups in the EYFS achieved over 90% attendance, with Reception performing better than Nursery. Most groups in Reception achieved over 94% with Indian boys (92%), and Portuguese boys (85%). The girls Indian groups at (83%), Other Black (61%), and Other Mix Backgrounds (58%). In Nursery, girls performed better than boys, with Indian boys (84%), Black Caribbean boys (89%), Portuguese boys (92%), and Filipino boys (82%). The Nursery Indian girls (82%), Black Caribbean (93%), and White Other (71%).