Attendance is Everyone’s Business– Building Early Relationships that Last
The start of Year 7 is full of excitement and energy. Pupils arrive eager to make new friends, explore subjects, and embrace a new level of independence. But as the weeks go on, the novelty starts to wear off. The reality of timetables, homework, expectations, and routines begins to set in. From the perspective of staff, interaction with pupils also shifts. By October, Year 7 pupils are no longer seen as “new”, and the tone often changes with attendance and behaviour expectations becoming stricter.
A pupil who forgets their equipment in September might be met with, “Don’t worry, it takes time to get organised. Let’s get you what you need for today.” By October, the same situation often prompts, “You should be prepared by now, that’s a sanction.” In the first few weeks, a missed homework might lead to, “How are you finding the workload? Let’s talk about how we can support you.” But as the term progresses, it quickly becomes, “That’s the second time, you now have a detention.”
While boundaries and consistency are essential, especially in helping pupils feel safe and understand expectations, we must be mindful not to let systems override relationships. For many pupils, this shift in tone can feel sudden and disheartening, especially if strong connections haven’t yet been built. This is exactly the point where our relational approach matters most, not less.
We must recognise this as a critical point where early, consistent support can prevent a slide in attendance. If we wait too long, occasional absences can quickly become habits. As students transition into Year 8, these patterns can deepen, and persistent absence becomes harder to reverse and social, emotional, and academic barriers grow taller. That’s why attendance must be everyone’s responsibility. While pastoral teams and attendance officers lead the way, every adult in school plays a part. Subject teachers, support staff, and leaders all have daily opportunities to notice patterns, ask questions, and offer support.
Early contact with families is key. A pupil missing one specific lesson, or regularly absent on a particular day, may be a sign of subject anxiety, social difficulties, or something more personal. These concerns must be explored, not just logged. Trust must come first, built through early, proactive relationships with pupils and families, not through sanctions. Every attendance mark on a screen represents a child, a family, and often a set of unseen challenges. Listening with empathy and understanding the why behind an absence is where change begins.
We also have a responsibility to educate families on the long-term impact of poor attendance. What may seem like “just a few days” can quickly snowball into missed learning, reduced confidence, and lost connection. Honest, consistent communication helps parents understand not only their legal responsibilities, but also the personal, social, and emotional benefits of regular attendance.
When schools and families work together early, we can often prevent the need for formal processes. Attendance support doesn’t always require big interventions, sometimes it’s the small things that make the biggest difference: a warm smile at the gate, a quick check-in with a pupil who’s returned after an absence, or a friendly phone call home just to say, “It was really great to see them in today.” These simple gestures build a culture of care and connection.
Importantly, transition isn’t just a Year 6 to Year 7 event. It happens every year, from one year group to the next, from childhood to adolescence. That’s why nurture and support must continue well beyond the first term.
Ultimately, improving attendance goes beyond the numbers. It is about building a school community where every child and parent feels valued, supported, and truly belongs, not just during their first year, but throughout their entire school journey. Consistent attendance gives students the confidence and connection they need to succeed and thrive.
Jo Davies
Trust Attendance Lead
