DERBY
WELCOME
Welcome to our Attendance Programme Impact Report.
From the outset of this project, we have been firm in our belief that we need to take an inclusive approach to attendance. Attendance is not an issue that can be ‘fixed’. A child being able to attend school relies on a multitude of factors: curriculum, mental health support, good relationships, a safe environment and excellent provision - to name but a few.
It is only by supporting all areas of need that we can hope to improve attendance where it is required. This can never be one person or one agency’s job. Attendance and inclusion are inextricably linked; they go hand in hand.
Working closely with the Derby Inclusion Partnership, we intended to link and develop the current inclusive practice across the city.
To create real change takes time. This project has been relatively short-term and the aim has been to ’kick-start’ practice that will have a longer-term impact; re-shaping practice in schools and multi-agency partners across the region, while focusing on sustainability of the ideas and systems created.
Laura’s role Laura was strategic lead for the project, advocating inclusive approaches to support attendance through providing guidance and support, signposting, networking opportunities and access to high quality CPD.
Jo’s role Jo worked closely with Laura to oversee the attendance programme and to link it with the wider work of the Inclusion Partnership, ensuring a sustainable approach.
Disclaimer
The report has been compiled by EventID Sports Consultancy Ltd (“Evid Impact”) on behalf of Derby County Community Trust (“DCCT”), registered charity number 1123520.
Evid Impact has prepared this report using reasonable skill, care and diligence for the sole use of DCCT for the purposes set out. Evid Impact does not assume or accept or owe any responsibility or duty of care to DCCT or any other person.
Any use that a third party makes of this report or reliance thereon or any decision made based on it is the responsibility of such third party. The report reflects Evid Impact’s best judgement in light of the information available at the time of its preparation. The report is subject to copyright agreements. The report or any parts thereof may not be used, published or redistributed without the prior written consent of Evid Impact.
CONTEXT
In March 2022, Derby was announced as one of 24 Priority Education Investment Areas (Priority Areas) by the Secretary of State for Education.
The Department for Education established Local Partnership Boards in each Priority Area, tasked with identifying local improvement priorities. The Board selected persistent absence and literacy as a priority to be addressed.
At programme start, Derby’s overall persistent absence rate was higher than the wider East Midlands, nationally and across statistical neighbours. Derby was ranked 96th out of 152 local authorities for its persistent absence figure.
PROJECT AIMS
To align with the wider inclusion work in Derby in order to reduce persistent absence and improve attendance across the city.
• Derby’s total persistent absence rate to reduce from 23.7%
• Derby’s total persistent absence rate at primary to reduce from 20%
• Derby’s total persistent absence rate at secondary to reduce from 27.5%
• Derby’s ranking to improve when compared with local authorities nationally
PROJECT OBJECTIVES
1. Support schools in the most challenging wards by providing additional capacity and capability to tackle persistent absence effectively and proactively support pupils at risk.
2. Support Derby’s school leaders to develop their knowledge of effective approaches to tackle persistent absence, and support to develop and implement effective strategies including proactive support for pupils at risk of persistent absence.
3. Support schools to engage with parents, especially those from Gypsy, Roma and Traveller communities.
We worked in partnership with Derby City Council, which delivered direct support to families in need of early help within eight target wards.
OVERALL IMPACT
HOSTING CPD EVENTS
26 CPD events (Funded by DCCT; up to 2024)
767 CPD engagements
ENGAGING SCHOOLS
643 CPD engagements from Derby schools
6.4 average CPD engagements per school
TACKLING PERSISTENT ABSENCE
83% of schools demonstrated reduction in persistent absence (Autumn 2023 to Autumn 2024)
100% of secondary schools (incl. Alternative Provision, Further Education and Special settings) and 91% of primary schools attended EBSNA training
5.9 % average reduction to persistent absence (Autumn 2023 to Autumn 2024)
PARTICIPANT FEEDBACK
Did you find the CPD event [that you attended] useful or beneficial?
98% believed the CPD was quite or extremely useful
What was particularly useful or beneficial?
“The research, particularly the factors affecting attendance. Understanding the contextual challenges is key to finding solutions.”
Attended Digital Attendance Conference
“Networking with other professionals in similar settings to see where their barriers are and talk through solutions.”
Attended Communities of Practice
“Every single element was really useful as someone new to attendance. It was great that it came with actionable outcomes and next steps.”
Attended Inclusive Attendance Launch Event
IMPACT ON PARTICIPANTS
Do you feel that attending the CPD programme has helped you in the following areas?
agreed that the CPD provided practical learning on the topics of inclusion and attendance
agreed that it prepared them to contribute to addressing the challenges of inclusion and/or attendance at their school
said that it offered them skills, techniques and ideas that they can share with other teachers at their school said it helped to provide a peer-to-peer network with other teachers and schools
Scan to view our PEIA Attendance Programme summary film
METHODOLOGY
Across the CPD events, a feedback survey was distributed to all attendees between 20 March and 26 November 2024, gathering 173 responses. The survey captured overall feedback and results from four key ‘takeaways’ that the attendance programme sought to influence.
For a select group of four types of CPD, participants completed a series of three impact surveys before starting the CPD, 1-2 months after completion and 4-6 months after completion with a total of 129 responses. These surveys looked in more depth at the programme’s wider impact on teachers, schools and pupils.
Film by John Felix
SPECIFIC IMPACTS
ACROSS TARGETED
PROGRAMMES
Across four targeted types of CPD, DCCT and Evid Impact stayed in touch with participants to measure the programme’s impact across the following six months.
IMPACT ON PUPILS
What was the pupil impact after six months?
Pupil attitudes
Pupil relationships
91% of teachers noticed a slight or significant positive change to their pupils’ attitude to school and learning.
77% of teachers noticed a slight or significant positive change to pupil relationships and respect for other people in the learning environment.
Pupil attendance
77% of teachers noticed a slight or significant positive change to their pupils’ level of attendance / persistent absence.
TEACHER FEEDBACK
“By using the Attend Framework questionnaires, we now have an understanding of some factors that may be affecting the pupil’s attendance that we were previously unaware of.”
Attended EBSNA Training (cohort 3)
“The child voice has helped implement return to school from long term absences. They have been able to choose what will get them back into the school and classes.”
Attended EBSNA Training (cohort 3)
“Attendance is significantly higher than at the start of the last academic year. Our approach to attendance concerns is a little bit ‘softer’. Cooperation between pastoral departments has improved. All staff are about to receive Inclusive Attendance training so that they can take on more responsibilities in terms of attendance.”
Attended Inclusive Attendance (consultant support - four-stage audit/plan) & EBSNA Training (cohort 3)
IMPACT ON TEACHERS
After participating in CPD events, how did teachers’ responses to the following change, six months on?
I have the ____ to contribute (to addressing challenges with pupil attendance).
IMPACT ON SCHOOLS
After participating in CPD events, how many teachers agreed or strongly agreed with the following statements, six months on?
Overall, there is an inclusive culture within my school
Overall, there is a good level of pupil attendance at my school
Overall, there are good teacher-to-parent relationships at my school
TARGETED CPD RESEARCH
The following CPD events were included in the three-stage research:
• Inclusive Attendance (consultant support - four-stage audit/plan)
• Inclusive Attendance (6 module online training course)
• EBSNA Training (cohort 3)
• EBSNA Parent Engagement - Train-the-trainer (Judith McAllister)
ATTENDANCE CAMPAIGN
By using pupil voice from children across the city, we wanted to shape a positive campaign with inclusive language about the importance of going to school.
Many of the reasons that children shared about wanting to be in school fell under 10 broader themes.
For each theme, we developed a poster and animation. The animations were voiced by children from Derby city schools.
You can view and download the full materials via the Attendance page by scanning the QR code.
Attendance campaign materials
Unmissable themes
PEIA ATTENDANCE PROGRAMME MANIFESTO
When you’re a bit nervous, school provides the support you need. When you’re feeling lonely, school is where new friends are found and memories are made. When you’re stressed, school understands and reassures you.
And when the tiredness starts to creep in, it has the exciting activities, extraordinary experiences and endless laughs that never fail to make you feel better.
School has the power to amaze, involve, prepare and reassure – it can change everything!
Whether it’s giving your day a boost or building skills that will stay with you forever - magic things happen when you pass through those school gates each morning.
RECOMMENDATIONS & LEARNINGS
TOP TIPS FOR SCHOOLS
Attendance is everyone’s responsibility
Ensure you embed a whole school attendance plan which complements your approach to inclusion
Adjust language of attendance to work in ‘days missed’ rather than percentages
Ensure you have a clear graduated response of intervention to attendance concerns
Utilise your data systems to identify those in need before they reach PA (i.e. those at risk)
Parent partnership is key. Reflect on how you address attendance concerns with parents/carers in the early stages
Aim to make all staff responsible for the recognition of attendance concerns, success and improvement
WHAT NEEDS TO CONTINUE FOR SUSTAINABILITY IN THE CITY
Attendance needs a multi-agency approach
Established networks to continue sharing practice
Family support and early help
Efficient data sharing and usage to inform strategies
