Evidence, Impact and Actions for Consideration 2024-26 report: Appendix 1: Successful approaches to improve attendance and engagement

From the evidence gathered for this report, a wide range of successful approaches were identified. These approaches are examples, intended to support local authorities, schools and partners when considering how to further improve attendance and engagement. Absence is multi-faceted, so it is important that they are considered alongside a robust understanding of the local context.

Data informed systems and strategic use of evidence

regular review of data with robust systems in place, enabling early identification of trends and target groups where attendance may be a concern
effective use of data to track families, schools and/or clusters with disproportionately higher levels of term-time holidays
use of data to inform joined up approaches to family support, with clear systems and processes in place to inform planning and review of impact
established, easy to use data systems in place that provide timely, detailed attendance information across the local authority/school, used to inform improvement planning
strategic data is used to inform support and intervention
detailed weekday‑by‑weekday attendance tracking to help spot early patterns and intervene when absences increase on a particular day
analysis of attendance trends examines local context (travel, weather, community routines) helping them target support more effectively
detailed, routine monitoring using dashboards, RAG tracking and SEEMiS data enables local authorities/schools to identify learners at risk of lower attendance, early and act quickly with proportionate, tailored interventions
robust and timely use of tracking systems, pastoral intelligence and Skills Development Scotland insights is enabling schools to identify risk early and target support effectively.
targeting of small groups rather than organise whole school approaches to ensure effective and manageable approaches
professional learning to build capacity in data-driven practice

Relational approaches and family engagement

strong relationships, consistent messaging and early communication with families have supported schools in maintaining steadier attendance across the whole week
immediate relational contact — first‑day phone calls, supportive letters, home visits and trusted‑adult check‑ins — helps reduce unexplained absence and maintains a positive partnership with families
strong, trusting and non‑judgemental relationships with families central to effective attendance work, especially when paired with clear communication about how attendance supports learning, wellbeing and long‑term outcomes
practical, everyday supports — including breakfast clubs, uniform or clothing help, transport support, walking buses and access to essentials — are widely used and consistently reduce the immediate barriers that prevent families from getting children to school
schools that maintain continuous, two‑way communication — through drop‑ins, workshops, supportive phone calls, solution‑focused meetings and tailored updates — foster trust and see families engage earlier when attendance concerns begin to emerge
identification of persistent attendance issues linked to poverty, ASN, experience of care, mental‑health challenges and term‑time holidays to respond with increasingly relational, targeted and community‑rooted approaches
improved family‑engagement practices, such as flexible meetings, home visits and the use of family hubs, are helping to build trust, address barriers and intervene before disengagement deepens
culture where attendance is part of a whole‑school ethos, reinforced through shared values, consistent messaging and relational practice that sustains belonging and engagement
transparent, authority‑level communication — including consistent messaging, clearer expectations and public campaigns — has strengthened partnerships with families and built a shared understanding of the importance of attendance
relational, data‑informed approaches to underpin effective improvement: schools that combine warm, proactive communication with robust monitoring cycles see earlier intervention and more stable attendance patterns
strong, consistent relationships with families and trusted adults are improving attendance, engagement and learner confidence in planning next steps
involving parents is key to building a clearer picture of the learner’s circumstances when planning support

Curriculum, pathways and learning experience

flexible supports such as outreach sessions, nurture inputs, breakfast clubs, or planned Friday activities is helping to sustain engagement at the end of the week
universal “pulls” such as soft starts, breakfast clubs, nurture spaces, Forest School sessions and walking buses to create predictable, motivating routines that increase daily attendance.
to increase engagement of older learners, vocational and skills‑based pathways (college links, apprenticeships, practical projects) have shown strong potential to re‑engage pupils whose attendance had declined
practical, hands‑on and outdoor learning experiences in primary schools are improving day‑to‑day engagement, particularly for learners who struggle in more formal classroom settings
flexible curriculum pathways in the secondary sector — including National Progression Awards, vocational courses, college links and skills‑based programmes — are re‑engaging learners who previously experienced avoidance, subject‑specific anxiety or declining attendance
soft‑start routines, nurture bases and reduced‑transition timetables are helping anxious learners feel settled more quickly and attend more reliably
well-structured transitions, supported by early information sharing, extended visits and personalised planning, are helping to reduce learner anxiety and strengthen attendance at key points of change
schools that sustain purposeful and motivating learning through the final days of term — such as activity weeks, celebrations and structured project learning — report fewer pre‑holiday dips in attendance
emphasis on high‑quality learning experiences, nurturing environments and leadership opportunities to act as protective factors for attendance, helping learners feel valued and motivated to attend regularly
flexible and personalised curriculum pathways — such as foundation apprenticeships, bespoke timetables and vocational placements — are re‑engaging learners and supporting positive destinations

Targeted support for learners with Additional Support Needs

Targeted approaches — flexible/part‑time timetables, safe spaces, EBSA‑specific planning, counselling, outreach, key‑adult support — are helping learners with complex needs maintain a connection to school
Personalised approaches such as home visits, bespoke plans and flexible, reduced or phased timetables are among the most effective supports for learners experiencing anxiety, EBSA, complex ASN or challenges within the home
Many schools now offer flexible internal arrangements, including phased returns, partial timetables, supported online learning and home‑tuition elements, helping learners maintain a link to education without moving to formal flexi‑schooling
partnerships with youth work, skills academies, employability programmes and third‑sector organisations are providing structured, motivating alternatives for learners who struggle in traditional settings
regular multi‑agency planning involving Educational Psychology, social work, health services and family wellbeing teams supports the creation of safe, bespoke reintegration plans that reduce the likelihood of permanent withdrawal from school
acknowledgement of ongoing systemic challenges, including poverty‑related barriers, mental‑health pressures, complex family contexts and holiday patterns, but use of collaborative, evidence‑based strategies to mitigate these

Policies, planning and multi-agency agency working

coordinated early support for families with an emphasis on multi-agency working
shared understanding and aims to improve attendance that align with existing policies and plans across education and relevant partners
multi‑agency collaboration with health services, social work, Educational Psychology, youth work and voluntary organisations enabling more holistic support for families facing compounded pressures such as poverty, mental‑health needs or parenting challenges
ensuring alignment of approaches with local authority attendance policies, use staged approaches and clear communication to ensure families understand expectations, procedures and supports available
partners are mitigating practical and emotional barriers through person‑centred support
partners provide alternative learning pathways that motivate attendance and engagement
provision of professional learning to support consistent understanding of data, policies and understanding of the barriers to attendance

Voices of Children and Young People

ensuring the voices of children, young people and families of identified target groups are involved in improvement planning
stronger learner voice in attendance planning, such as shaping curriculum pathways, project‑based learning, leadership roles and relevant subject choices, is contributing to improved engagement, particularly in upper primary and secondary
learners feedback that punitive punishments for non-attendance do not work long term.
keep poverty and cost of the school day at the forefront of school decisions means that more learners feel included in all activities

Use of funding and external support

many schools highlight the importance of funding and predictable staffing to maintain effective attendance systems, especially where targeted relational roles and nurture‑based supports have shown measurable impact.
PEF and SAC are central to sustaining key attendance‑improving roles, including family link workers, wellbeing staff, youth workers and pupil support assistants, enabling schools to intervene earlier and build stronger relationships with families.
these funding streams also underpin practical, universal supports such as breakfast clubs, soft‑start routines, outdoor learning, nurture provision and wellbeing programmes, all of which reduce barriers and increase daily readiness to learn.
PEF and SAC are frequently used to offset cost‑of‑the‑school‑day barriers, including transport, uniforms, equipment and access to activities, helping families who might otherwise struggle to sustain regular attendance.
third‑sector and community partnerships provide additional capacity through family work, youth engagement, counselling, wellbeing support and activity‑based programmes, helping schools reach families who may not engage through school alone.
schools with strong external partnerships and secure staffing are more confident use of attendance data, more consistent follow‑up and more sustained impact on attendance patterns over time.
engagement with Education Scotland - through attendance resources, attainment advisor support, quality improvement programmes and National networks — is improving data literacy, strengthening systems and helping schools to implement more targeted, evidence‑based interventions
partnerships with Skills Development Scotland, initiatives part-funded by the Scottish Government's No One Left Behind national approach, local youth employability services, Action for Children, Developing the Young Workforce and local employers are providing meaningful experiences that strengthen transitions and support positive leaver outcomes