Teach Secondary 13.8

APAS ATTENDANCE BOOSTER Online AP is increasingly being used as an effective solution for driving engagement and attendance levels for many reasons – including the following: L ast autumn term, persistent absence rates in UK stood at 19.4%– down from 24.2% in 2022-23. This is marked progress, but with a significant proportion of students continuing to be frequently absent, it seems that schools are still struggling to get their students to re-engage with learning. In the wake of these concerns, last August saw the DfE update its ‘Working together to improve school attendance’ guidance (see tiny.cc/ts138-AP1) . One amend that’s of particular note, especially for schools using online AP, is the revision around Code B: “ Attending any other approved educational activity. ” ‘Appropriate access codes’ The guidance now states that remote education should be recorded “ Using the most appropriate absence code ,” ABOUT THE AUTHOR Alessandro Capozzi is Executive Head at Academy21 Alessandro Capozzi unpacks the DfE’s recently updated school absence guidelines, and explains what the changes mean for online AP providers and users alike On the right path including authorised absence codes. In simple terms, any remote learning outside of school can’t currently be marked as attendance, whether you’re using unregistered provision, or have opted for DfE- accredited, live online teaching of the sort available through Academy21. Naturally, this will raise questions for those (many) schools that have seen students thrive again with online provision, but it’s crucial to note that the DfE still values online learning. In fact, in a recent sector update, the DfE stated that, “ This does not prevent schools using remote learning if it’s in the pupil’s best interest. ” So, what does this mean for schools? Despite the changes, schools can remain confident in choosing online provision to make the best decision for a student’s learning. Physical attendance remains the current priority, but if remote education is the right form of support for a learner, schools should feel empowered to use it. Best practices and approaches During a DfE Sector Comms webinar held ahead of the update, it was stressed that schools, “ Won’t be looked on unfavourably for having the correct absence codes. ” Emphasising a support-first approach, the DfEwants to see schools keep students’ wellbeing and quality of learning at the forefront, prioritising best interests over what’s recorded on the attendance register. Of course, the process of selecting the best available online provision remains crucial. Working with trusted, high-quality online AP providers that deliver live teaching and excellent monitoring tools will ensure the best standards for pupils. The DfE’s Online Education Accreditation Scheme (OEAS) has made the decision to commission online AP easier, since accredited providers are those found to meet rigorous standards pertaining to academic standards, leadership and welfare. Adaptive live teaching and flexible programmes will help to ensure that the provision is tailored to each child’s needs, targets, and overall best interests. For some, it can be worth exploring hybrid approaches to online provision. Whilst learning on-site won’t be possible for every child, students physically in school and supervised, but learning online can be marked as ‘present’. Schools are seeing great success with this model, particularly when it comes to facilitating reintegration – though ultimately, we naturally believe that all students should be recognised equally for their efforts in learning, regardless of where this takes place. So while attendance guidance may require some administrative adjustment from time to time,, online AP continues to be a valued and effective intervention. It can still be an incredibly powerful way to improve confidence and outcomes – and when you work with an established and experienced provider, you can be sure of getting all the expertise and support that you’ll need. 1 Flexible schedules: Tailored commissioning ensures that young people can access education around their needs. 2 Live and adaptive learning: Via live online teaching, content and delivery can be tailored to individual pupils to help boost their engagement and confidence. 3 Real-time monitoring: Virtual classrooms can provide comprehensive engagement and participation insights that flag when intervention might be needed. 4 Support for complex needs: Top online providers may also offer SEND and wellbeing services that can help young people overcome their original attendance barriers. 5 Collaborative tools: With access to online collaborative tools, you’ll get a unified approach to re-engagement. 77 teachwire.net/secondary AT T E N D A N C E