Targeted support

There are strong examples of targeted wellbeing support helping children and young people feel more included and attend more regularly. Effective approaches include soft starts, daily check-ins with trusted adults, activities that reduce the cost of the school day, breakfast clubs, and nurture or wellbeing spaces. These approaches help some pupils regulate, feel calm, maintain attendance and be ready to learn.

In many cases, schools use Pupil Equity Fund (PEF) effectively to strengthen staffing and resources aimed at improving attendance. Examples include attendance-focused support assistants and welfare staff, walking buses, outdoor learning interventions and nurture provision. Staff employed to support attendance work effectively with individual children and young people, identified groups and families. They provide practical, targeted support.

In some secondary schools, alternative learning environments help young people remain in school or re-engage with learning. Targeted interventions often focus on literacy, numeracy, health and wellbeing. These approaches aim to re-engage pupils in a supportive setting, address identified gaps and improve attainment and achievement.

Although targeted support is improving attendance and attainment for some individual children and young people, overall attendance is not improving in a number of schools. Staff should continue to measure the impact of their approaches more consistently so they understand which interventions are improving attendance and supporting attainment across the school.