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Covers expectations for all pupils and targeted support for pupils at risk of persistent absence, persistently absent pupils, and severely absent pupils. 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This guidance is statutory 1 , and schools, trusts, governing bodies, and local authorities must have regard to it as part of their efforts to maintain high levels of school attendance.  \nThe guidance should be read alongside the statutory guidance documents on children missing education, supporting pupils at school with medical conditions, suspensions and exclusions, alternative provision, and Keeping Children Safe in Education.  \nWorking together  \nAttendance is everyone’s business. The barriers to accessing education are wide-ranging and can be complex, both within and beyond the school gates. They are often specific to individual pupils and families. Good attendance begins with school being somewhere pupils want to be and therefore the foundation of securing good attendance is that school is a calm, orderly, safe, and supportive environment where all pupils are keen and ready to learn. For more complex cases, the ethos of the Working together to improve school attendance guidance is that pupils and families should receive holistic, whole-family support to help them overcome the barriers to attendance they are facing. For these more complex cases, a traditional linear or pathway process is unlikely to work. Instead, the guidance expects the best placed service to lead a ‘support first’ approach with schools working together with local authorities and wider partners, including the voluntary and community sector where needed. This document summarises the expectations of parents, schools, trusts and local authorities and how they should work together.  \nIn all cases the school – as the best placed service – should work to understand the reasons for absence.  \nIn most cases, the school will continue as lead practitioner. Where barriers to attendance go beyond the school gates and cover multiple needs, schools should work with the local authority and other agencies to provide wider-holistic support. If the case meets the local thresholds for early help or family support, this may involve completing an early help  \n1 It is issued under: section 175(4) of the Education Act 2002, sections 19(4A) and 444B(3) of the Education Act 1996 , section 19(9) of the Anti-Social Behaviour Act 2003, paragraph 7(b) of the Education (Independent School Standards) Regulations 2014 and paragraph 3(a) of the Non-Maintained Special Schools (England) Regulations 2015.  \nassessment. In some of these cases a local authority team will be best placed to act as lead practitioner. If attendance is a single need or the case does not meet the local threshold, schools should still follow early help principles in their approach.  \nWhere a pupil or their family already have another lead practitioner working with them, the school should work alongside their practitioner, to help make attendance a key element of their existing plan. This includes pupils with a social worker, early help practitioner, youth offender team worker or with an education, health and care plan.  \nAll pupils  \n\n| Parents are expected to: | Schools are expected to","cbCaiaKEOtzyb4DN","https://ap.wps.com/l/cbCaiaKEOtzyb4DN","pdf",270004,"English","# About this document\n## Working together\n## All pupils\n## Pupils at risk of becoming persistently absent\n## Persistently absent pupils\n## Severely absent pupils\n## Support for cohorts of pupils with lower attendance than their peers\n## Support for pupils with medical conditions or SEND with poor attendance\n## Support for pupils with a social worker\n## Looked after and previously looked after children\n## Monitoring","[{\"question\":\"What is the purpose of the attendance responsibilities summary table?\",\"answer\":\"It summarises statutory attendance responsibilities for parents, schools, academy trusts and governing bodies, and local authorities, aligned to the Working together to improve school attendance guidance.\"},{\"question\":\"Who is expected to lead the support-first approach in more complex cases?\",\"answer\":\"The best placed service should lead a support-first approach, with schools working together with local authorities and wider partners where needed.\"},{\"question\":\"What should schools do to understand absence in all cases?\",\"answer\":\"In all cases, the school, as the best placed service, should work to understand the reasons for absence.\"}]","Summary table of responsibilities for school attendance - August 2024 | PDF",1789519093]