Practical guidance for managing non-attendance
Last updated:Using the EBSNA toolkit
It is important to highlight that there is not a one-size-fits-all approach to working with pupils experiencing EBSNA. It is through robust assessment, collaboration with families and careful provision planning that we can help children and young people. This toolkit has been designed to support schools on this journey and covers the following:
- Preventative measures
- Early identification tools
- Working in collaboration with parents
- Working with children to understand their EBSNA
- Developing reintegration plans
The process of developing an understanding and planning can take months, even years in some cases. As such, it is important to consider how to meet needs in the short term whilst making longer-term plans.
Adjustments, support and provision
Planning to meet the needs of pupils experiencing EBSNA should be informed by assessment. Consideration should be given to meeting needs in line with the SEN code of practice. A child who cannot attend due to emotional reasons and/or because underlying needs are not met is likely to need more adjustment, support or provision.
This may be a short-term requirement for some children. Others may need a sustained change in provision or setting. Schools should identify needs early in line with the SEN Code of Practice. There is likely to be a case to place children experiencing EBSNA on the SEN register on this basis. The examples below show how schools might meet the needs of EBSNA students at different stages, within a graduated response.
Examples of reasonable adjustments
- Differentiated learning approaches.
- Adjusted expectations in line with emotional needs.
- Allowing a child to start a few minutes earlier or later than their class.
- Appropriate positioning within the class to reduce the impact of sensory needs.
- Allowing a child to sit with a child they have an established relationship with.
- Not taking part in an activity or lesson that is identified as being particularly stressful. This would continue until the child is more able to cope (through intervention or support).
Examples of provisions that might be ordinarily available
- Quality first teaching (differentiated learning, extra check-ins with pupils).
- Safe spaces for time out when a child is overwhelmed.
- Lunchtime clubs away from the busy playground.
- Named adults in school for children to talk to about their worries.
- Social inclusion provisions such as buddying, peer mentoring and structured play.
Examples of SEN provision
- Targeted learning interventions (for example, literacy small group work).
- Social skills intervention groups.
- Nurture groups or ELSA intervention.
- Psychoeducational sessions on anxiety management/relaxation techniques.
- A key adult to develop a relationship with the child and scaffold their access to challenging situations.
Schools might consider accessing funding through the High Needs Block or through an EHCP. This is if the provision identified is significantly beyond what is within the school’s ordinarily available provision.