Attendance

If your child is ill and unable to attend school

You should inform school by telephone or electronically by 09:00 on each day of absence giving their name, tutor group and a brief reason for their absence.
When he returns to school confirm the dates of absence along with an explanation for the absence in writing (this may be an email to [email protected]).
They must speak to their form tutor and subject teachers in order to catch up and complete all work missed.
If absence is clearly going to be for an extended period of time, you should contact the form tutor to discuss how your child can be supported in their work. We may request a medical certificate to explain extended absences.

Most families want the best for their children and attending school every day, on time, is one of the most powerful ways to support learning and progress. If anyone were to get 90% in a test or exam there would be no doubt that this is a fantastic result, but unfortunately the same does not apply when it comes to school attendance, which can have a significant impact over time.

In this article, we will take a look at what attendance percentages really mean, when it’s acceptable to keep our child home sick, and why being on time matters more than you might think.

Why school attendance matters

Every school day counts. When children miss lessons – even just occasionally – they miss out on key parts of learning, which can be hard to catch up. Also, whilst they may be able to read up on what they missed and prove to be very conscientious at home, there is no substitute for being in the lesson, listening to an experienced, knowledgeable teacher.

Since the pandemic, there has been an increase in school absence rates nationally and, even though the data suggests that there has been some progress with this, there is still a long way to go. Particularly, nationally, there has been a concerning rise in persistent absences, which have nearly doubled since the pandemic – this refers to any student missing more than 10% of school days.

What does 90% attendance actually mean and does this really impact academic attainment?

Whilst in most circumstances 90% is a solid grade and not usually cause for concern, when it comes to attendance it tells a different story. The Department for Education classify this as persistent absenteeism.

Missing only 10% of school equates to around 1 day off every 2 weeks or half a day missed every week – would you be able to miss this much work every week? This equates to 19 days missed over the school year, which is nearly 4 full weeks of learning missed.

As the image here shows, this impact dramatically increases with more time missed.

If you apply this over your child’s 5 years of secondary school (years 7 to 11), 90% attendance equates to half of an entire school year missed.

Unsurprisingly, this kind of regular absence – even if it’s just a day here and there – can have a serious impact on academic attainment.

There is extensive research to support this, with studies showing that missing just 17 days over the course of a school year is linked to students achieving one grade lower than expected in their final exams.

Too sick or not too sick? Should my child go to school?

We understand that illness is sometimes inevitable and, in some cases, keeping your child home is the right thing to do. However, keeping in mind the importance of ensuring they attend regularly, it is important to ensure they are only off when absolutely necessary to minimise the impact of academic attainment as much as possible. A useful guide can be to ask, “If I had these symptoms, would I feel well enough to go to work?” If the answer if yes, your child may well be fit for school too.

With that being said, if you need more advice, the NHS has released this advice. (See also this poster from the NHS.)

If you are ever in doubt about whether you should send your child into school, you can always call the school and ask for advice.

In some situations, for example with coughs, colds and headaches, these symptoms can often be managed with pain relief of medication. Students are welcome to bring medication into school providing a signed medical form is also handed into school, so staff can administer further medication if needed; this is also the case for prescribed medication.

In instances of long-term illness or injury, it is important to keep the school informed, as we may be able to put other measures in place that increases their ability to attend school.

Absence linked to illness is normally recorded as illness, which is an authorised absence. Whilst this is authorised, please note that it is still recorded as an absence and so will still contribute towards your child’s overall attendance mark.

When anxiety affects attendance

We know that not all absences are due to physical illness. For some children, anxiety about school can be a very real barrier to attending and this is something we take very seriously.

School related anxiety can show in many different ways:

Feeling sick or having stomach aches before school
Trouble sleeping on school nights
Avoiding certain lessons
Becoming upset or withdrawn in the mornings

It may feel natural to let them have a day off here and there to make them feel better in the moment. Whilst this will likely make them feel better and less anxious that day, it is important to note that this should not be a long-term solution and will likely heighten their anxiety about school further and make it harder to get them in; in the long run, it can unintentionally reinforce the anxiety. With this in mind, it is important to try to maintain their normal school routine as much as possible and continue encouraging them to go to school, even when they feel they cannot possibly do it.

The earlier we can help, the better. If your child is showing signs of anxiety that are affecting their attendance, please let us know and we can try and help.

The hidden impact of being late

It is very easy to think that arriving 5 or 10minutes late won’t matter, and thus not allow that extra traffic time in the morning. Unfortunately, this is not the case and the minutes do add up!

When students arrive late, they may:

miss instructions or important information
feel rushed, unsettled, or left behind
interrupt the flow of class

Over time, being frequently late can impact learning just as much as being absent.

As shown in the image here, being just five minutes late every day equates to losing three days of school; being 20 minutes late equates to nearly three full school weeks missed.

How families can help?

Build routines: consistent bedtimes and morning habits make mornings smoother.
Plan ahead: get bags, clothes and lunches ready the night before.
Bring medication: bring medication to school if that will help manage your child’s symptoms and allow them to attend.
Talk about school positively: encourage your child to value their time in class and the importance of attending school (even if they don’t want to!).
Communicate with us: if there’s a challenge or circumstances affecting attendance or punctuality, please let us know. We’re here to help!

Together, we can make every day count!

Good attendance and punctuality set students up for success – both in school and beyond. Thank you for continuing to support your child’s education by making sure they arrive every day, ready to learn.

If you have any questions or need support around attendance, don’t hesitate to contact the school office, your child's Head of Year or form tutor.

The law gives no entitlement to parents to take their child on holiday during term time. Any application for leave must only be in exceptional circumstances and the Headmaster must be satisfied that the circumstances are exceptional and warrant the granting of leave. The Department for Education (DfE) has stated that headteachers would not be expected to class any term time holiday as exceptional.

Bournemouth School and the Local Authority may issue warnings and Fixed Penalty Notices under Section 444 of the Education Act 1996 (amended regulations 2013). This is an alternative to the prosecution of parents/carers/guardians for failing to ensure the regular attendance of a compulsory school age student where they are registered or at a place where alternative provision is provided. Further advice and guidance on this matter can be located through the DfE website.

Each request for authorised absence will be considered on its merits; exceptional circumstances might include the following:

a parent, grandparent or other close relative is seriously/terminally ill and the holiday proposed is likely to be the last such holiday;
there has recently been a death or significant other trauma in the family and it is felt that an immediate holiday might help the child concerned better deal with the situation.

The financial factor - when a parent claims that they are unable to afford to book a holiday during the school holidays when prices may be significantly higher than in term-time - will not be taken as constituting an “exceptional circumstance”. Similarly, the nature of the proposed holiday - whether, for example, it is a fortnight visiting Rome or a fortnight in a caravan at the seaside - will not be taken as constituting an “exceptional circumstance”.

We will not grant leave, even in exceptional circumstances, if:

a student’s attendance record over the previous 20 week period is less than 95% - even if any previous absence was due to unavoidable causes such as illness; or
the period of leave coincides with the start of term, or is near to, or coincides with, tests, exams or other significant events in the school calendar;
a period of leave has already been granted that academic year.

Application for Leave of Absence should be made by letter to the Headmaster in advance of any booking and other than in the most exceptional circumstances, the request for leave should be made at least 4 weeks in advance of the proposed leave date, and before entering into any travel commitment.

Meeting	Exceeding
You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy. You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961. You will be able to describe and explain why the Berlin Wall was built in 1961. You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.	You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy. You understanding of the summit meetings is precise and you can evaluate their importance. You will be able to precisely recall details of how why the Berlin Wall was built in 1961. You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You will demonstrate a good knowledge and understanding of the origins of the Weimar Republic from its creation in 1918. You will be able to describe and explain why the Republic faced political and economic challenges in the years 1919 – 1923. You will be able to understand some controversy over Germany’s recovery from 1924 – 28. You will be able to describe and explain how society and culture changed during the ‘Golden Years’ of Weimar. You will mostly be able to demonstrate accurate recall of key people, key dates, terminologies and acronyms to describe aspects Weimar Germany, 1918 – 1928.	You will be able to recall, with more precision and accuracy, the origins of the Weimar Republic from 1918. You will accurately explain the early challenges including the Spartacist Uprising, Kapp Putsch and the causes and impact of the German Hyperinflation of 1923. You will be able to recall, with precision and accuracy, how Weimar recovered including Stresemann’s economic and foreign policy successes whilst able to evaluate the limitations of recovery. You will have a secure knowledge of how Weimar society and culture changed. You will be able to convincingly demonstrate accurate and precise recall of key people, key dates, terminologies and acronyms describing aspects of Weimar Germany 1924 – 1929.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You show a good knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to describe and explain some aspects of continuity of society and economy during this period. You demonstrate a good understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to explain why living conditions in the new towns and cities changed, the impact on public health and calls for reform. You show secure evaluation of sources for utility, taking into account some aspects of provenance and / or own knowledge.	You are able to show an excellent knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to precisely describe and explain aspects of continuity of society and economy during this period. You are able to show an excellent and precise understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to evaluate how and why living conditions in the new towns and cities changed and the impact these changes had on public health and calls for reform. You show a convincing evaluation of sources for utility, taking into account provenance and precise own knowledge.
Assessment Methods
Do Now Questioning in class Peer assessments (Skills based written response)

Meeting	Exceeding
You will be able to describe and explain the early tension between the members of the Grand Alliance at the three wartime conferences and events in Europe up to 1945. You will be able to have a good understanding of the ideological differences between Capitalism and Communism. You will be able to describe and explain the development of the Cold 1947 – 1949 including the flashpoint of Berlin, 1948 – 49 and the setting up of East and West Germany. You will understand why the Cold War intensified, 1949 – 58 including the arms race and the USSR’s response to the Hungarian Uprising of 1956 and international reaction to this.	You will be able to evaluate the consequences of the wartime alliances for East-West relations. You will understand the attitudes of the wartime leaders and how this further impacted East-West relations. You will select accurate evidence to show the creation of the satellite states to further explain how soviet influence spread, 1945-48. You will be able to demonstrate an excellent understanding of short term and long term reasons why Stalin blockaded Berlin and how this further escalated the Cold War. You will be able to evaluate the significance of the arms race, Khrushchev’s response to the Hungarian Uprising and international reaction.
Assessment Methods
Do Now Retrieval quizzes in class Topic 1 End of Unit Assessment (factual recall)

Meeting	Exceeding
You will be able to have a good knowledge of Nazi policies towards women and why this was so. You will be able to describe and explain Nazi policies towards young people including education and youth groups with some evaluation. You will be able to understand the ways the Nazis reduced unemployment and how they made changes to peoples’ standard of living. You will be able to describe and explain why persecution of minority groups, especially the Jews, increased after 1933.	You will be able to evaluate Nazi policies towards women and young people. You will be able to confidently evaluate policies designed to reduce unemployment whilst also having an in-depth knowledge of policies impacting the standard of living of German workers. You will be able to evaluate the impact Nazi racial policies had upon groups such as Slavs, Roma, Sinti, homosexuals and those with disabilities. You will be able to evaluate the escalation of persecution towards Jewish people with precise reference to events such as the Nuremberg Laws and Kristallnacht.
Assessment Methods
Do Now Retrieval quizzes in class Key Topic 4: End of Unit assessment (factual recall)

Attendance Matters

Why school attendance matters

What does 90% attendance actually mean and does this really impact academic attainment?

Too sick or not too sick? Should my child go to school?

When anxiety affects attendance

The hidden impact of being late

How families can help?

Together, we can make every day count!

Request for Absence

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You are able to perform a solo on your instrument of at least grade 3 standard. You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes, quality of tone, use of some expressive features such as dynamics. You are able to perform with fluency and coherence and only minimal hesitation. You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use some strategies to help you in your performance. You are able to use the exam board mark scheme with some accuracy to assess your own and others work. You show some understanding of word setting. You compose a piece which matches most parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process, including song writing techniques.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You are able to perform a solo on your instrument of a least grade 4 standard. You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy, quality of tone and include expressive features such as dynamics and articulation. You are able to perform fluently and without hesitations. You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use a range of strategies to help you in your performance. You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice. You are able to set the words effectively. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process including song writing techniques.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Solo performance on own instrument in class. Informal marking of a range of solos. Choice of text and word setting of this text for composition. Submission of score showing progress at check points. Submission of final score and audio.

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You are able to choose a reasonably appropriate existing melody to vary. You compose a piece which matches most parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process, including appropriate variation techniques.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You are able to choose a totally appropriate existing melody to vary. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process including going beyond basic variation techniques.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Choice of pre-existing melodic material for composition. Submission of score showing progress at check points. Submission of final score and audio.

Meeting	Exceeding
You are able to recall some factual knowledge about set works previously studied. You apply this knowledge with reasonable success when listening to new music. You can mostly relate musical features to the correct element of music. You can structure essay points to cover description and sometimes explanation. You are able to perform a solo on your instrument of at least grade 2 standard. You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes. You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use some strategies to help you in your performance. You are able to use the exam board mark scheme with some accuracy to assess your own and others work.	You are able to recall most factual knowledge about set works previously studied. You apply this knowledge with success when listening to new music. You can reliably relate musical features to the correct element of music. You can structure essay points to cover description and explanation, and start to draw comparisons between pieces you hear. You are able to perform a solo on your instrument of a least grade 3 standard. You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation. You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use a range of strategies to help you in your performance. You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening questions. Classwork tasks on writing individual essay points. Exam style essay question. Solo performance on own instrument in class. Informal marking of a range of solos.

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You analyse the Hook piece, picking out some of the essential stylistic and analytical points. You compose a piece which matches some parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You analyse the Hook piece, picking out the majority of the essential stylistic and analytical points. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Observation of analysis in class. Submission of score showing progress at check points. Submission of final score and audio.