Improving School Attendance project - Dundee City Council: What was done
This section contains specific information on where, when and how the project was delivered. This includes detail on the content of the programme(s), supporting resources and how relationships were developed and maintained with children, young people and their families. This section also highlights key elements of success identified by the partners involved.
How often did it run?
Twice per week in one school, once per week in the other schools. It would run from 9:00 to 9:30am.
How long did it run for?
It is a 12 week programme and runs in different terms through the academic year.
What space/location did you use?
In a designated space within the school that could be used for group work. The school gym hall was also used at times.
How many individuals were normally involved?
5-10.
What did the overall project programme look like?
Programme would be mixed based on the needs of those attending. Some groups had a soft start focus which would provide space for check ins, breakfast and reflections. Others would be more activity based. All groups would have discussions around about what individuals were currently experiencing in their lives. Consultation was done with the children and young people to confirm what they would like to do within the programme.
What did you do each time you met? (Was there a structure on how it was delivered?)
Nearly all groups would have a check in at the start of sessions to help children and young people express feelings and develop relationships with the staff. Activities would sometimes involve sports, arts and crafts and goal setting. The main theme of activities on offer was based on what the children and young people enjoyed doing, promoting both attendance and engagement.
Children would receive weekly feedback during their check ins of their attendance percentage and spent time calculating how to increase their percentage. Minutes missed were also shared and improvements tracked with the group.
A lot of role play activities were used to help children and young people act out situations and understand them better. The focus of these activities would be around situations that happen in and out with school that would result in children and young people being late or not attending.
Active schools would sometimes provide sport related activities for group sessions.
By being a reliable figure in the school staff could build a trusting relationship with children, young people and their families. As the staff had also been there for many years, it further strengthened this. Staff would be informal and supportive to those who were involved in groups but would also provide additional support to families around challenges they face in their lives e.g. money, benefits, bills etc.
The approach the staff used made this project a success as they were approachable, built positive relationships and didn’t force anything. They tapped into the interests of those involved and built activities and group sessions around this. They also make sure that the children understood expectations within the group and applied both nurture and consistent expectations as a result.
Groups were also used as in incentive to children and young people and a way of encouraging them to engage in the formal curriculum. Time and space were built into groups to allow staff to check in with them. A real focus was put on the elements of their lives which could improve attendance including a focus on routines, sleep, being organised and on health and wellbeing.
The group was led by those involved and was made enjoyable, which was a key factor. Children and young people also knew that if they missed a session they could come to the next one and there would be no repercussions.
