Attendance Management Plan

1. Introduction and Guiding Principles

This document outlines the Attendance Management Plan for St Therese School, reflecting our commitment to ensuring every student attends school regularly and engages in their learning. This plan aligns with the Ministry of Education’s requirements for mandatory Attendance Management Plans and the Stepped Attendance Response (STAR) framework.

Our guiding principles are:

  • Whānau Partnership: Strong, trusting relationships with students, their families, and the wider community are the foundation of good attendance.

  • Early Intervention: We act promptly and compassionately when attendance begins to decline, addressing barriers before they become chronic.

  • Community Collaboration: We work with local agencies, community groups, and the Ministry of Education to provide holistic support.

  • Celebration: We celebrate and acknowledge good and improved attendance to reinforce its importance.

2. Roles and Responsibilities

Role Responsibility
Board of Trustees Oversee implementation and regular review of the plan; ensure the plan is published on the school’s website; set an annual attendance target.
Principal / Senior Leadership Lead implementation; provide professional development for staff; monitor attendance data and trends; act as primary contact for irregular, moderate and chronic absence cases; liaise with the Ministry of Education Attendance Service or other agencies.
Teachers Record attendance accurately each morning and afternoon; build strong relationships with students and whānau.
Administration Staff Record and update absence notifications daily; contact parents/caregivers on the first day of an unexplained absence; maintain accurate student contact details.
Whānau/Caregivers Ensure their child attends school unless unwell; notify the school promptly of any absence; work in partnership with the school to address attendance concerns.

3. Stepped Attendance Response (STAR) Framework

We use a tiered approach to identify and respond to student absences:

Attendance Category Definition School Response
Regular Attendance 90% or more (absent less than 5 days a term) Tier 1 – Universal Support: Recognised and celebrated; positive communication with whānau.
Irregular Attendance 80–89% (absent 5–9.5 days a term) Tier 2 – Targeted Support: Principal/Senior Leader contacts whānau; offers support to address emerging barriers; monitor attendance.
Moderate Absence 70–79% (absent 10–14.5 days a term) Tier 3 – Intensive Support: Principal/Senior Leader meets with whānau and student; develop a supportive plan with clear goals and check-ins.
Chronic Absence <70% (absent 15 or more days a term) Tier 4 – Referral: Documented steps; formal referral to Ministry of Education Attendance Service; continue working with whānau and Attendance Service.

4. Procedures for Absence Notification and Follow-up

4.1 Daily Attendance Recording

  • Teachers will mark the electronic attendance register twice a day (a.m. & p.m.)

  • Attendance is submitted daily to the Ministry of Education and uses the current set of attendance codes.

4.2 First-Day Absence Follow-up

  • If a student is absent without prior explanation, administration staff will contact the whānau by phone or text by late morning on the same day.

  • If contact cannot be made, alternative emergency contacts will be tried.

  • Unexplained absences unresolved by the end of the day will be coded using appropriate absence codes.

4.3 Absence Notification by Whānau

  • Whānau are expected to notify the school of an absence by 9:00 am on the day of the absence (via the HERO App or phone).

4.4 Justified vs. Unjustified Absences

  • Justified: Medical certificates, bereavement, or religious observances – coded accordingly.

  • Unjustified: Holidays during term time, extended family visits, or unapproved events – coded accordingly.

5. Addressing Barriers to Attendance

St Therese School will proactively address barriers to attendance by:

  • Working with whānau to identify transport issues and potential solutions.

  • Maintaining strong connections with relevant community agencies and iwi, enabling holistic support for whānau facing challenges.

  • Adopting culturally responsive and empathetic approaches in all interactions.

6. Addressing ‘Late’ Students

  • Students/caregivers sign in at the school office with a reason for lateness.

  • Lateness trends are reviewed regularly by senior leadership.

  • Teachers may contact whānau to understand and support improvements.

7. Data Monitoring and Plan Review

  • Attendance data is reviewed weekly to identify irregular and moderate absences.

  • The Board of Trustees receives a termly attendance report.

  • This plan will be reviewed annually by the Board in consultation with staff, whānau, and the community.