Building parent’s trust by exploring new methods to build attendance
EDClass Ltd
"EDClass operates as an alternative provider to support pupils who have difficulty in attending a physical school.”
Since the pandemic, there has been an argument that the social contract of trust between schools and families has been broken down. Parents have shown a lack of confidence in the education system and argued that mandatory attendance should be adjusted to accommodate the needs of their children.
“New polling for the Centre for Social Justice (CSJ) by YouGov has found that nearly three in ten parents (28 per cent) surveyed agree that the pandemic has shown it is not essential for children to attend school every day. Less than 3 in 4 (70 per cent) of parents are confident their child’s needs are being met at school, with confidence dropping to 61 per cent among those with a child in secondary school.” –?The Centre for Social Justice?
School and education are still necessary, but how children obtain their knowledge can differ now in 2024. Take a look at our recent blog on attendance and its shift in meaning?here.
Exploring alternatives?
Thanks to EdTech and online learning, there are now endless possibilities for children to reach their education potential and have better experiences and outcomes. We must ensure that whatever option is chosen for the child is suitable and accommodates their specific SEND or SEMH needs.
“Alternative provision must be suitable to the child’s age, ability and aptitude, and any special educational needs they have.” -?Arranging education for children who cannot attend school because of health needs
There have been some instances in mainstream schools where the school buildings are not safe or suitable for anyone. Recent news regarding reinforced autoclaved aerated concrete (Raac) buildings has further highlighted parents' lack of confidence and trust. The BBC News reported:
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“Parents are taking their children out of schools with dangerous concrete and sending them elsewhere, a head teachers’ union says.” –?BBC News
Education can now be completed practically anywhere. Remote learning and online alternative provisions have showcased huge benefits for children so they can reach their potential. When looking at alternatives, due diligence must be undertaken, safeguarding measures need to be integrated and there should be a clear focus on the personal and academic development of children.
There also needs to be a consideration for neurodivergent children and those with challenges such as?ADHD, autism, mental health and behavioural issues. Effective communication and interdependence can be key to helping transform the lives of children who are struggling.
What is EDClass Ltd doing?
EDClass’s latest white paper concerning ‘implementing supportive reintegration strategies to transform attendance challenges’ has been perceived well by schools and leaders – you can download your copy?here. Finding new methods to bridge attendance gaps can be explored by conducting research into new approaches.
The platform is constantly developing and the team are working hard to continue to promote the benefits online alternative provision can play in reintegration and supporting attendance.
The team have also been attending several events in the new year, in particular with Westminster Insight . Our next event is the School Attendance Digital Conference where our Director of Operations, Lee Bell , will be speaking on achieving targets for school attendance.
Make sure to also join our?first webinar of 2024?on the 31st of January at 12 pm with Lee Bell discussing transforming attendance challenges.
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1 年Can you help me to understand what you mean when you say: “Build rapport: When providing solutions, especially online, it is crucial to advise on the dangers that students can be exposed to.” If this is the starting conversation with any ND, SEND, school distressed or clinically anxious child, already struggling with shame and disengagement, this is highly likely to back fire and drive them into tailspins of anxiety. Building rapport must be authentic. A time limited intervention with an eye on reintegration will be picked up by the child. How do you ensure you’re working at the child’s pace? Chasing data targets is not helpful.