Attendance

A Venn Academy Trust School

– Together we will…

Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.

Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Attendance at school is vital for children’s education and wellbeing. Parents and carers have a responsibility to ensure that their children receive full time education.

It is important to set the foundations for good attendance from when a child starts at our school. Regardless of their age, we have high expectations for attendance.

Children below statutory school age should attend the hours/days they have registered for. This helps them to develop a routine, form friendships and progress in their learning, ready for full time education in reception.

The Attendance Challenge

Each week during our Thursday Celebration Assembly we announce the winners of our attendance Challenge.

Classes compete in their ‘phase’ (EYFS / KS1 / LKS2 / UKS2) to win the weekly prize. Prizes are selected during ‘spin to win’. Details of the prizes can be found at the end of this webpage. The weekly winners and prizes are detailed below:

Attendance Mascots and the Trim Trail
• The overall winning class in EYFS/KS1 wins ‘Alien’ the attendance mascot and can use the trim trail at lunch time.
• The overall winning class in KS2 wins ‘Buzz’ the attendance mascot and can use the trim trail at lunch time.

100% Attendance (weekly)
• Children with 100% attendance during the week are selected at random to win Doncaster Rovers football match tickets.

100% Attendance (Termly)
• Children with 100% attendance during the term are awarded with a bronze, silver or gold certificate.

100% Attendance (Yearly)
• Children with 100% attendance during year are awarded with an end of term celebration event or gift.

Communication

Attendance is shared through our weekly newsletter, twitter page and Class DOJO app.
Text messages are sent to parents and carers regularly to remind them of the school expectations.
The Student Council Representatives promote good attendance throughout school, discussing this with their class and presenting to different year groups.

School Attendance Team

The Team, meet regularly to analyse attendance. We will communicate concerns to parents and invite them to a meeting to discuss the concerns and how we can support them to improve their child’s attendance. We will complete an Attendance Support Plan (ASP) with parents to detail the support that has been agreed.

Following the completion of an ASP, if improvements are not made, parents could be issued with a Education Penalty Notice warning (EPN), which could result in a fine.

We will work with parents to support them to ensure their child attends school regularly. Please contact Mrs Addison if you need any support.

Holiday’s In Term Time

We apply Government and Local Authority advice and we do not authorise holiday’s in term time, unless extenuating evidence is provided to support a parents request.

Holiday request applications should be submitted prior to the holiday, using the form below.

If we are informed that a child is absent due to being on holiday, and an application has not been made, we will complete a home visit to try and ascertain the location of the child. If we are unable to physically see the child then this could result in a Education Penalty Notice (EPN) being issued.

We strongly request that parents do not take their child/childen on holiday in term time. Following the disruption to education, that has been caused by C19, it is more important now than ever that children do not miss any more education.

Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.

Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.

Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.

Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.

Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.

School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.

Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.

High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.

Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.

Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.

Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.

Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.

Attendance

The Attendance Challenge

Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.

Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.

Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.

Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.

Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.

School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.

Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.

High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.

Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.

Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.

Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.

Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.