Improving attendance through a structured, whole-school response
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Information about the school
Ysgol Gyfun Heolddu Comprehensive School is an 11-18 secondary school in Caerphilly County Borough. The school has a pupil population of approximately 740, with 33% of pupils eligible for free school meals. The school has experienced a period of significant growth in pupil numbers over the past 5 years, resulting in an increase in staff numbers. The senior leadership team comprises the Headteacher, Deputy Headteacher and three Assistant Headteachers.
Context and background to the effective or innovative practice
Whole-school rates of attendance of pupils, including those pupils eligible for Free School Meals (eFSM), have between 2022-2023 and 2024-2025, been above the national average and above that of similar schools. Persistent absence is notably lower than in similar schools, particularly for the last two years.
Senior leaders identified inconsistencies in the tracking, monitoring and communication of attendance as a key barrier to reducing persistent absence. In particular, there was a need to strengthen early identification, clarify staff roles, and improve how attendance concerns were communicated to pupils and families, especially in the context of socio-economic disadvantage.
In response, the school developed a proactive, graduated attendance strategy, underpinned by forensic tracking, clear accountability at all levels, and a strong focus on mitigating the impact of poverty on attendance.
Description of nature of strategy or activity
To address persistent absence, the school placed a strong emphasis on the analysis and communication of ‘broken week’ data at all levels. This approach was introduced to improve understanding of attendance patterns, particularly where absence is characterised by sporadic, one-off days rather than continuous absence.
The use of ‘broken weeks’ has been central to improving how attendance is understood by pupils, staff and families. Percentage attendance figures were often misinterpreted; for example, 90% being viewed as acceptable, whereas the concept of ‘broken weeks’ provides a clearer and more tangible representation of lost learning. For instance, repeated absence on a single day each week becomes more apparent when presented as multiple disrupted weeks. This has been particularly effective in helping families recognise the cumulative impact of frequent sporadic absence, such as repeated Friday absence.
Pupils are actively involved in this process. Through structured tutor sessions, pupils track their own broken weeks over time, enabling them to identify patterns in their attendance, understand the impact on their learning, and set personalised targets for improvement. This has strengthened pupil ownership and engagement in improving attendance.
This approach is underpinned by a comprehensive weekly tracking system, which presents attendance data visually using colour-coded indicators to highlight improvements and concerns. This allows staff to quickly identify patterns, trends and trajectories for individuals and groups. Family Engagement Officers undertake detailed, forensic analysis of this data to identify emerging concerns at an early stage and coordinate timely interventions, including School Attendance Meetings (SAMs) and referrals to external agencies where appropriate.
Alongside this, the school implemented a whole-school, graduated response to attendance, supported by clearly defined roles for all staff, from form tutors to senior leaders. This ensures consistency, accountability, and timely escalation of support.
The strategy is characterised by:
- Proactive intervention: early identification through real-time data tracking and half-termly pupil voice surveys to identify barriers
- Clear escalation pathways: including ‘Broken Week’ letters, School Attendance Meetings (SAMs), Fixed Penalty Notice warnings and, where necessary, legal processes
- Strong partnerships: close collaboration with the Local Authority, Education Welfare Officers and a range of external agencies to provide coordinated support
- Focus on equity: targeted interventions to address barriers linked to poverty and well-being
- Recognition and motivation: weekly rewards, including attendance raffles, alongside termly and annual recognition for sustained or improved attendance
- Flexible, bespoke support: individualised strategies such as timetable adjustments, late passes and referrals to specialist services
This work is further strengthened through a multi-agency approach, with a school-led panel involving CAMHS In-Reach, Educational Psychology, Behaviour Support, the Education Welfare Officer and Young Carers services. In addition, senior leaders have prioritised community engagement to address wider socio-economic barriers, including family workshops, community activities such as a school choir, and regular coffee mornings where external agencies provide accessible support. These agencies are also present at parental engagement evenings and transition events, ensuring families can access advice and support in a familiar setting. Targeted community support initiatives further help reduce barriers to attendance.
Together, these approaches ensure that attendance is addressed through clear systems, consistent communication, targeted intervention and strong partnerships, enabling the school to respond proactively and effectively to persistent absence.
What impact has this work had on provision and learners’ standards?
The implementation of this strategy has led to significant and sustained improvements in attendance, particularly for vulnerable groups.
- Since 2022-23, the school’s rate of attendance has continued to improve each year. The school’s rate of improvement is higher for each year than the rates of improvement for the rest of Wales.
- The school’s rate of improvement for 2022/23 to 2023/24 was 1.3 compared to 0.5 for the rest of Wales. The school’s rate of improvement for 2023/24 to 2024/25 was 2.4 compared to 1.0 for the rest of Wales.
- Persistent absence at 10% reduced from 49.5% (2022/23) to 31.3% (2024/25). This is better than the Wales average of 33.0, the family average of 39.6.
- Persistent absenteeism at 20% reduced from 18.1% (2022/23) to 11.7% (2024/25). This is better than the Wales average of 13.1%, the family average of 17.0%.
- The rate of attendance for eFSM pupils has improved from 2022-23 to 2024-25 from 82.9% to 86.1% and is above the Wales average of 81.2%, the family average of 80.7%. As a result:
- Attendance in examination cohorts has improved, supporting better pupil outcomes.
- Gaps between disadvantaged learners and their peers have narrowed
Importantly, pupils and families now demonstrate a stronger understanding of attendance expectations, particularly through the use of ‘broken weeks’. This has contributed to improved engagement and earlier intervention.
The clarity of roles and consistency of approach across all staff has strengthened accountability and ensured that attendance is a whole-school priority.
How have you shared your good practice?
The school has shared its practice through local authority attendance networks, partner school meetings and cluster collaboration meetings. A strong cluster approach to attendance ensures that best practice is shared with primary schools to provide early intervention.