Attendance Plan 2025-2026

 

Attendance Management Plan

Approval: 17 Oct 2025 

School board signature
Published on:  17 October 2025
www.tawhero.school.nz
E3ective date: 
17 Oct 2025 
Review date: 
17 Oct 2026

Overarching attendance objectives and strategic priorities You are encouraged to include 

Regular attendance is essential for every tamaiti to achieve their full potential. Attendance directly  supports student wellbeing, belonging, engagement, and achievement. Consistent presence at  school builds strong relationships, fosters learning progress, and helps tamariki feel connected to  their peers, kaiako, and kura community. 

Improving attendance is a collective responsibility that aligns with our values of whakapono,  tumanako, and aroha. 

Strategic Alignment 

This plan supports our: 

• Strategic Goal 1: Every tamaiti is engaged in meaningful learning every day. • Strategic Goal 2: Strengthen partnerships with whānau to promote wellbeing and success. • Annual Implementation Plan 2025: Increase overall attendance rates to 90% or higher for  all learners. 

Current Attendance Data (as of Term 3, 2025) 

• Overall regular attendance: 84% 

• Māori student regular attendance: 84% 

• Students with concerning absence (below 70% attendance): 12% 

• Chronic absence (below 60% attendance): 5% 

Definition of Success 

• 90%+ of students attending regularly (90% or more of the time). 

• Reduction of chronic absence to under 3% by the end of 2026. 

• Strong whānau engagement and early intervention processes evident across the kura.

Tawhero School Attendance Management Plan V1.0 Updated 15 October 2025 

Attendance policy 

Legal Obligations 

Under the Education and Training Act 2020: 

• Every child aged 6 to 16 must be enrolled and attend school regularly. • The Board of Tawhero School must take all reasonable steps to ensure that every  student enrolled attends school when required. 

• Parents and guardians are legally responsible for ensuring their child’s attendance at  school. 

Expectations 

• Parents/Guardians: Notify the school by 9:00 a.m. if their child is absent, explaining the  reason and expected duration. 

• Students: Arrive on time, every day, ready for learning. 

• Staff: Mark rolls accurately and promptly; follow up on unexplained absences daily; and  communicate patterns of concern to leadership. 

Related Policies 

• Student Wellbeing and Behaviour Policy 

• Health and Safety Policy 

• Communication and Engagement Policy 

• Board Governance and Legal Responsibilities Policy 

Setting and Reinforcing Expectations 

• Attendance expectations are communicated at enrolment, through newsletters, class  hui, and whānau meetings. 

• Regular reminders are shared via school assemblies and class discussions about the  importance of being present every day. 

Recording Attendance 

• Attendance is recorded twice daily in our SMS (School Management System) by 9:30 a.m.  and again after lunch. 

• Records are securely stored and monitored weekly by the Deputy Principal. Following Up on Unexplained Absences 

1. Same day: Office staff contact whānau for any unexplained absences by 10:00 a.m. 2. After two days unexplained: Classroom teacher contacts the whānau directly. 3. After three days unexplained: Leadership team involvement; Attendance Service  notified if necessary.

Monitoring and Early Identification 

• Weekly reports are generated to identify students with attendance below 85%. • Thresholds: 

o 90–100%: Regular attendance 

o 80–89%: At risk — teacher and whānau follow-up 

o 70–79%: Concern — leadership and whānau plan developed 

o Below 70%: Severe concern — Attendance Service referral 

• Patterns of concern (e.g. frequent Mondays/Fridays, lateness) are discussed at pastoral  and SENCO meetings. 

Escalation and Support Pathways 

• Tier 1: Teacher and whānau conversation. 

• Tier 2: Deputy Principal develops an attendance plan with whānau support. • Tier 3: Referral to external agencies such as Attendance Services, RTLB, or interagency  support (e.g., Oranga Tamariki liaison). 

Supporting Students Returning to School 

When a student returns after an extended absence: 

• A re-entry meeting is held with the student, whānau, and kaiako. 

• A learning catch-up plan is developed to address gaps. 

• The student is paired with a class buddy to help reintegrate socially. 

• Regular follow-ups occur over the first two weeks to monitor progress. • Whānau are kept informed of the student’s reintegration and progress.

Attendance management procedures 

Reviewing and Adjusting Procedures 

• This plan will be reviewed annually by the Board (October each year) or earlier if Ministry  guidance or attendance trends change. 

• Termly review meetings will analyse data and evaluate the impact of interventions. Monitoring Compliance 

• Weekly internal audits ensure rolls are marked accurately. 

• Leadership team monitors follow-up actions on unexplained absences. Evaluating Effectiveness 

• Improvement in attendance rates by term and by priority groups (Māori, Pacific, and high needs learners). 

• Feedback from staff and whānau on communication and support processes. 

Reporting to the Board 

• The Principal reports termly on: 

o Overall and group attendance trends 

o Actions taken to improve attendance 

o Effectiveness of interventions and next steps 

Monitoring and measuring progress 

Reviewing and Adjusting Procedures 

• This plan will be reviewed annually by the Board (October each year) or earlier if Ministry  guidance or attendance trends change. 

• Termly review meetings will analyse data and evaluate the impact of interventions. Monitoring Compliance 

• Weekly internal audits ensure rolls are marked accurately. 

• Leadership team monitors follow-up actions on unexplained absences. Evaluating EUectiveness 

• Improvement in attendance rates by term and by priority groups (Māori, Pacific, and high needs learners). 

• Feedback from staff and whānau on communication and support processes. Reporting to the Board 

• The Principal reports termly on: 

• Overall and group attendance trends 

• Actions taken to improve attendance 

• Effectiveness of interventions and next steps

Monitoring and measuring progress 

Reviewing and Adjusting Procedures 

• This plan will be reviewed annually by the Board (October each year) or earlier if Ministry  guidance or attendance trends change. 

• Termly review meetings will analyse data and evaluate the impact of interventions. Monitoring Compliance 

• Weekly internal audits ensure rolls are marked accurately. 

• Leadership team monitors follow-up actions on unexplained absences. Evaluating EUectiveness 

• Improvement in attendance rates by term and by priority groups (Māori, Pacific, and high needs learners). 

• Feedback from staff and whānau on communication and support processes. Reporting to the Board 

• The Principal reports termly on: 

o Overall and group attendance trends 

o Actions taken to improve attendance 

o Effectiveness of interventions and next steps 

Approved by: 

Tawhero School Board of Trustees 

Date: 2025 

Principal: K Marshall 

Board Chair:  N Apai