School Attendance Support and Barrier Review Record

Enter the pupil's full name.

Use the school's pupil reference or other approved identifier.

Record the pupil's current year group or class.

Enter the date on which this review was completed.

Record the name and role of the person completing this review.

Summarise the relevant absence or reduced-attendance pattern, including any notable timing, lessons, days or changes. Do not use this field as a substitute for the school's attendance register.

Select all barriers that are relevant to this review. Select other only if needed and describe it in the next field.

Describe the relevant circumstances, how they affect attendance, and any patterns or triggers identified. Include only information necessary for planning support.

If caring responsibilities may contribute to absence, record the pupil's and family's account, the nature of the impact, and any relevant support need. Follow applicable arrangements for recording young carers in the school census.

Record relevant functional information, known needs, advice already received, and the effect on attendance. Avoid unnecessary clinical detail.

Record what the pupil says would help them attend, arrive on time, remain in school or increase attendance. Use the pupil's own words where helpful.

Record the views of parents or carers, including practical concerns, priorities and suggested support.

Enter the date of the main discussion with the pupil and parent or carer, if held.

Select all planned or current forms of support. Agree relevant adjustments with the pupil and parents or carers and review them regularly.

Describe each action, who is responsible, when it starts, how it will support attendance, and how the pupil and family will be involved.

Record referrals, local-authority or other partner liaison, consent or information-sharing arrangements where relevant, the purpose, date and next step. Do not imply that a referral has been accepted or completed unless confirmed.

Record the agreed temporary arrangement, dates, attendance expectations, adjustments, responsibilities and criteria for review. Use only where a time-limited phased return is appropriate.

Set a date to review whether the support continues to meet the pupil's individual needs.

Select the outcome at this review.

Record relevant changes since the previous review, including attendance, punctuality, participation or barriers. Use available attendance data alongside the pupil's and family's views.

Record actions, responsible people and deadlines arising from this review.

Confirm that the pupil and parents or carers were given an appropriate opportunity to contribute to the support or review, or explain any reason this was not possible.

• Tick when complete

Confirm that the record contains only relevant information, reflects the circumstances and support provided, and is stored and shared in line with applicable school procedures.

• Tick when complete