❓ Question seeks detailed attendance data for South West Education Region schools (2013-14) and actions to address non-regular attendance. Answer refers to a tabled paper for data and outlines general strategies for improving attendance, focusing on individual needs and collaboration.
AnsweredQoN 3142Legislative Council
QuestionView source ↗
(1) For each of the years 2013 and 2014, and for each school in the South West Education Region, what was the: (a) total student enrolment; (b) number of students with ‘non-regular attendance at risk – indicated’ (80-89 percent attendance) in actual numbers and percentage; (c) number of students with ‘non-regular attendance at risk – moderate’ (60-70 percent attendance) in actual numbers and percentage; and (d) number of students with ‘non-regular attendance at risk – severe’ (less than 60 percent attendance) in actual numbers and percentage? (2) What action is being taken to address non-regular attendance at school?
AnswerView source ↗
Answered
18 June 2015
Responded by
Minister for Education
Response time
42 days
1 a. - d. Please refer to Tabled Paper.
2. Improving student attendance is an ongoing priority for the Department of Education.
The reasons for student absences, and in particular persistent absences, are varied. The manner in which the Department responds is to a large degree based on the individual needs of the student, and the complex and varied causes of absence. In all cases, these responses will involve parents, the community and the student. Responses for persistent absences will often involve working in close collaboration with other key agencies.
Consistent with
Focus 2015,
strategies that schools use include:
· ensuring parents of all students in the 'At risk - Severe' attendance category are offered the opportunity, and supported, to participate in an Attendance Advisory Panel involving family and community; and
· a strong focus on positive engagement as a prevention (and re-engagement) strategy.
When a student's attendance falls below 90% or is identified as a concern, schools implement local strategies that target the unique needs of students. In addition to Attendance Advisory Panels, schools may use a Responsible Parenting Agreements (RPAs) to restore attendance. RPAs document strategies for restoring attendance and are usually developed in collaboration with the Department for Child Protection and Family Support.
2. Improving student attendance is an ongoing priority for the Department of Education.
The reasons for student absences, and in particular persistent absences, are varied. The manner in which the Department responds is to a large degree based on the individual needs of the student, and the complex and varied causes of absence. In all cases, these responses will involve parents, the community and the student. Responses for persistent absences will often involve working in close collaboration with other key agencies.
Consistent with
Focus 2015,
strategies that schools use include:
· ensuring parents of all students in the 'At risk - Severe' attendance category are offered the opportunity, and supported, to participate in an Attendance Advisory Panel involving family and community; and
· a strong focus on positive engagement as a prevention (and re-engagement) strategy.
When a student's attendance falls below 90% or is identified as a concern, schools implement local strategies that target the unique needs of students. In addition to Attendance Advisory Panels, schools may use a Responsible Parenting Agreements (RPAs) to restore attendance. RPAs document strategies for restoring attendance and are usually developed in collaboration with the Department for Child Protection and Family Support.
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