2026 - 2027 WHS Attendance Plan:

Actions (2026–2027)
A. Early Intervention Framework

• Monitor children with patterns of low engagement and absence, and who are without enriching alternatives.
• Use the Graduated Response Model to identify needs and refer to external agencies as needed.

B. Attendance Tiers with Context

• Develop a contextual attendance matrix:
  • Tier 1: Regular attendance (90–100%) - We do not support the use of certificates or similar to recognise this, as the responsibility for attending school at this young age often falls outside the child’s control.
  • Tier 2: Occasional absences (80-89%) for enriching family/educational trips – monitored, not penalised. Frequent absences due to family or child challenges – actioned with support.
  • Tier 3: Moderate absence (70-79%). DP or LSC involvement and monitoring. Meeting with parents to put an action plan in place.
  • Tier 4: Chronic non-attendance from at-risk environments – urgent intervention involving outside agencies.

C. Family Hui and Cultural Acknowledgement

• Hold regular attendance-focused whānau hui, particularly for communities who travel abroad, to:
  • Create a shared understanding of attendance expectations.
  • Help families plan travel during holiday breaks where possible.
  • Support continuity of learning during overseas trips.

D. Transport and Weather Solutions

• Investigate raincoats for those who are not attending regularly due to the weather.
• Offer pick-ups for children regularly not attending and work with whanau to find long-term solutions.

E. Empowering Parents

• Regular information shared in fortnightly newsletters around:
  • Building routines and setting boundaries for school attendance.
  • Understanding neurodiversity and anxiety management in children.
  • Recognising the long-term impact of disconnection from schooling.

7. Monitoring and Reporting

• Daily recording of attendance on our School Management System (SMS) HERO. Teachers mark roll promptly at 9 am each morning. Unexplained absences noted by the teacher as ? and followed up by the office.
• Parents of absent children, whose reasons for absence we have not been informed of, are texted.
• Automatic notification to the office after 5 days of non-attendance; referred to LSC for follow-up. 
• Quarterly report to BOT reporting on attendance.
• Whānau voice will be gathered through surveys and hui to track barriers, perceptions, and progress.

8. Core Beliefs Behind Our Approach

• Every child matters. Every day matters.
• Attendance is a right, not a burden—and it is often out of the child’s control.
• No Bonus or reward systems for those with high attendance, as this often penalises those with low attendance, which is usually beyond the child’s control during the primary school years.
• Parents are our partners, not problems.
• Belonging is built through presence, connection, and shared purpose.

9. Final Note: Attendance as a Measure of Inclusion
At Western Heights School, attendance is not merely a measure of compliance—it is a reflection of how included, supported, and connected each child and their whānau feel. Our goal is to ensure no child is left out, left behind, or left unseen.

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