Supporting Learning for Pupils Unable to Attend School
Supporting Learning for Pupils Unable to Attend School
At the Meadows School, we recognise that there may be occasions when a pupil is unable to attend school but is still well enough to learn. In such circumstances, our aim is to help pupils continue making progress and remain connected with their learning and routines.
While schools are no longer required to provide full remote education for pupils who are absent, the Department for Education (DfE) expects schools to take reasonable steps to support continued learning for pupils who are well enough to learn but cannot attend school.
This may include pupils who are:
- recovering from short-term infectious illnesses
- preparing for or recovering from medical operations
- recovering from injuries, where attending school could inhibit recovery
In these cases, once a pupil’s absence has been confirmed, the school will consider providing remote learning on a case-by-case basis, taking into account the pupil’s needs, circumstances, and ability to engage.
Our Approach
When a pupil is absent but able to learn, The Meadows School takes a proportionate and personalised approach, ensuring that any learning provided is meaningful, appropriate, and accessible.
Our process includes the following steps:
1. Identification and Communication
- The Pastoral Team or Attendance Lead identifies the absence and determines whether the pupil is well enough to learn.
- The Pastoral Team informs the Class Teacher, Key Stage Lead, and Quality of Education (QofEd) Lead.
- Ongoing contact is maintained with families to discuss suitable learning arrangements.
2. Learning Support and Resources
- Teachers prepare suitable work aligned with current curriculum content and Personal Learning Goals (PLGs).
- Work may be adapted for home-based or independent learning, using accessible and differentiated resources.
- Learning materials may be shared electronically or provided as printed packs where appropriate.
- All communication and actions are recorded on CPOMS to ensure consistency and safeguarding oversight.
3. Monitoring and Follow-up
- Teachers and pastoral staff offer follow-up support to maintain engagement and address any barriers to learning.
- The KS Lead and QofEd Lead monitor provision as appropriate to ensure quality and consistency.
- Upon the pupil’s return, teachers review completed work, conduct baseline checks where needed, and adjust planning to support reintegration.
Our Commitment
We are committed to maintaining continuity in learning for all pupils who are temporarily unable to attend school.
Our approach ensures that pupils:
- remain engaged and connected with their education,
- continue to develop knowledge and skills linked to their PLGs and curriculum targets, and
- receive consistent communication and support from staff.
This approach to supporting pupils who are well enough to learn but unable to attend reflects current Department for Education (DfE) guidance, as outlined in Working Together to Improve School Attendance (2024) and Providing Remote Education Guidance for Schools (2024)
providing-remote-education-guidance-for-schools
Working_together_to_improve_school_attendance_-_August_2024.pdf
Click below to view the flowchart outlining the process for supporting learning for pupils unable to attend school.
