Leaders should map out “hotspot” areas in school that make pupils feel unsafe in a bid to boost attendance, according to new research. ImpactEd its latest Understanding Attendance Project report, after analysing data from over 300,000 pupils and surveying 70,000 youngsters this year. An interim report based on the autumn term also warned more focus was needed on a “second transition” for pupils moving from year 7 to 8. Here is what the final report found and recommended… 1. Pay attention to physical and social environment The report said schools found success in identifying 鈥渉otspot鈥 areas that were associated with disruptive behaviour. At Outwood Academy Bishopsgarth, in Stockton-on-Tees, they gave pupils who felt less safe a map of the school and asked them to mark areas as red, amber and green. A toilet block, dining hall and busy corridor were rated red and in many cases the low sense of safety was linked with bullying. Leaders then implemented more robust procedures on movement around the school, increased duty staff and used 鈥渁ppropriate sanctions鈥 where pupils were not 鈥渟afe, respectful or responsible鈥. ImpactEd also said interventions that 鈥渇oster wellbeing and mental health鈥 more generally can also impact attendance. 2. Start of the year is ‘crucial’ Attendance rates nationally were highest at the start of the year, falling from 90.9 per cent in the first half of autumn to 88.5 per cent by summer half term. This was the case for both disadvantaged pupils and their non-disadvantaged peers. ImpactEd found the steepest decline in attendance between the first half of autumn and the second half. This was mirrored in the social and emotional data reported by youngsters, especially in year 7. Source ImpactEd report Researchers said a 鈥渟trong start鈥 to attendance routines could have 鈥渟ignificant benefits鈥 for the rest of the year. 3. ‘Belonging’ continues to be key ImpactEd found a 鈥渟ense of belonging鈥 still proved key in helping attendance. More than 80 per cent of pupils said they were aware of the consequences of missing lessons. Instead the key driver appeared to be relationships. Only 62 per cent of pupils agreed their 鈥渟chool cares when I miss school鈥 and just 52 per cent agreed 鈥渕y teacher cares when I missed school鈥. Researchers warned this pointed to a 鈥減otential disconnect鈥 in young people鈥檚 perception of attendance. Suggested solutions included greeting pupils by name, which can help build a sense of 鈥減ersonal connectedness鈥, and training staff to talk explicitly about belonging. ImpactEd also suggested focusing on small communities and specialist support. For example, focusing on small groups like form groups and after school clubs as ways to engage. Schools could also bring in specialists to engage with local communities, such as those fluent in a family鈥檚 first language. 4. Targeted approach to intervention ImpactEd said alongside whole cohort policies and strategies on attendance, schools found 鈥渋n-depth engagement with a small group of pupils to be particularly beneficial鈥. This focused on building 鈥渄eep relationships鈥. At Education South West trust, all staff have been trained in making individual connections with pupils, including welcoming them into school, engaging them and making them 鈥渇eel valued鈥. After six weeks, 11 out of the 14 secondary pupils with high levels of absence saw attendance improve. 5. Attendance as everyone鈥檚 job Researchers said attendance was not a 鈥渄iscrete鈥 issue and was 鈥渆veryone鈥檚 job鈥. They said it was affected by 鈥渆verything that goes on in school and needs to be viewed holistically鈥. Shifting from 鈥渁 punitive to a collaborative model鈥 can be achieved by 鈥渆levating staff and parental voice鈥. Using student leadership as part of this can be 鈥減owerful鈥. Pupils’ enjoyment of lessons should not be forgotten, they added. High quality teaching and an effective curriculum contribute to a school being a 鈥減lace pupils want to be鈥.