📚 How Schools Can Use Regional Resources to Improve Attendance | 孩子经常缺课，学校如何用区域资源提升出勤率
Absence is rarely a problem that can be solved inside a school building alone. When a child misses one day in five, the causes usually sit somewhere else entirely: a bus route that no longer runs, a parent working shifts, an undiagnosed anxiety disorder, a temporary housing placement three miles outside the catchment. This guide explains how schools can audit, coordinate and commission regional resources – local authority attendance teams, health services, community and faith organisations, transport providers and further education partners – to raise attendance without relying on punishment alone.
缺课很少是一个能在校舍内部单独解决的教育问题。当一个孩子每五天就有一天缺课，原因往往完全在别处：一条停运的公交线路、需要轮班工作的家长、尚未被识别的焦虑障碍、离学区三英里的临时安置住房。本文说明学校如何盘点、协调并调动区域资源——地方教育局出勤团队、健康服务、社区与宗教组织、交通提供方以及继续教育伙伴——在不必只依赖惩罚的前提下提升出勤率。
1. Understanding Persistent Absence: Data Before Action | 理解持续性缺课：先看数据再行动
Before a school can mobilise a town, it has to understand its own numbers. In England a pupil is defined as persistently absent (PA) when they miss 10% or more of possible sessions, and severely absent when they miss 50% or more. A school year normally contains 190 teaching days, divided into 380 sessions, so the arithmetic is simple and belongs on the staff-room wall.
在调动整个社区之前，学校必须先读懂自己的数据。在英格兰，学生缺课达到全部可用课节的 10% 及以上，即被定义为持续性缺课（PA）；缺课达到 50% 及以上，则属于严重缺课。一个学年通常有 190 个教学日、380 个课节，因此这条算式非常简单，值得贴在教师办公室的墙上。
Attendance rate (%) = (sessions attended ÷ possible sessions) × 100
Attendance rate (%) = (已出席课节 ÷ 应出席课节) × 100
Missed days per year = (100% − attendance rate) × 190
每年缺课天数 = (100% − 出勤率) × 190
A pupil at 80% attendance loses roughly 38 days of teaching a year – more than seven school weeks. Framing absence in lost days, not percentages, changes how parents and partner agencies respond.
出勤率为 80% 的学生，一年大约损失 38 个教学日，超过七个教学周。用”损失的天数”而非百分比来表述缺课，会明显改变家长与合作机构的反应方式。
| Attendance band | 出勤区间 | Typical label | 常见定级 |
| 96% – 100% | 96% – 100% | Good attendance | 出勤良好 |
| 90% – 95.9% | 90% – 95.9% | At risk | 有风险 |
| Below 90% | 低于 90% | Persistent absence (PA) | 持续性缺课（PA） |
| Below 50% | 低于 50% | Severe absence | 严重缺课 |
2. Mapping the Regional Resource Landscape | 绘制区域资源地图
Most schools use a fraction of the support available within a five-mile radius. A structured resource audit turns vague goodwill into a usable directory: who to call, for what problem, within what timescale, and with what eligibility criteria.
大多数学校只使用了五英里范围内可用支持的一小部分。一次结构化的资源盘点，能把模糊的善意变成可用的通讯录：遇到什么问题该找谁、多长时间内能响应、需要满足什么条件。
- Statutory services: local authority attendance and education welfare teams, early help hubs, children’s social care, the virtual school for looked-after children.
法定服务：地方教育局出勤与教育福利团队、早期帮助中心、儿童社会照护部门、面向受照护儿童的教育支持团队。 - Health partners: school nursing, community paediatrics, CAMHS and Mental Health Support Teams, speech and language therapy, GPs.
健康伙伴：校医服务、社区儿科、儿童与青少年心理健康服务（CAMHS）及心理健康支持团队、言语治疗、全科医生。 - Community and voluntary sector: faith groups, supplementary schools, food banks, uniform exchanges, youth clubs, mentoring charities.
社区与志愿部门：宗教团体、补充学校、食物银行、校服交换点、青年俱乐部、导师制公益机构。 - Practical infrastructure: bus operators, breakfast club providers, housing officers, employment advisors, domestic abuse services.
实务基础设施：公交运营方、早餐俱乐部提供方、住房事务官员、就业顾问、家庭暴力援助机构。 - Education partners: alternative provision settings, further education colleges, apprenticeship providers, sports clubs and outdoor learning centres.
教育伙伴：替代性教育机构、继续教育学院、学徒培训提供方、体育俱乐部与户外学习中心。
The audit should record a named contact, an email address and a realistic response time for each entry, because a directory of organisations with no named human being is rarely used in a crisis.
盘点表应为每一项记录具体的联系人姓名、邮箱与现实的响应时间；一份只有机构名称、没有具体联系人的通讯录，在危机时刻几乎不会被使用。
3. Working With the Local Authority Attendance Team | 与地方教育局出勤团队合作
In England, regular attendance is a legal duty on parents under section 444 of the Education Act 1996, and the local authority is the body that ultimately enforces it. The most effective schools treat the attendance team as a partner in a staged process rather than as a sanction to be threatened.
在英格兰，依据《1996 年教育法》第 444 条，保障子女正常出勤是家长的法定责任，而地方教育局是最终负责执行的机构。最有效的学校会把出勤团队视为分阶段支持过程中的伙伴，而不是用来威胁家长的惩罚工具。
- Stage 1 – Universal: clear attendance policy, weekly data monitoring, letters home, parent meetings.
第一阶段——全员层面：清晰的出勤政策、每周数据监测、家长信函、家长面谈。 - Stage 2 – Targeted: attendance panel meeting, Early Help assessment, referral to school nurse or mentoring.
第二阶段——定向支持：出勤小组会议、早期帮助评估、转介校医或导师制项目。 - Stage 3 – Formal: attendance contract, parenting support, involvement of the education welfare officer.
第三阶段——正式介入：出勤协议、家庭教育支持、教育福利官员参与。 - Stage 4 – Legal: penalty notice, parenting order or education supervision order where support has failed.
第四阶段——法律程序：在支持措施失效后，考虑罚款通知、育儿令或教育监督令。
Since August 2024 the national framework in England has required schools to consider support before a penalty notice is issued, with a typical fine of £160 reduced to £80 if paid within 21 days. Escalation without evidence of support is both unfair and less effective.
自 2024 年 8 月起，英格兰的国家框架要求学校在发出罚款通知前必须先考虑支持措施，典型罚款为 160 英镑，若在 21 天内缴付则减至 80 英镑。在没有支持记录的情况下直接升级处罚，既不公平，效果也更差。
4. Early Help, Family Support and Multi-Agency Panels | 早期帮助、家庭支持与多机构联席会议
Persistent absence is frequently the first visible symptom of a family under strain. Early Help is the regional mechanism designed for exactly that moment: a voluntary, consent-based assessment that brings housing, health, income and parenting support together before thresholds for statutory social care are met.
持续性缺课往往是家庭承受压力的第一个可见症状。早期帮助（Early Help）正是为这一刻设计的区域机制：在达到法定社会照护介入门槛之前，通过自愿、基于同意的评估，把住房、健康、收入与育儿支持整合在一起。
A workable Team Around the Family meeting has five elements: a single named lead professional, the family’s own view recorded in their words, no more than three agreed goals, a review date inside six weeks, and a written record shared with the parent.
一次可运作的”家庭支持团队”会议包含五个要素：一位明确的牵头专业人员、用家长自己的话记录的 family 观点、不超过三个达成一致的目标、六周内的复评日期，以及与家长共享的书面记录。
Where a school runs these meetings itself, attendance often improves before any academic intervention begins, because the practical blocker – a broken washing machine, an unpaid bus pass, a shift pattern – is removed rather than discussed.
当学校自行组织这类会议时，出勤率往往在学业干预开始之前就已经改善，因为被解决的是那些实际障碍——坏掉的洗衣机、未缴的公交卡、轮班时间——而不是停留在讨论层面。
5. Health Partnerships: Nursing, CAMHS and Community Paediatrics | 健康合作：校医、心理健康服务与社区儿科
Two children with identical attendance data can need opposite responses. Emotionally based school avoidance (EBSA) requires therapeutic support, gradual reintegration and reduced-pressure conversations; truancy linked to peer conflict or undiagnosed neurodevelopmental need requires something different again. Schools that cannot distinguish them waste referrals.
两个出勤数据完全相同的孩子，可能需要完全相反的应对方式。情绪性拒学（EBSA）需要治疗性支持、渐进式复课与低压力的沟通；而与同伴冲突或未被识别的发展性障碍相关的逃课，则需要另一套方案。无法区分二者的学校，只会浪费转介资源。
- School nursing: immunisations, chronic conditions, asthma and epilepsy care plans, enuresis and sleep advice.
校医服务：疫苗接种、慢性疾病、哮喘与癫痫照护计划、遗尿与睡眠指导。 - Mental Health Support Teams: early intervention for anxiety and low mood, staff training, whole-school approaches.
心理健康支持团队：针对焦虑与情绪低落的早期干预、教师培训、全校性策略。 - CAMHS: specialist assessment and treatment; waiting lists are long, so referrals should be made early and in parallel with school-based support.
CAMHS：专业评估与治疗；等候名单较长，因此应尽早转介，并与校内支持同步进行。 - Community paediatrics and occupational therapy: assessment of sensory, motor and developmental needs that make a classroom feel unbearable.
社区儿科与职业治疗：评估那些让教室变得难以忍受的感官、运动与发展性需求。
Operation Encompass is a useful regional protocol: police notify a designated school contact after a domestic abuse incident, allowing quiet, immediate support the next morning rather than an unexplained absence.
“恩康帕斯行动”（Operation Encompass）是一项实用的区域协议：警方在家庭暴力事件发生后通知学校指定的联系人，使学校能在第二天早上安静而及时地提供支持，而不是面对一次毫无解释的缺课。
6. Community, Faith and Cultural Organisations as Trusted Bridges | 社区、宗教与文化组织作为可信桥梁
For newly arrived families and for communities with a history of mistrust toward institutions, a community leader often carries more persuasive weight than a head teacher’s letter. Building those bridges is slow, unglamorous and disproportionately effective.
对于新迁入的家庭，以及对机构存在历史性不信任的社区而言，一位社区领袖的说服力往往超过一封校长信函。搭这类桥梁的过程缓慢、不起眼，却格外有效。
- Recruit parent ambassadors who share the community’s first language.
招募与社区使用同一母语的家长大使。 - Hold attendance conversations in community venues – mosques, churches, temples, community centres – not only on school premises.
把出勤沟通放在社区场所进行——清真寺、教堂、寺庙、社区中心——而不只在校园内。 - Use professional interpreters for any meeting about legal duties; a child should never interpret for their own parent.
涉及法律责任的面谈必须使用专业口译，绝不应让孩子为自己的父母充当翻译。 - Address term-time holiday expectations directly, explaining the legal position without moralising.
直接回应学期中请假的期望，说明法律立场，但不必道德说教。
Where a community organisation is already trusted, a joint letter signed by both the school and the organisation is measurably more likely to be read, understood and acted upon.
当某个社区组织已经获得信任时，由学校与该组织联合署名的信函，被阅读、理解并付诸行动的可能性会显著提高。
7. Removing Practical Barriers: Transport, Food, Uniform and Housing | 消除现实障碍：交通、食物、校服与住房
A significant share of absence is logistical rather than emotional. These barriers are the cheapest to solve and the fastest to show results, which makes them the natural starting point for any regional attendance plan.
相当一部分缺课是后勤问题而非情绪问题。这类障碍的解决成本最低、见效最快，因此是任何区域出勤计划天然的起点。
- Transport: subsidised bus passes, walking buses, liftshare rotas, adjustments to the school day for rural pupils.
交通：补贴公交卡、步行校车、拼车接送轮值、为农村学生调整作息时间。 - Food: breakfast clubs, free school meals registration, holiday food programmes.
食物：早餐俱乐部、免费校餐登记、假期食物计划。 - Uniform and equipment: uniform banks, laundry facilities, donated laptops and calculators.
校服与设备：校服银行、洗衣设施、捐赠的笔记本电脑与计算器。 - Housing: liaison with housing officers for families in temporary accommodation, and flexible start times where placements are out of area.
住房：为住在临时安置点的家庭与住房官员联络，对安置在学区外的学生采用弹性到校时间。 - Income: benefits checks, Pupil Premium use, signposting to local hardship funds.
收入：福利资格核查、贫困学生补助金的运用、指引至地方纾困基金。
The test of a barrier-removal plan is speed: a family that reports a transport problem on Monday should have a working solution by Friday, not a meeting in three weeks.
检验障碍消除计划的唯一标准是速度：周一反映交通困难的家庭，最迟周五就应得到可用的解决方案，而不是三周后的一场会议。
8. Alternative Provision and Further Education Partnerships | 替代性教育与继续教育合作
For a small group of pupils, full-time mainstream provision is not currently viable. Regional alternative provision, college link courses and vocational pathways can re-engage a student who has been absent for months – but only if they are used as a bridge back, not as a discreet way of removing the problem from the register.
对少数学生而言，全日制主流课堂目前并不可行。区域替代性教育、学院衔接课程与职业路径，可以让已缺课数月的学生重新投入学习——但前提是这些安排被当作回归主流的桥梁，而不是把问题悄悄从出勤记录中移走的手段。
- Every part-time timetable must be time-limited, reviewed fortnightly and recorded with the correct attendance code.
每一份非全日制课表都必须有明确期限、每两周复评一次，并使用正确的出勤代码记录。 - Reintegration should be phased: two subjects, then four, then full-time, with a named adult greeting the pupil at the gate.
复课应分阶段推进：先两门学科，再到四门，最后全日制，并由一位固定的成年人到校门口迎接。 - College link programmes at 14-16 can raise motivation where GCSE options feel irrelevant, provided transport is funded.
在 14 至 16 岁阶段，学院衔接课程能在 GCSE 选科显得毫无意义时提升动力，前提是交通费用得到保障。 - Attendance in alternative provision counts; schools remain accountable for the outcomes of pupils on their roll.
替代性教育中的出勤同样计入统计；学校仍须对本校名册学生的结果负责。
9. Belonging, Mentoring and Youth Services | 归属感、导师制与青年服务
Attendance is largely a behaviour driven by belonging. A pupil who has one adult who notices them and one activity they look forward to is statistically far more likely to attend than a pupil who has neither, regardless of sanctions.
出勤在很大程度上是由归属感驱动的行为。一个有一位成年人关注自己、有一项自己期待的活动可以参加的学生，在统计上远比两者皆无的学生更可能到校，无论惩罚措施如何。
- Check-in and check-out mentoring: a five-minute conversation at the start and end of each day for pupils below 90%.
入校与离校导师制：对出勤低于 90% 的学生，每天开始与结束时各进行五分钟交流。 - Peer mentoring and buddy schemes, especially for Year 7 and for mid-year arrivals.
同伴辅导与结对计划，尤其针对七年级学生和学期中插班的学生。 - Youth clubs, sports teams, music and arts provision, Duke of Edinburgh and volunteering awards.
青年俱乐部、运动队、音乐与艺术课程、爱丁堡公爵奖与志愿服务奖项。 - Named staff for young carers, looked-after children and pupils with EHCPs.
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