Plan overview
Record the context, baseline and shared purpose of the plan.
School and plan details
Attendance and engagement baseline
Assessment, voice and function
Understand what absence is communicating before choosing interventions.
Voice, strengths and protective factors
Barrier and function assessment
Select the current level of concern and record evidence. A high score identifies a priority for exploration, not a diagnosis.
Anxiety and emotional regulation
Relationships and belonging
Learning and academic demand
Sensory and physical environment
Transitions, routines and uncertainty
Health, sleep and fatigue
Family, transport and practical barriers
Separation and reinforcement of absence
Communication, SEND and unmet need
Safeguarding, risk and professional coordination
Graduated EBSA action plan
Translate the assessment into small, named and measurable actions.
Plan principles
Actions, ownership and impact measures
Keep outcomes achievable and reviewable. “Return to full-time immediately” is rarely an action; the steps that make return possible are.
| Priority / barrier | Pupil-centred outcome | Adjustment or action | Owner | Start | Review | Success measure | Status | Evidence / impact | Next step | Remove |
|---|
Action-plan completion
Completion counts actions marked “Completed” or “Embedded”. Impact evidence should still be reviewed before an action is closed.
Phased reintegration and daily predictability
Build a return that is safe enough to attempt, repeat and sustain.
Reintegration phases
| Phase / dates | Expected sessions | Provision and curriculum | Arrival / exit | Key adult / safe base | Fallback if distressed | Success criteria | Status | Remove |
|---|
Weekly predictability map
Record the agreed plan for each part of the day. Include safe spaces, reduced demands, supported transitions or remote learning only where these form part of the agreed plan.
| Day | Arrival / check-in | Morning provision | Lunch / social time | Afternoon provision | Exit / handover |
|---|---|---|---|---|---|
| Monday | |||||
| Tuesday | |||||
| Wednesday | |||||
| Thursday | |||||
| Friday |
Contingency and re-entry after a difficult day
Review, impact and next priorities
Measure more than attendance: safety, trust, regulation and engagement are leading indicators.
Current progress indicators
Quantitative impact
Review log
| Review date | Who contributed? | What has improved? | What remains difficult? | Pupil / family view | Decision and next priority | Next review | Remove |
|---|
Professional reflection
Shareable plan summary
Generate a concise overview for review meetings, SLT assurance or secure pupil records.
At-a-glance assurance
Generated EBSA narrative
Edit the generated wording before sharing. It supports, but does not replace, professional judgement.