What should a SENCo review when supporting a pupil described as refusing school?

Build a sequence rather than a label

Describe what happens before an absence, at the point of arrival and after a difficult school day. Gather the pupil’s account alongside family information and school records. Separate observations from assumptions about willingness, anxiety or parenting.

Map variation across subjects, adults, places and days. Check whether barriers involve learning, communication, sensory demands, health, travel, peer safety or something not yet understood. The same attendance pattern may have several interacting causes. Safeguarding concerns need action through the designated procedures.

Audit the educational response

Review the pupil’s current learning profile and provision. Check accessible instruction, curriculum gaps, help routines and support during social times. Ask whether written plans were delivered consistently. An adjustment mentioned in a meeting may not be available in the classroom.

For example, a pupil may be expected to join Year 8 maths after missing prerequisite teaching. Review the essential knowledge and provide a clear bridge into the lesson. A reward for entering the room would not by itself address the learning barrier.

Coordinate one workable plan

Agree responsibilities with the attendance lead, teachers, family and relevant professionals. Explain the next steps in language the pupil can understand. Use current attendance guidance to review any reduced timetable and avoid informal arrangements that drift without oversight.

Where mental or physical health concerns are present, seek appropriate advice and coordinate educational adjustments with it. The SENCo should not diagnose from attendance patterns or prescribe a treatment sequence. Keep appropriate teaching and a reliable relationship available while assessment or advice is being sought.

Review change from more than one perspective

Track access to learning, attendance by session, support required and the pupil’s experience of the plan. Ask the family about preparation and recovery. An increase in time on site should be considered alongside its sustainability and educational value.

At review, identify which barriers changed, which actions did not happen and what remains uncertain. Record the next decision and its owner. If progress stalls, reconsider the explanation and provision rather than simply increasing pressure through the same ineffective routine.