Guidance for reintegration of pupils after a leave of absence

Preparation and planning are essential for successful reintegration of children into school, as they ensure a structured, supportive approach tailored to each child's needs. This proactive strategy fosters emotional security, academic continuity, and smoother transitions for both pupils and staff. Preparation and planning needs to be done with the pupil and not to them.

Pupil's Voice

Including a pupil's voice in planning empowers them to express their needs and concerns, fostering a sense of ownership and emotional readiness. It also ensures the plan is more personalised, effective, and respectful of the pupil's unique perspective. Consider using the following when gathering the pupil's voice to ensure adults needs or views don't dominate planning:

• Safe and comfortable location: Choose a familiar, quiet, and non-threatening space where the child feels relaxed and secure.  
• Trusted adult presence: Involve someone the child knows and trusts (e.g. a key worker, teacher, or pastoral staff) to facilitate open communication
• Child-Centred Methods: Use age-appropriate tools like drawings, storytelling, or play-based activities to help children express themselves. You could ask the pupil to RAG rate school site map and timetable to highlight areas or times of the day that cause difficulty. Ensure the conversation captures a holistic view of the pupil's experience of school inclusive of relationships with peers and staff
• Interpretation Services: If a child has EAL they may only be able to express themselves fully if interpretation services are used (a face-to-face interpreter or telephone interpretation using Language Line) These services are available through INTRAN for all schools and academies.  Check which language the child speaks most confidently, as it may not be the one you assume and, do take this measure even if the child appears to speak English relatively well. This is vital in preventing any misunderstandings or miscommunications, especially in relation to Safeguarding and ensures that you are fulfilling your duties to the child under the Equalities Act
• Timing Matters: Ensure the child is not tired, hungry, or stressed- choose a time when they are most receptive and calm
• Respect and patience: Allow the child time to think and respond without pressure; avoid rushing or leading their answers
• Confidence and clarity: Be clear about how their input will be used and reassure them that their voice matters
• Follow-up: Show how their views have influenced the plan to reinforce trust and encourage future participation.

For practical tools and inspiration to support child-centred approaches, we recommend:

• One-Page Profiles - Norfolk County Council: A simple and effective way to capture a child's strengths, needs, and preferences in their own voice. These profiles can help shape personalised support and build stronger relationships.
• Gaining pupil voice: Guidance and resources to help schools actively listen to and incorporate pupil perspectives into planning and decision-making.

The Education Endowment Foundation (EEF) have created a Supporting School Attendance - Reflection and Planning Tool that you may find beneficial to support your planning around reintegration.

Develop a Transition Plan

Create a personalised transition plan in collaboration with the pupil, parents/carers, and relevant staff to support a successful reintegration. For parents/carers with EAL, make use of interpretation services via INTRAN, even if one of or both of them speaks relatively good English. This ensures both parents/carers are involved in the conversations and avoids any misunderstanding. Do avoid using the child, family members or other pupil's parents to translate.  This plan should outline the steps and support needed for reintegration.

• This may include push and pull tool/mapping tools
• Make sure all targets are Specific, Measurable, Achievable, Realistic and Timely (SMART) and commit to regular review points around agreed support
• Agree reasonable adjustments that are responsive to pupils identified needs, ensure these are broken down into manageable increments and agree how these will be implemented (including time frame) so that they are responsive to pupil need
• Identify gaps in learning to inform academic support required when in school.  Look to co-create a one-page profile (with the young person) and consider how to share this and what support there will be if the profile needs are not met
• Ensure the transition plan is inclusive of all existing plans relevant to the pupil. For example, behaviour support plans, EHC plans, CIN plans etc
• Relational support: To establish trusted relationships between home and school as well as between the pupil and staff/peers etc. Explore how best to monitor plans and how to agree adaptations when needed. This may include agreed touch points throughout the school day with key adults
• Agree who the plan is shared with and who will share the plan with the pupil if they have not been present for the entirety of the meeting.

Pre-Visit Arrangements

Arrange for the pupil to visit the school before their official return.  This visit can help familiarize them with the environment and reduce anxiety.

• You may wish to consider the use of visuals, photos, videos and site maps. Widget and Twinkl can be used to produce visuals with translated captions. Opportunities to attend when school does not have other pupils present or at different points of the day to re-familiarise the pupil with the school environment
• Consider who will facilitate these visits and accompany the pupil e.g. teacher, friend, etc
• Include the use of a graded exposure approach. This is when you identify the needs provoking stimulus e.g. engaging in work in a classroom and make small steps to reach that goal whilst integrating relaxation/coping strategies.

Assign an agreed keyworker/trusted adult

Designate a trusted adult who will be the pupil's main point of contact. This person can provide consistent support and address any concerns the pupil may have.

• Consider agreeing times the keyworker checks in with the pupil and not expect the pupil to find them. This could be linked to lesson/academic support. It may be beneficial to have an 'agenda' (agreed with the CYP) of what areas will be covered during check in sessions​​​​​​
• Utilise a team of trusted adults around the child to avoid dependence on one adult and to ensure support is sustainable and available
• Equip staff with the school's INTRAN code to use Language Line telephone interpretation service, so that they can quickly access an interpreter if they or the child wish to speak about a matter which must be accurately communicated and not open to incorrect interpretation
• Ensure the CYP agrees to the assigned key adult - ask them.  This person is the agreed person who will support with adaptations to the agreed restorative work/if things do not go to plan, the CYP speaks to the key adult first.

Peer Mentoring

Pair the returning pupil with a peer mentor to help them navigate social and academic challenges.

Warm welcome

A warm and genuine welcome from all school staff plays a vital role in supporting children as they reintegrate into school following a period of absence.  For many pupils, returning to the school environment can be accompanied by feelings of anxiety, uncertainty, or disconnection. A consistent, friendly, and inclusive approach from every adult they encounter — from reception staff to teachers and support staff — helps to rebuild trust, foster a sense of belonging, and ease the transition back into daily routines.

This collective effort signals to the child that they are valued, missed, and supported, which can significantly boost their confidence and motivation to re-engage with learning. It also sets a positive tone for the day and reinforces the school's commitment to nurturing relationships and promoting emotional wellbeing. All staff should be aware of the CYP individual plan for returning to school that may include:

• Agreed approach to welcoming the CYP as discussed with that pupil
• Agreed modification of sanctions and supportive script to support a common narrative

All staff need to be kind and do not need to be therapists. CYP need consistent, emotionally available adults.

Counselling Services

Offer access to school counselling services to help the pupil manage any emotional or psychological challenges.

• Kooth is a free, safe, and anonymous online mental health and emotional well-being platform for children, young people, and adults. It offers access to professional counsellors, peer support through moderated forums, and self-help tools—all available without a referral.
• Just One Norfolk is an NHS-supported digital health and wellbeing service for children, young people, and families in Norfolk. It provides trusted advice, resources, and access to clinical support on topics like child development, emotional health, parenting, and school life. Families can contact the service via phone, text, or online for guidance tailored to their needs.
• Mental Health Support Teams (MHST) in Norfolk schools provide early intervention for children and young people experiencing mild to moderate mental health difficulties. They offer evidence-based support through individual sessions, group work, and guidance for families and school staff. The teams also help schools develop a whole-school approach to mental health and wellbeing.
• Shout is a free, confidential, 24/7 text messaging support service for anyone in the UK struggling with their mental health. By texting 'SHOUT' to 85258, users can connect with trained volunteers who provide immediate support and help people move from crisis to calm.
• Mountain Molehill is a free, evidence-based app designed to help autistic people understand and manage anxiety. Developed by Autistica in collaboration with King's College London, it offers daily check-ins, practical strategies, and personalised insights to support mental wellbeing.
• Map offers free, confidential mental health support for young people in Norfolk, including advice, counselling, and youth mental health work. Services are delivered by trained professionals and include drop-in sessions, one-to-one support, and help with issues like anxiety, depression, identity, and relationships. MAP creates a safe, non-judgemental space where young people are listened to and supported at their own pace.

Nurture Groups

Implement small group sessions focused on building social skills and emotional resilience.

Buddies

For children with EAL, a buddy who speaks the same first language may help a child with more limited English feel settled and less anxious.  The Young Interpreters Scheme provides excellent training for buddies.  

ELSA

ELSA trained practitioners may be available in school. Further training could be accessed through EPSS.

SEMH Team

Explore this as part of the EPSS offer accessed through the Team Around the School (TAS) or the SEND and Inclusion phoneline.

ASD Team

Explore this as part of the EPSS offer accessed through the Team Around the School (TAS) and the SEND and Inclusion phoneline.

Pastoral Team

Many schools have access to various professionals within their settings, but it is important that all staff support a relational approach.

Pre-teaching

Support for the pupil to be prepared with the coming lesson/activity. Children with EAL can benefit from knowing what the subject matter of upcoming lessons are, so that they can research them in their first language, or they can translate any key vocabulary provided beforehand. For EAL teaching strategies see EAL/EDC website.

Flexible timetabling

Consider a phased return to full-time schooling. Start with a timetable with reduced hours and gradually increase it as the pupil becomes more comfortable. See section on Additional advice for pupils on a part-time timetable.

Catch-up sessions

Provide additional academic support to help the pupil catch up on missed work. This can include tutoring, homework clubs, or extra lessons, resources from the lessons shared with the CYP. Consider adaptations to homework expectations during this reintegration period to support the pupil.

Study skills

Skill up the CYP to support them self with catching up and being prepared for lessons.  Consider the following learning support tools:

• Mind maps
• Knowledge organiser
• Note taking
• Time management
• Develop executive function skills

Explore how to utilise technology for recording learning for example tablets, audio recording, and software/apps such as Microsoft's Immersive Reader.  This makes text more accessible and provides translation of text which are very helpful.  You may also consider Access Through Technology (ATT) referrals.

Call Scotland is a helpful resource for teachers looking for ideas and tools to support learners with additional support needs, including guidance on assistive technology and inclusive classroom strategies.

In lessons support

Allow CYP to feel settled and safe so that they can re familiarize themselves with the learning environment. This will include less demand regarding task completion initially and then further consideration to scaffolds, backwards chaining, printing off lesson slides to make notes etc to support learning.

Expectations for participation

Ensure clear, flexible expectations for lesson participation and that these are clearly outline on the CYP's individualised, co-created one-page profile (OPP).

Regular check-ins

Schedule regular meetings with the pupil to discuss their progress and address any ongoing issues. Ensure that these discussions are held in a manner which is appropriate for their age and ability.

Parental Involvement

Maintain open communication with parents to ensure they are informed and involved in their child's reintegration process.

Safe spaces

Agree a designated area CYP can go to if they feel overwhelmed or need a break. Consider expectations of how this will support the CYP and what 'tools' may be available to aid regulation and re engagement. Discuss 'appropriate use' with the CYP (and how CYP will be reminded of this) and alternatives if the space is not available. Consider the use of transition objects and impact of separation anxiety (especially on younger children) and whether this can happen outside of usual start times to minimise environmental pressure.

Positive reinforcement

Use rewards and positive reinforcement to encourage the pupil's efforts and achievements.

Sense of school belonging

Consider how to support a sense of belonging through relational practice and motivating experiences (e.g. engagement in a school club, certificates etc)

Trauma informed practice

Trauma Informed Practice recognises the impact of trauma on individuals and actively works to create safe and supportive environments for them to thrive. Principles of trauma informed practice should be in developing safety, trustworthiness, peer support, collaboration, empowerment and cultural considerations. More information can be found in the resources Practical Guide for Implementing a Trauma Informed Approach and Understanding trauma and adversity.

Gradual increase in hours

Gradually increase the pupil's school hours to help them adjust to a full-time schedule. This can be done by adding an hour or two each week until they are attending full-time. This could be building from the end of the school day (e.g. 2:30 - 3:15) etc.

Monitor fatigue levels

Keep an eye on the pupil's energy and fatigue levels. If they seem overwhelmed, consider temporarily reducing their hours and then gradually increasing them again. Hours should not be increased until all parties (including the child) are confident that an increase in hours is manageable. This will reduce likelihood of confusion and yo-yo approach to hours spent in school.

Consistent routine

Establish a consistent daily routine to help the pupil, staff and family adapt to the increased hours. This includes regular start and end times, as well as scheduled breaks. 

Flexible learning options

Provide flexible learning options, such as online resources or homework assignments, to ensure the pupil can continue their education even if they are not in school full-time. Consider a 'Key Skills Pack' for times when additional home learning can't or has not been provided. Check that the appropriate resources are available in the home to facilitate this (e.g. laptop, internet connection). Ensure clear and reasonable expectations of what would be 'acceptable learning' at home given their interests and development of core skills. Also, if a pupil has EAL, homework should be differentiated in order to make it achievable. Attempting to do extremely challenging homework often causes anxiety over the additional time required to complete it and can also result in unnecessary sanctions if the work is not done.  Parents with EAL are not often able to support.

Medical reasons

• Mental health support - ensure access to mental health professionals and create a supportive environment that reduces stigma. 
• Gradual reintegration - consider a gradual reintegration plan that allows the pupil to adjust at their own pace.

Family reasons (eg bereavement, family issues)

• Positive Behaviour Support Plan (PBSP).  Develop a PBSP that includes clear expectations and consequences. It needs to address the triggers and functions of behaviour that led to suspensions and/or exclusions, and include proactive interventions that address these causes. Ensure any reasonable adjustments from the school behaviour policy are made clear, and that the PBSP is shared with and upheld by all staff. This should be reviewed regularly and include the voice of child and their family. 
• Restorative Practices: Implement restorative practices to help the pupil understand the impact of their behaviour and rebuild relationships. 

Neurodiversity

Wider consideration of meeting neurodivergent needs in the context of an educational setting and reducing barriers to non-attendance. 

Supporting those who have experienced trauma

Norfolk Virtual School has a statutory responsibility to promote the education outcomes of children in care and previously in care and a non-statutory duty for children with a social worker and those in kinship care. Norfolk Virtual School can provide support in accessing training on the impact of developmental and relational trauma. Lived experiences for pupils may be a contributing factor to barriers to attendance or may need to be considered for reintegration to be successful. Best practice to support Norfolk Virtual School cohorts includes:

• Collaborative working to involve all professionals around the child in planning for re-integration to ensure that wider needs are considered (E.g. Social Worker, Virtual School)
• For Children in Care, their Personal Education Plan (PEP) will include a discussion to support attendance. For Previously in Care and Kinship a Voluntary PEP (VPEP) can be held to facilitate communication between home and school where appropriate and the Virtual School can support as required. 

The Norfolk Virtual School can also provide support, information, advice, guidance and training on working with unaccompanied asylum seeking or separated migrant children and young people including the barriers and challenges CYP face pre and post migration, trauma aware practice tools and their journey once arrived in the UK. The REDI team can also; provide support to children of refugee/asylum seeker families, signpost to trauma informed training, tailored to displaced children, and support schools in developing a welcoming ethos and inclusive practices though the 'School of Sanctuary Award'. Further information and guidance can be found in the Virtual School page. 

The Being a Buddy Student Booklet is a great resource to help schools introduce and support buddy systems. It offers practical guidance and activities that promote empathy, inclusion, and peer support—key elements in helping pupils feel safe, connected, and understood.

Working with parents is vital in response to attendance barriers. Research tells us that a good relationship between parents and school can help not only with communication but to promote a positive perspective of school which is paramount when reintegration commences. Interaction with parents should be supportive and informative rather than punitive. Parents are looking for help and advice on how to address their child's attendance difficulties. If we can ensure the approach is a supportive one, there is a higher likelihood of successful reintegration. 

Considering the following when working with parents in relation to attendance barriers:

• Open communication - establish clear and consistent channels for communication, such as regular emails, newsletters, and opportunities for face-to-face meetings. Additionally, it is important to ascertain whether the parents or carers may be EAL and understanding if they might need additional support in this area
• Positive interactions - focus on sharing positive feedback about students' achievements and progress, fostering trust and goodwill
• Involve parents - seek opportunities to involve parents in school activities, events and decision-making processes even if their child is not regularly attending
• Address concerns promptly - be proactive in addressing any concerns or challenges that arise and demonstrate willingness to work collaboratively
• Offer support - providing resources and support. When young people are experiencing attendance difficulties it is often distressing for the parents as well. Helping parents and providing avenues of support and guidance can build positive relationships and strengthen a collaborative approach
• Collaborative problem solving - Working together to address any challenges or issues that arise, focussing on solutions that benefit the student and promote the reintegration.

Some resources and ideas that are useful for school when working with and signposting parents can be found below: 

• Parent cafes - a supportive space for parents to come and share their difficulties openly with other parents and professionals.
• EBSA Horizons website includes advice for parent
• Education Endowment Foundation includes advice to schools when working with parents on attendance issues
• Just One Norfolk has information for parents regarding difficulties with school attendance