Guidance for reintegration of pupils after a leave of absence

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