The Importance of Attendance and Behaviour Reports in School MIS for Safeguarding and SEND Support

In today’s education landscape, schools have increasingly complex responsibilities. Beyond academic achievement, educators and school leaders are tasked with ensuring the wellbeing and safety of students while supporting those with special educational needs and disabilities (SEND). A well-designed School Management Information System (MIS) plays a crucial role in this ecosystem, particularly through attendance and behaviour reporting. These tools are invaluable for safeguarding and SEND support, enabling schools to identify concerns, act proactively, and create an environment where every student can thrive. 

Early Identification of Safeguarding Concerns 

Safeguarding is everyone’s responsibility. Attendance reports in an MIS serve as an early warning system for potential safeguarding issues. Patterns of irregular attendance, such as frequent absences, lateness, or unexplained periods of absence, can indicate underlying problems such as neglect, abuse, bullying, or mental health challenges. Where behaviour is recorded on the MIS, this can further build a picture for a child. 

Crucially, most safeguarding record-keeping software integrates directly with the school’s MIS, drawing attendance and behaviour data to form a holistic profile of each student. This integration allows safeguarding leads and other stakeholders to view attendance and behaviour trends alongside safeguarding concerns, ensuring no piece of the puzzle is missed. By having accurate, real-time data accessible within both the MIS and safeguarding software, schools can take a coordinated and timely approach to offering support through early help or multi-agency interventions. 

Supporting SEND Students Effectively 

For students with SEND, consistent monitoring of attendance and behaviour is essential to understanding and providing tailored support. An MIS that integrates attendance and behaviour data allows schools to identify trends and adapt Individual Education Plans (IEPs) accordingly. 

The Education Policy Institute's (EPI) report highlights significant inconsistencies in how SEND is identified across schools in England. Factors such as school type, student mobility, language barriers, and socioeconomic status contribute to these disparities. For instance, pupils attending academy schools or those who frequently move schools are less likely to be identified as having SEND. Additionally, children with prolonged absences or for whom English is not their first language are often under-identified for SEND support. 

By leveraging MIS data, schools can systematically track pupil progress, identify trends, and pinpoint areas where additional support may be required. For example, a student with autism may experience sensory overload in certain classroom settings, leading to behaviour incidents or attendance issues. Through analysing this information, staff can make adaptations to support the child, ensuring they do not feel overwhelmed or better identifying antecedents to issues. 

Enhancing Multi-Agency Collaboration 

In both safeguarding and SEND, multi-agency working is fundamental. Comprehensive and well-organised attendance and behaviour reports provide a common language for communication. Social workers, healthcare providers, and educational psychologists rely on accurate data to assess situations and plan interventions. An MIS that centralises this information ensures all stakeholders have access to the same up-to-date records, reducing misunderstandings and delays in action. 

For example, when a safeguarding case involves a student who is persistently absent, detailed MIS reports can provide evidence of patterns over time. These insights allow external agencies to respond more effectively, whether by offering family support services or conducting further investigations. Similarly, for SEND students, sharing data on attendance and behaviour helps multi-agency teams design cohesive support plans that address all aspects of a child’s needs. 

Promoting a Proactive Approach 

Perhaps the greatest strength of attendance and behaviour reporting in an MIS is its ability to shift schools from reactive to proactive support. The EPI report recommends prioritising training in child development and various types of SEND, making it a mandatory component of initial teacher training and early career development. Additionally, further research into school identification and recording practices is crucial to better understand the disparities between schools. 

Rather than waiting for issues to escalate, schools can leverage data insights to monitor for trends and take action before problems worsen. Early intervention prevents small issues from snowballing into crises, protecting students and reducing strain on staff. MIS systems can generate detailed reports and analyses based on pupil data, providing a holistic view of individual and collective progress, including attendance, grades, and behaviour. By analysing this data, educators can make informed decisions, tailor instructional strategies, and collaborate with colleagues to improve teaching methods. 
Attendance and behaviour reports are more than administrative tools; they are vital components of a robust safeguarding and SEND strategy. By harnessing the power of an MIS, schools can gain critical insights into student wellbeing, enable timely interventions, and build an inclusive, supportive environment. With a structured approach to monitoring pupil development, schools can help mitigate inconsistencies in SEND identification and ensure that every child receives the support they need to thrive.

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To learn more about MIS support with SBS, contact us for a consultation. We also offer MIS training programmes for SIMS, Arbor and Bromcom packages.