Language:

Belonging, engaging and participating

 

Question 1: Does the draft ‘Belonging, engaging and participating’ guidance provide suitable useful, practical information for leaders, teachers and other practitioners in schools, pupil referral units and education otherwise than at school settings to enable schools and governing bodies to improve learner engagement and attendance?

 

Question 2: Does the draft ‘Belonging, engaging and participating’ guidance clearly set out the legal responsibility of the school and governors?

 

Question 3: Does the draft ‘Belonging, engaging and participating’ guidance clearly set out the responsibilities of the local authority?

 

Question 4: Are the contributing factors and the many possible reasons for absence adequately covered?

 

Question 5: Are learners with protected characteristics included?

 

Question 6: Does the draft ‘Belonging, engaging and participating’ guidance provide sufficient information for parents and carers to understand their statutory responsibility for ensuring that their compulsory school-age children receive full-time education?

 

Question 7: Is the draft ‘Belonging, engaging and participating’ guidance explained clearly? If not, which areas could be improved and why? Are there aspects that you particularly like, and if so, why?

 

Question 8: Is the draft ‘Belonging, engaging and participating’ guidance user-friendly? If not, which areas could be improved and why? Are there aspects that you particularly like and if so, why?

 

Question 9: On a scale of 1 to 5 (1 being ‘not at all’ and 5 being ‘very’) how helpful do you find the draft ‘Belonging, engaging and participating’ guidance? Are there improvements you would like to see?

 

Question 10: Does the draft ‘Belonging, engaging and participating’ guidance provide adequate information in relation to:

i. explaining the principles and approaches that should be adopted in improving learner engagement and attendance?

 

ii. identifying the contributing factors that may impact on attendance?

 

iii. signposting to further guidance and good practice?

 

iv. recording and analysis of attendance data?

 

v. family engagement and multi-agency support?

 

vi. formal absence management?

 

Question 11: For statistical purposes, persistent absence has been defined in Wales as being absent for over 20% of half-day school sessions. The Welsh Government proposes that the statistical definition of persistent absence be amended to over 10% of sessions, which is the definition currently in use in England. Do you agree or not with this proposal and why?

 

Question 12: We would like to know your views on the effects that the draft ‘Belonging, engaging and participating’ guidance would have on the Welsh language, specifically on opportunities for people to use Welsh and on treating the Welsh language no less favorably than English.

What effects do you think there would be? How could positive effects be increased, or negative effects be mitigated?

Supporting comments:

 

Question 13: Please also explain how you believe the draft ‘Belonging, engaging and participating’ guidance could be formulated or changed so as to have positive effects or increased positive effects on opportunities for people to use the Welsh language and on treating the Welsh language no less favourably than the English language, and no adverse effects on opportunities for people to use the Welsh language and on treating the Welsh language no less favorably than the English language. 

Supporting comments:

 

Question 14: We have asked a number of specific questions. If you have any related issues which we have not specifically addressed, please use this space to report them: