Attendance Barrier Map and Shared Action Planning Tool avaliable to download now!

Back Through the Door is a structured, pupil-centred attendance intervention designed to help a pupil and trusted adult to identify where attendance becomes difficult, understand the barriers involved and agree practical actions that the responsible adults can realistically deliver.

The pack contains a two-part pupil resource supported by a linked one-page staff facilitation guide.

Part One: Understand and Map the Barrier

The first part helps the pupil explore their attendance experience without expecting them to explain everything at once. Activities include:

My Attendance Snapshot: identifying patterns across different days, times and transitions
Where Is the Route Hardest?: tracing six points from getting ready through to returning the following day
My Attendance Barrier Map: considering possible barriers connected to learning, peers, belonging, health, family circumstances, transport, practical needs and uncertainty
Identifying the priority barrier adults need to understand or address first
A practical support menu covering arrival, lessons, unstructured times, moments of difficulty and preparation for the following day

Part Two: Create a Shared Action Plan

The second part turns what has been learned into a specific and accountable plan.

The resource reminds adults not to promise support before checking that the named people, rooms and arrangements are available. It also includes an example of a strong, specific action and a shared commitment section for the school, parent or carer and pupil.

This encourages plans built around clear people, places, timings, responses and backup arrangements.

Linked Staff Facilitation Guide

The accompanying one-page guide supports staff to deliver the activity sensitively and consistently. It includes:

• A suggested 35–45-minute structure
• Guidance for establishing a calm, non-judgemental facilitator stance
• Suggested timings and questions for every pupil section
• Advice on recognising coping responses without labelling or blaming