England

England

Not for profit:

There are two professional membership groups in England (AEWM and NASWE, described below) that represent the views of those working in the area of school attendance. These two groups are taking the initiative for developing links with INSA. This is not an exclusive list of organisations involved in improving school attendance, however the two professional organisations have agreed to co-ordinate information about a broader range of representation and are considering developing a local steering group.

The National Association for Support Workers in Education (NASWE) was founded in 1884. It is the voice of all those working to promote school attendance and social inclusion in education. NASWE is the only professional association representing the views of both practitioners and managers. It works with its members, who may be employed in a professional or a voluntary capacity, to support the education, attendance, and welfare of children and young people within the education system. This includes those employed by local authorities, schools, academies, voluntary sector organisations and the private sector. NASWE is continually seeking to broaden, strengthen and diversify its membership.

Why Join NASWE?

• Keep up to date with Government initiatives; NASWE National Council representatives meet directly with the Department for Education several times a year.
• Get your voice heard; a forum where you can share your views, concerns and ideas.
• Access user-friendly practice documents and research information.
• An annual conference with keynote speakers and an opportunity to meet colleagues from different settings.
• Confidence in a professional organisation that works to promote and advance the interests of its members.

Members of NASWE become part of an association and group of professionals committed to:

• the promotion of educational inclusion and equality for all children and young people;
• the establishment of National Occupational Standards in practice, recruitment and training;
• professional development at all levels;
• responding to Government initiatives and proposals on all matters relating to school age children; we ask for your views and make sure that government receives them, sharing members’ and National Council responses;
• ensuring inclusion and equality in our own organisation and structure.

The President of NASWE, Victoria Franklin, can be contacted via: victoriafranklin4@virginmedia.com

The Association for Education Welfare Management (AEWM). Since its formation in 1917 the AEWM has been providing professional support for managers in Education Social Work (ESW), the Education Welfare Service (EWS), and safeguarding in education. It helps deliver effective and competent services – accessible to children, families and schools – by maintaining a network of professionals and providing a forum for members to share, support, and consult.

The objectives are:

• to promote and safeguard the rights of children and young persons and to establish and foster co-operation with other organisations working in the interests of children and young persons;
• to advance the professional interests of its members;
• to promote and improve the ethos of social inclusion;
• to encourage the development and training of all staff in education welfare and social inclusion;
• to disseminate information to the membership on developments in education welfare and social inclusion.

AEWM has links with Government and other political and professional bodies including the Department for Education, Teacher Associations and Unions, and its sister organisation NASWE (see below). Members receive information on current issues and potential changes affecting their work and are given opportunities to comment on consultation documents. They are also offered training and supporting literature. Regional groups meet quarterly to provide a forum for debate, exchange of views, and a vehicle for the provision and discussion of information.

Please contact the National Executive Committee member and former president of the AEWM, Ian Norman-Bruce: ian@normanbruce.com

Wales

Wales has historically, since 1870, always had a higher rate of non-attendance than other parts of the UK, namely England, Scotland, and Northern Ireland. Following the two-year Review into Behaviour & Attendance in Wales (NBAR) between 2006-2008, rates of attendance in the vast majority of schools have improved considerably.

After 1999, the Welsh Government and Welsh Assembly assumed responsibility for managing education in Wales including school attendance. Schools in Wales are now grouped into four colour-coded groups depending upon their overall performance. Green schools are high-achieving schools with blue and yellow schools rated as category 2 or category 3 respectively.

The fourth category, red schools, are those which are under-performing and tend to have the lowest rates of attendance, more behavioural issues and the lowest standards of academic performance.

Although Wales has 21 local authorities, oversight and responsibility for managing and improving rates of attendance is the responsibility of the four regional consortia (North & Mid Wales, South-West Wales, Cardiff & the Vale of Glamorgan & South East Wales).

Schools are also inspected by Estyn (the Welsh-equivalent of Ofsted) who scrutinise their rates of attendance most carefully. However, the national targets given for schools to meet in Wales are around 2% lower than for those in England and arguably, penalties for failing to meet these targets are considered less punitive as well.