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Practice & Case StudiesUncategorized
3 minute(s) read

Becoming an Attendance and Behaviour Hub Lead School

Part 1: Selection as a Lead School

Introduction

Archbishop Blanch Church of England High School, part of the Belong Church of England Multi Academy Trust has recently been chosen as a Lead School within the Department for Education’s RISE Attendance and Behaviour Hubs programme. 
In this first journal entry Claire Madeloso, Headteacher and CEO of the Trust, Mark Ward, Director of Education, and Clare Carter, Deputy Headteacher and Inclusion Lead, share their thinking about leadership, the development of pastoral systems, and what it truly means to be recognised as a lead school. Their reflections highlight not a story of quick fixes, but one of sustained effort, collective responsibility and ongoing learning.

Interview

Q: What prompted you to apply to become a Lead School in the Attendance and Behaviour Hubs programme?

Our decision emerged from several years of sustained work, particularly following the COVID-19 pandemic, to strengthen attendance, behaviour and inclusion across the school. We have worked intentionally as a leadership and pastoral team to build systems that are clear, relational and well targeted. Applying to become a Lead School felt like a natural extension of that journey — not because we saw ourselves as a finished product, but because we believed we had valuable learning to share and were ready to reflect more deeply on our practice.

Q: How would you describe your approach to improving attendance and behaviour?

It has never been about a single initiative or quick fix. Instead, we have focused on building strong systems underpinned by strong relationships. We firmly believe that pupils attend and behave well when expectations are clear, when they feel a sense of belonging, and when support is thoughtfully targeted. Attendance and behaviour are deeply interconnected, and both are linked to wellbeing and equity. We have tried to resist simplistic solutions and instead respond to complexity with care and professional judgement.

Q: What role has your pastoral team played in this journey?

A central one. We have developed a highly skilled pastoral team with colleagues who bring a wide range of experience beyond classroom teaching. Their expertise in behaviour, inclusion and family engagement has strengthened our capacity to respond thoughtfully to challenges. This breadth of experience has enabled us to look beyond surface issues and consider the underlying barriers that may affect attendance or behaviour. Their work has been fundamental in embedding a culture of belonging and support.

Q: What was the selection process like?

It was rigorous and reflective. The written application required us to articulate clearly not just what we do, but why we do it. We had to evidence impact while remaining honest about the ongoing nature of the work. The interview stage deepened that reflection. Department for Education colleagues asked probing questions about our leadership decisions, our systems and our capacity to support other schools.

Q: How did you find being challenged in that way?

We found it valuable. Rather than feeling defensive, the process encouraged us to slow down and examine our practice carefully. It reinforced for us that humility is essential in leadership. The moment we assume there is nothing left to learn is the moment we become vulnerable. Being asked searching questions strengthened our clarity about our values and sharpened our thinking about next steps.

Q: How did you feel when you were informed of your selection?

When we were told we had been selected — and later invited to the Department for Education in December alongside other successful schools — we felt both encouraged and grounded. Encouraged because it recognised the sustained work of many colleagues. Grounded because the recognition brings responsibility. Being a Lead School is not about having all the answers. It is about being open, reflective and willing to collaborate in the service of wider system improvement.

Q: What does being a Lead School mean to you going forward?

It feels less like an endpoint and more like a beginning. This marks a new phase of shared learning. Our role is to contribute thoughtfully to system-wide improvement while continuing to refine and strengthen our own practice. We remain conscious that attendance and behaviour work is never complete. It requires ongoing reflection, adaptation and collective commitment.

Q: If you had to summarise the key lesson from this experience so far, what would it be?

That leadership in attendance and behaviour is as much about mindset as it is about systems. Clear structures matter, but so do humility, collaboration and a deep commitment to belonging and equity. Selection as a Lead School affirms our direction of travel — but it also reminds us that learning never stops.

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Attendance Matters is a collaborative space for education professionals exploring school attendance. Run by a group of experienced educators, governors, and parents, it connects research, policy, and real experiences to promote fair and inclusive practice. Sponsored by Attend, all editorial content is created independently.

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