Children with Health Needs who cannot Attend School Policy

2026-2027

Policy details

• Date created - 17/08/2026
• Date approved - August 2026
• Next review date - August 2027
• Policy owner - Co-op Academy Brownhill

Contents

1. Aims
2. Legislation and statutory guidance
3. Scope and principles
4. Identifying pupils who may require alternative education
5. Responsibilities of the academy
6. Where Leeds City Council arranges education
7. Planning and reviewing provision
8. Reintegration into the academy
9. Safeguarding, attendance and information sharing
10. Complaints
11. Monitoring arrangements
12. Links to other policies

1. Aims

This policy aims to ensure that:

• pupils on roll who cannot attend the academy because of physical or mental health needs continue to receive a suitable education;
• support is arranged without unnecessary delay and is appropriate to the pupil's age, aptitude, ability, health and any special educational needs;
• pupils receive as much education as their health allows, with the aim of returning to full-time education as soon as this is in their best interests;
• the pupil remains part of the Co-op Academy Brownhill community;
• pupils, parents, carers and staff understand the academy's responsibilities and the role of Leeds City Council when the local authority arranges provision;
• education, health and other professionals work together effectively; and
• reintegration is planned carefully and does not place unnecessary barriers in the pupil's way.

2. Legislation and statutory guidance

This policy reflects:

• section 19 of the Education Act 1996, under which local authorities must arrange suitable education for children of compulsory school age who would not otherwise receive it because of illness, exclusion or another reason;
• the Department for Education's statutory guidance, Arranging education for children who cannot attend school because of health needs;
• section 100 of the Children and Families Act 2014 and the statutory guidance, Supporting pupils at school with medical conditions;
• the Equality Act 2010, including the duty to make reasonable adjustments;
• the SEND Code of Practice: 0 to 25 years;
• current statutory school attendance guidance and regulations; and
• relevant Leeds City Council guidance and referral arrangements, including the Medical Needs Teaching Service.

This policy also complies with the academy's funding agreement and articles of association.

3. Scope and principles

This policy applies where a pupil cannot attend Co-op Academy Brownhill, or can attend only intermittently or part-time, because of a physical or mental health need.

The academy will not wait for a formal diagnosis before meeting with the family, considering reasonable adjustments or beginning appropriate support. However, proportionate evidence from relevant health professionals may be required to understand the pupil's needs and identify suitable provision.

Reduced attendance or a part-time timetable will not be used as a behaviour-management response. Any temporary reduced timetable must be exceptional, agreed with the parent or carer, have a clear purpose and end date, be recorded appropriately, and be reviewed regularly with the aim of increasing education towards full time as soon as the pupil's health permits.

Remote education may support continuity but will not automatically be suitable or sufficient for every pupil. Decisions will consider the pupil's health, access to technology, ability to work independently, safeguarding, curriculum entitlement and need for interaction and teaching.

4. Identifying pupils who may require alternative education

The academy will respond promptly where:

• a health professional advises that a pupil cannot attend school;
• the pupil is receiving inpatient or outpatient treatment that significantly affects attendance;
• the pupil has recurring or intermittent health-related absence;
• absence because of physical or mental health needs is likely to reach more than 15 school days, whether consecutive or cumulative, during the school year; or
• it becomes clear that the pupil is unlikely to receive suitable education without additional arrangements.

The academy will discuss emerging concerns through its attendance, pastoral and inclusion processes. The Attendance Lead, SENDCo and Designated Safeguarding Lead will share relevant information and agree who will coordinate the case.

5. Responsibilities of the academy

5.1 Leadership and coordination

The Head of School has overall responsibility for ensuring that the academy fulfils this policy.

The SENDCo and Inclusion Lead, Jo Graham, will usually coordinate educational planning for a pupil whose health needs prevent attendance. This includes:

• liaising with the pupil, parents or carers, class teacher, attendance staff, safeguarding team and health professionals;
• contributing to any Individual Healthcare Plan, pupil passport, SEND Support plan or Education, Health and Care Plan review;
• coordinating reasonable adjustments and appropriate educational provision;
• monitoring the suitability, delivery and impact of the provision; and
• supporting the pupil's reintegration.

The class teacher remains responsible for the pupil's educational progress, curriculum continuity, assessment and communication with any teacher or provider delivering education away from the academy.

5.2 Initial academy arrangements

Where the pupil's needs can be met safely and suitably by the academy, possible arrangements may include:

• work and teaching materials linked to the curriculum being followed by the pupil's class;
• live or recorded teaching, or remote learning through the academy's agreed digital platform, where appropriate and safe;
• adapted tasks, reduced screen demands, flexible deadlines and alternative ways to demonstrate learning;
• planned contact with a teacher or teaching assistant;
• education delivered at an agreed location, where this is safe, appropriately staffed, risk assessed and authorised by the Head of School;
• access to specialist equipment or assistive technology;
• liaison with a hospital school or other education provider;
• supported attendance for selected lessons, activities or times of day; and
• reasonable adjustments to enable the pupil to attend the academy for as much education as their health permits.

The precise offer will be individualised. Home tuition or a remote package will not be promised without considering staffing, safeguarding, suitability and the local authority's responsibilities.

5.3 Referral to Leeds City Council

The academy will notify and seek advice from Leeds City Council when it appears that a pupil is likely to be absent because of health needs for more than 15 school days, whether consecutive or cumulative, or sooner where the circumstances indicate that local authority involvement is required.

The academy will provide relevant information about:

• the pupil's attendance and expected period of absence;
• their health needs and the impact on education;
• their strengths, needs, attainment and current curriculum;
• SEND, disability, safeguarding or social care considerations;
• provision and reasonable adjustments already tried;
• the pupil's and parents' or carers' views; and
• the intended reintegration arrangements.

6. Where Leeds City Council arranges education

Where Leeds City Council accepts responsibility for arranging suitable education, including through the Medical Needs Teaching Service or another provider, Co-op Academy Brownhill will:

• work constructively with the local authority, provider, health professionals, relevant agencies and family;
• share necessary and proportionate information promptly and securely;
• identify a named academy contact;
• provide curriculum plans, resources, assessment information and information about the pupil's capabilities and needs;
• ensure that the pupil remains on the academy roll unless a lawful change of roll occurs;
• maintain appropriate contact with the pupil and family;
• monitor engagement, progress, attendance at the alternative provision and wellbeing;
• attend review meetings and respond promptly where provision is not being accessed or is not effective;
• ensure that any special educational provision in an Education, Health and Care Plan continues to be considered; and
• plan with the local authority and provider for successful reintegration.

The academy will not assume that the local authority's involvement removes its continuing responsibility for the pupil's education, safeguarding, SEND provision, attendance monitoring or membership of the academy community.

7. Planning and reviewing provision

An individual education and reintegration plan will be agreed for each pupil requiring ongoing provision. Depending on need, this may form part of an Individual Healthcare Plan, pupil passport, SEND Support plan or other multi-agency plan.

The plan should record:

• the pupil's and parents' or carers' views;
• relevant health advice and the effect of the condition on learning;
• educational outcomes and curriculum priorities;
• the amount, location and method of education to be provided;
• reasonable adjustments, equipment and support;
• named contacts and responsibilities;
• arrangements for safeguarding and reporting concerns;
• arrangements for recording attendance and engagement;
• how work will be assessed and feedback provided;
• how the pupil will maintain appropriate contact with classmates and academy life;
• the frequency and membership of review meetings; and
• reintegration steps, review points and intended timescales.

Provision will be reviewed regularly and whenever the pupil's health, treatment or circumstances change. Education should be full time unless the pupil's physical or mental health means that full-time education would not be in their best interests. Where full time is not currently appropriate, the offer will be for as much education as the pupil's health allows.

8. Reintegration into the academy

Reintegration will be planned from the start of the pupil's absence and reviewed in partnership with the pupil, parents or carers, relevant health professionals, the local authority and any education provider.

Arrangements may include:

• a planning meeting before return;
• the pupil's voice about worries, strengths and helpful adjustments;
• a personalised or phased return with clear review dates;
• a familiar key adult and agreed check-ins;
• adaptations to the timetable, environment, movement around the site, uniform, homework or assessment;
• rest breaks, access to medication or a suitable space;
• pastoral, SEND or therapeutic support;
• updated risk assessments, healthcare plans and emergency arrangements;
• preparation of staff and classmates while maintaining confidentiality; and
• regular review leading towards increased attendance when appropriate.

Return to the academy will not be delayed solely because the pupil has not completed all work provided during their absence. Academic catch-up will be planned sensitively and balanced against health and wellbeing.

9. Safeguarding, attendance and information sharing

The academy's safeguarding duties continue while a pupil receives education away from the academy or remotely.

• The Designated Safeguarding Lead will ensure that safeguarding responsibilities and reporting routes are clear to the family, staff and provider.
• Any education delivered in the home or another location must be authorised, appropriately staffed and risk assessed. Staff will follow the academy's safer-working procedures.
• Online contact and remote teaching will use approved systems and follow safeguarding and data-protection expectations.
• Concerns about a pupil not engaging with agreed provision, not being seen, or becoming uncontactable will be followed up promptly and escalated under safeguarding and children-missing-education procedures where necessary.
• Information will be shared on a need-to-know basis, lawfully, proportionately and securely.
• Attendance and absence will be recorded using the correct current national attendance codes, based on the individual circumstances and whether suitable alternative education has been arranged.

The academy will maintain supportive contact without placing unreasonable pressure on a pupil whose health limits engagement. Contact may include telephone or video check-ins, messages, newsletters, celebration of achievements and invitations to appropriate events, clubs or activities.

10. Complaints

Concerns should initially be raised with the Head of School so that they can be addressed promptly. Formal complaints about the academy's actions will be considered under the Co-op Academies Trust complaints procedure.

Where the concern relates to education arranged by Leeds City Council, the academy will support the family to identify the appropriate local authority contact or complaints route.

11. Monitoring arrangements

This policy will be reviewed annually by the Head of School, or sooner if legislation, statutory guidance or local arrangements change. At each review, it will be approved by the governing body.

The academy will monitor:

• the timeliness of identification, referral and provision;
• the quantity and suitability of education offered;
• pupil engagement, progress and wellbeing;
• attendance and successful reintegration;
• pupil and parent or carer feedback; and
• whether pupils with SEND, disabilities or other vulnerabilities experience any disproportionate barriers.

12. Links to other policies

This policy links to the following academy policies and documents:

• Accessibility Plan;
• Attendance Policy;
• Safeguarding and Child Protection Policy;
• SEND Inclusion Policy and SEND Information Report;
• Supporting Pupils with Medical Conditions Policy;
• Equality Information and Objectives;
• Remote Education arrangements;
• Educational Visits Policy;
• Health and Safety Policy;
• Data Protection Policy;
• Positive Behaviour Policy; and
• complaints procedure.