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Local Authority > Walsall Public Health > Coronavirus (COVID-19) > Walsall School Inclusion

School Inclusion 

Attendance Update

With effect from Monday 29 June, the Local Authority has been monitoring your school attendance data which has either been uploaded / extracted from your MIS system or sent separately to the Local Authority. This will continue from 1 September to enable the Local Authority to monitor the impact of COVID-19. The Education Welfare Service (EWS) will continue to contact you if there has been no data transferred, there are missing marks or there appear to be incorrect attendance coding.

The guidance has been issued by the DfE and is to be used for the academic year: 2020/21

The RESET Programme in Walsall

Supporting the full opening of schools in September: SEMH, Inclusion and Behaviour

The purpose of this document is therefore to:

  • Highlight some of the key considerations and challenges around behaviour and inclusion associated with the reopening of schools.
  • Bring together information from a variety of sources into a generic checklist, with ideas and suggestions to support, leaders and staff.
  • Ensure that local authority expertise is being accessed to support settings and pupils.

Primary School document

Secondary School document



Recent publications and guidance 

School Exclusion Risks After COVID-19 (Daniels, et al 2020)

This report looks at potential new and heightened risks for school exclusions caused by the recent Covid-19 pandemic. Exclusions have risen sharply in England in the last few years. Over-represented groups include children and young people with Special Educational Needs and Disabilities (SEND), from particular ethnic backgrounds and those living in areas of high deprivation. We know the impact of Covid-19 on schools is substantial for practitioners and students.

The social and emotional disruption caused by the pandemic and the subsequent school closures is highly likely to have increased or exacerbated student anxiety and other mental health issues. There is also a concern with school connectedness for vulnerable students whose patterns of school attendance have been disrupted. These concerns raise issues around transitions back to school settings.