When Rockliffe Manor Primary School received its Autumn 2024 engagement results, the scores were lower than expected. Inclusion and enjoyment had dipped, and pockets of persistent absence were emerging. For Headteacher Nancy Cook, this wasn't a moment for defensiveness—it was an opportunity.

"We had to park our emotions and say: okay, this is a vehicle. How do we use it to create a path forward?"

By Spring, the school had seen dramatic improvements: enjoyment scores increased by 3.2 points to 8.4/10, inclusion rose from 6.3 to 7.7/10 (+1.4), and Year 6 boys—who typically show declining engagement nationally—increased their enjoyment by 2.8 points to 7.9/10.

Responding with honesty, not defensiveness

Nancy shared the Autumn findings with staff gently but constructively. Some staff found the scores difficult to accept, particularly around inclusion and enjoyment—areas they felt proud of. Rather than dismissing the results, the team explored them with curiosity: What might be missing? Where are the gaps?

One of the school's first moves was crucial: they took the data back to the children. Nancy created assemblies and follow-up activities using a simple mantra: "In Autumn you said, so we did..."

"It wasn't just about asking them again. It was about showing them we'd listened."

Pupils were invited to reflect and share ideas through classroom steering groups and cross-year discussions. The message was clear: your voice matters, and we will act on it.

Taking a compassionate approach to attendance

The data highlighted pockets of persistent absence. Nancy resisted pressure to escalate formal interventions too early. Instead, the team examined individual stories behind the numbers.

"We didn't want to fall into the trap of chasing numbers. We wanted to ask: why aren't they coming and what would make them want to?"

In many cases, anxiety and family challenges were driving disengagement—not disinterest. The school designed bespoke support packages:

• Phased returns for pupils struggling to re-engage

• Soft starts giving anxious children quieter arrival spaces with familiar faces

• Breakfast clubs providing structure and connection

• Increased staff presence at drop-off to greet families warmly and notice early difficulties

"Some children weren't ready to walk into a full classroom. They needed a way to feel safe first."

Family communication fundamentally changed. Rather than waiting for absences to escalate, staff made positive calls early and often—focusing on reassurance and problem-solving instead of warning letters.

Adapting systems to reduce anxiety

Pupil voice revealed that for some children, particularly those with SEND, even well-intentioned positive behavior systems felt overwhelming.

"We realised that some of our best-intended routines were actually creating anxiety. So we softened things, personalised things."

The team made careful adjustments:

• Removing pressure from "always" expectations that felt impossible for some pupils

• Adjusting how praise was given to feel genuine rather than performative

• Refreshing praise systems to spotlight effort and kindness, not just outcomes

"We still say attendance matters. But we also say: so do you."

Bringing back awe, wonder and joy

Pupils had been clear: they wanted more say, more fun, and to feel more seen. Nancy encouraged staff to reconnect with their own memories of meaningful learning—what had made school magical for them?

"If we remember what we loved about school, what stuck with us, it's those magical moments. We wanted to bring some of that back."

Changes were both structural and relational:

• Curriculum adjusted to be more creative and pupil-led

• More time for joy and connection built deliberately into lessons

• Informal relationship-building prioritized—one teacher began eating lunch with his class twice a week

• Classroom steering groups giving pupils genuine input

The aim wasn't to abandon structure or challenge—it was to ensure school felt purposeful and joyful in equal measure.

The impact: Dramatic spring improvements

By Spring 2025, the transformation was clear:

• Enjoyment: +3.2 points to 8.4/10—showing children found school more joyful

• Inclusion: 6.3 to 7.7/10 (+1.4)—pupils felt more seen and valued

• School Confidence: 8.4/10, +1.8 above national benchmark

• Year 6 boys' enjoyment: +2.8 to 7.9/10—reversing typical national decline

• Attendance: Steady improvement with children running in happily at drop-off

Teachers reported feeling better equipped for reflective conversations with pupils and each other.

"We didn't hide from the data. We didn't sugar-coat it. We just kept saying: if we always do what we've always done, we'll always get what we've always got. And that's not what we want."

Key strategies:

Building transparency and trust

• Shared data openly with staff as reflection prompt, not blame

• Involved pupils directly through "In Autumn you said, so we did..." narrative

• Created classroom steering groups and cross-year discussions

Making school more accessible

• Designed phased returns and soft starts for anxious pupils

• Increased positive, proactive family communication before absences escalated

• Added breakfast clubs and staff presence at drop-off

• Softened rigid expectations creating anxiety for SEND pupils

• Adapted praise systems to feel achievable for all

Deepening engagement and joy

• Helped staff reconnect with joyful teaching memories

• Built more "awe and wonder" into curriculum and routines

• Encouraged informal relationship-building (like teachers eating lunch with classes)

• Made time for playfulness, curiosity and connection

Maintaining accountability with compassion

• Took relationship-led approach to absence, not punitive measures

• Maintained high expectations while making school emotionally safe

• Used engagement data as tool for belonging, not just performance

Reflection

Rockliffe Manor demonstrates that challenging data doesn't have to be demoralizing- it can be galvanizing. By responding with honesty, involving pupils genuinely, and making practical changes, the school achieved transformational improvements in one term.

The +3.2 point increase in enjoyment and 1.4 point rise in inclusion represent children who now wake up wanting to come to school, who feel seen and valued, and who believe school is a place for them.

"It's not fast work. But it's the right work."