No need for attendance support.
Supporting attendance and monitoring absences
The aim is to support pupils, homes and school staff in engaging with the school and the school community, and in preventing and correcting the effects of absence.
Focus on the importance of encounters
Prevention reduces absenteeism.
- Special attention: starting groups (1st and 7th grade) and when there are changes in the group, e.g. pupil or teacher changes.
- Group formation is an ongoing process, which is carried out not only in separate sessions but also in the context of lessons.
- Schools are provided with materials/support/training on the topic.
- Understanding the importance of absenteeism as a risk factor for learning and well-being.
- Monitor absenteeism systematically at individual and group level.
Monitoring of absenteeism
During the school year, the total number of hours of absence of a pupil is reviewed. Hours are not reset at any point. Action is taken when concerns are raised or at the latest when a certain number of hours has been reached.
The percentage of absences of a pupil during an individual review period is monitored:
- 5-10 % of absences are addressed
- 20% strong support
Automatic Wilma messages for absence tracking
The Wilma Noti service for tracking absences will be introduced on 15.01.2025. The Noti service sends automatic Wilma messages to the pupil's class teacher, the pupils themselves and their guardian. If the absence limits of 3-5 are exceeded, the messages from the Noti service will also be sent to the head teacher and the special education teacher. The Noti service will make it easier to monitor and deal with absences as required by law (Basic Education Act § 26).
It is the responsibility of every class teacher, special class teacher and class teacher to deal with absences. Tackling absences requires a rapid response and good cooperation with the pupil's parents. The aim is to prevent a spiral of absenteeism.
Absence limits have been established on the basis of the Common School Route framework and the Tampere City Region model.
Limits to intervening in absences
1 lk | 2 lk | 3 lk | 4lk | 5 lk | 6 lk | 7 lk | 8 lk | 9 lk | |
---|---|---|---|---|---|---|---|---|---|
1.limit (5%) | 30 | 30 | 30 | 40 | 40 | 40 | 40 | 40 | 50 |
2.limit | 50 | 50 | 50 | 60 | 60 | 60 | 70 | 70 | 70 |
3.limit (10%) | 70 | 70 | 70 | 80 | 80 | 80 | 90 | 90 | 100 |
4.limit | 100 | 100 | 110 | 120 | 120 | 130 | 140 | 140 | 150 |
5.limit(20%) | 140 | 140 | 140 | 160 | 170 | 170 | 190 | 190 | 200 |
Stages of presence and support measures
The law change and OPS updates entered into force on 1.8.2023
The new legal text obliges education providers to prevent and systematically monitor and address absenteeism. In the Basic Education Curriculum, the changes have been made by adding chapters 4.2 Principles guiding the development of a culture of action, 5.1 Shared responsibility for the school day and 5.6 Locally determined issues. One clarification has also been made to chapter 8.1 on locally determined matters and the education provider's student support plan.