Sawubona: I See You

By John Reardon, Secondary Headteacher

Our key strategy for improving attendance is simple: a sense of belonging.

At its core, we want every child to feel accepted, included and valued – to want to come to school. The premise is straightforward: when pupils feel that they belong, attendance improves naturally.

Language matters

While many schools describe themselves as a community, we deliberately refer to ourselves as one big family. Within a family, everyone has a role to play, and everyone belongs.

Central to this approach is the concept of Sawubona, a Zulu word meaning ‘I see you’. Our belief is that every child is an individual, and staff need to know how to motivate, stimulate and support each one.

Visibility

At the start of each lesson, teachers welcome pupils individually at the door. This small but consistent routine reinforces connection and sets a positive tone. All teaching staff also take part in playground duty. While this can feel like an extra responsibility, it provides a valuable opportunity for teachers to see pupils interacting socially in unstructured settings. We encourage our teachers to communicate positively with pupils: asking about their weekend or interests. In turn, pupils model this respect and improve their own social skills.

Family Groups

A key feature of our ‘family’ model is the use of small family groups. Each one meets daily and is led by a staff ‘guardian’. This provides a consistent opportunity for pupils to check in and feel supported by a trusted adult.

These groups are intentionally smaller than more traditional tutor groups, numbering around 15 pupils. This allows strong relationships to develop, and ensures every child feels valued. Each Family Group sits within a House and pupils represent their House in various ways. House activities are not just sports but include ways for every child to feel they’ve contributed whether that be through spelling, baking, drawing, quizzes or attendance.

Classroom Culture

Positivity is central to our classroom culture. Pupils’ efforts are recognised through commendation stickers, recorded in their diaries, which ensures that their success is visible, meaningful and memorable. Stickers are limited, so they retain their value. Additionally, pupils can earn badges for attendance, subject achievement and contributions to the wider school family.

When things don’t go well, staff take time – often outside lessons and with support from colleagues – to repair relationships. As in any family, disagreements happen; what matters is how we resolve them, through restorative dialogue and mutual understanding.

Teachers also use annotated seating plans to ensure that every pupil remains at the centre of their practice. As well as key information such as Pupil Premium, EAL and SEND, pupils’ interests and their personal context is also noted, helping staff build stronger, more informed relationships.

Creating Opportunities

For pupils to feel a true sense of belonging, they need to work out where they fit. We aim to provide a wide range of house competitions, clubs and activities – from sewing to hockey – so that every child can explore interests, develop new skills, and connect with like-minded peers.

Many of these opportunities are shaped by the pupils themselves. Our Student Senate meets regularly, leading to initiatives such as a school newspaper and the popular Dungeons & Dragons club. Our Charity Committee are equally proactive arranging various activities from Bake Offs to Valentine’s Day Snail Mail.

By giving pupils ownership and voice, we help them find their ‘thing’ – a crucial element of belonging.