Guidance and expectations for managing transitioned cases#

This guidance outlines the expectations for managing the cases transferred to attendance service providers at the start of the year. 

It is important that this is shared with all members of staff who may need to see this information.

Service setup and orientation#

These guides explain the purpose, principles, roles and Te Tiriti commitments of attendance services. 

There is also a glossary, a code of conduct, and information about how in-school provision aligns with the service.

Te Tiriti and cultural responsiveness in attendance services#

This guidance supports attendance service providers to partner effectively with Māori and Pacific communities. 

It outlines expectations for culturally responsive practice to ensure ākonga success and strong whānau engagement. These expectations are grounded in Te Tiriti o Waitangi, Ka Hikitia and the Pacific Education Action Plan.

Contract and compliance #

This guidance outlines provider contract requirements including expectations, payment and invoicing, safety standards, legal obligations, exemptions, and compliance.

Contract expectations#

This guidance explains what providers must do under their contract and how performance will be measured. Providers are funded to deliver a full range of services for chronically absent and non-enrolled ākonga in Years 1 to 11.

It covers: 

• service expectations
• key performance indicators
• reporting and compliance requirements.

School guidance #

See the guidance that has been written for and shared with schools:

How the attendance service works

This information tells you what schools know about attendance services, including:

• what schools can expect from you (and the focus on collaboration)
• when they should request support for chronically absent ākonga | students
• when to unenrol a student and the correct process to follow.

Case management #

This section explains chronic absence referral process, case management steps, Oranga Tamariki protocols, data use, escalation, age-specific approaches, addressing barriers to attendance and handling non-engagement.

Age-related case management#

This guidance explains how support is based on need, not age. 

• Engage early to prevent non-attendance.
• Sustain help beyond 16 when needed.
• Ensure consistent, effective service for students and whānau.

When schools should request provider support#

This guidance explains when schools should seek support from you as attendance service providers. This should happen after school-based actions have been tried and when chronic attendance issues remain. 

The guidance highlights how important strong school-provider relationships, clear communication, and timely responses are. It aims to make sure appropriate referrals are made to get better outcomes for ākonga.
 

Escalating attendance letters #

This guidance explains how to use escalating attendance letters to:

• convey the seriousness of ongoing absence with whānau
• provide information about the attendance service
• offer support
• explain what may happen without an improvement in attendance.

Template letters for chronic absence cases were this is no engagement with provider

These letters are for use when you are experiencing continued non-engagement by a student and their caregivers for chronic absence.

Template letters for non-enrolment cases were this is no engagement with provider

These letters are for use when you are experiencing continued non-engagement by a student and their caregivers for non-enrolment.

Managing whānau non-engagement#

Some families do not engage or refuse to meet in a constructive way. 

This guidance explains what to do when that happens, so students get the help they need. 

Locating students #

This guidance is for when students or whānau can’t be found. Use community networks, follow privacy rules, request info checks, record all efforts, and flag ‘Not located’ if all steps fail. 

Support and resources #

This section provides tools and advice to support your work. It includes privacy and data sharing guidance, legislative information, governance, and protocols. 

You will also find templates, community practice links, and resources for unmet needs and alternative education options. 

Unmet basic needs fund guide#

This guidance is for attendance service providers. The Unmet Basic Needs Fund is designed to address unmet basic needs of referred (chronically absent or non-enrolled) ākonga (students), where these unmet needs are immediate, impacting on attendance, and cannot be met from any other source. 

Attendance services projects and initiatives guidance#

This guidance is for attendance service providers who are considering running a project or initiative aimed at improving attendance. 

It outlines expectations, what must be included in reporting, and where to go for help.

Privacy Act and Official Information Act requests#

This guidance explains what attendance service providers and the in-school provision must do if they receive a request for information under the Privacy Act 2020 or the Official Information Act (OIA) 1982.