This guidance sets clear expectations for how you engage with schools and caregivers to support ākonga | students experiencing chronic absence or non-enrolled status.

It also clarifies what a meaningful hui looks like in practice, so you can accurately record initial meetings in the attendance services case management system (AS-CMS).

Keeping records of how you manage cases

Core principles of a good hui#

Hui should focus on students and bring people together to work collaboratively and share useful information.

A high-quality hui should:

• involve all relevant parties
• share accountability across all parties
• respect the language, values, identity and preferred ways of connecting of the school, ākonga and whānau | family
• focus on returning the ākonga to an education pathway.

A good hui should result in:

• a clearer understanding of the student’s attendance pattern
• a clearer understanding of what is in the way of them attending school
• agreed next steps for the school, whānau and you.

What to record in the AS-CMS#

In the AS-CMS, you should record:

• the hui as an event using the correct subject
• any relevant barriers, plans or follow-up actions.

Initial meetings#

Initial meetings with schools or students and whānau must take place in person or virtually. At all times, in-person meetings are a priority. 

Where meetings cannot happen in person or virtually, extended phones calls are an acceptable alternative. There must be a genuine reason why this approach is needed and clear records should be kept in the AS-CMS.

You can use email to arrange a hui or follow up from one, but email is not a meaningful way to engage with schools or with parents and whānau. Using emails as a way to hold initial meetings will be picked up in regular audits and addressed with you by your contract relationship manager.

If schools are reluctant to meet, gently advise them that:

• they are expected to actively participate and share relevant information
• meeting gives you the best chance of reengaging ākonga in school.

Hui with schools#

The school hui is your main opportunity to get a fuller picture of the student and their attendance. This includes what the school already knows, what has already been tried and what may need to happen next.

The following factors will help you have a clear and structured discussion to create a plan.

Attendance:

• the student's attendance patterns (for example, chronic absence, intermittent attendance)
• the duration and severity of disengagement
• what previous interventions have been attempted by the school
• escalation that has already undertaken (for example, referrals).

Education:

• how the student engages in learning (likes, dislikes, participation)
• their relationship with teachers and peers
• any known triggers for disengagement within the school environment

Learning and support needs:

• any identified learning needs or challenges
• any behavioural needs or concerns
• what existing supports are in place.

Cultural and community:

• the cultural identity and values of the ākonga
• their community connections or influences
• any culturally responsive approaches that have already been trialled.

Whānau background

• the level and nature of parent, whānau or caregiver engagement with the school
• any barriers to engagement (for example, trust or communication issues).

Hui with ākonga and whānau#

The first meeting should include both the ākonga and their parents, caregivers or whānau, so you can start to build trust and understand what is affecting their attendance. Where you can, speak with the ākonga to establish their views and aspirations.

The following factors will help you have a clear and structured discussion to create a plan.

Barriers to attendance

• what practical things are stopping them from attending school (transport, cost, health issues)
• social or emotional challenges
• family circumstances.

Home and whānau background

• household dynamics and responsibilities
• support systems available to the whānau
• any recent changes or stressors.

Ākonga aspirations

• their interests, strengths and motivations
• goals for a career or their future
• their preferred learning environments or pathways.

Cultural identity

• what the values and expectations of the whānau are
• any cultural practices or considerations that may impact engagement.

What they think about school

• how whānau view the current school
• their past experiences with education
• any concerns or hesitations they have about returning.