Learner Attendance and Punctuality Policy

Learner Attendance and Punctuality Policy

1. Introduction
Dynamic Training UK Ltd is committed to supporting learners to attend, participate and engage in all planned learning activities.

High levels of attendance and punctuality are important to learner achievement, professional development, wellbeing and successful programme completion.

Whilst Dynamic Training aims for 100% attendance, we recognise that personal circumstances, health, wellbeing, employment and other factors may impact a learner's ability to attend or arrive on time.
We will work collaboratively with learners and employers to identify barriers to attendance and punctuality and provide appropriate support and reasonable adjustments where required.

Attendance and punctuality will also be considered as indicators of learner engagement and wellbeing. Changes in attendance, repeated absence, lateness or disengagement may identify circumstances where additional support or safeguarding intervention is required.

2. Attendance Expectations
Learners are expected to:
•    Attend all planned learning activities, workshops, coaching sessions, reviews and training events.
•    Arrive on time and prepared for learning.
•    Notify Dynamic Training in advance of any planned absence wherever possible.
•    Report sickness or unplanned absence as soon as possible using the designated attendance email address or Unable to Attend a Workshop form.
•    Book appointments outside of planned training wherever possible.
•    Engage with any support or attendance action plans implemented.
•    Discuss any barriers affecting attendance with their Skills & Development Coach at the earliest opportunity.
•    Inform their Skills & Development Coach if they are not being released for planned training by their employer.
•    Participate in meetings arranged to address attendance or engagement concerns.

3. Punctuality Expectations
Punctuality is an important aspect of learner engagement and professional behaviour.
Repeated lateness can:
•    Disrupt learning.
•    Reduce learner participation.
•    Impact progress and achievement.
•    Result in missed learning.
•    Indicate potential wellbeing, welfare, safeguarding or support needs.
Learners are expected to:
•    Arrive on time for all planned learning activities.
•    Join online sessions promptly and be ready to participate.
•    Notify their Skills & Development Coach as soon as possible if they are likely to be late.
•    Engage with any support measures put in place to address recurring lateness.
Tutors and Skills & Development Coaches will record instances of lateness appropriately.
A learner arriving or joining more than 15 minutes after the scheduled start of a session may be recorded as late and, where appropriate, may be required to undertake catch-up activity to ensure missed learning is addressed.

4. Roles and Responsibilities
4.1 Learner Responsibilities
Learners must:
•    Attend and actively participate in all scheduled learning activities.
•    Arrive on time and remain engaged throughout planned learning.
•    Communicate absences or lateness promptly.
•    Complete actions agreed within attendance support plans.
•    Raise concerns or barriers affecting attendance or punctuality as early as possible.
•    Engage with reasonable adjustments and support measures offered.
•    Respond to communications relating to attendance or engagement concerns.

4.2 Skills & Development Coach Responsibilities
Skills & Development Coaches must:
•    Maintain oversight of attendance and punctuality for learners within their caseload.
•    Review attendance and punctuality data monthly.
•    Identify emerging patterns or concerns and intervene early.
•    Discuss attendance and punctuality during coaching sessions and reviews where appropriate.
•    Explore barriers affecting attendance, punctuality or engagement.
•    Document attendance concerns, discussions, actions and support within OneFile.
•    Complete and monitor Attendance and Engagement Action Plans where required.
•    Consider reasonable adjustments at every stage of intervention.
•    Escalate concerns to the Delivery Manager where attendance or punctuality does not improve.
•    Raise safeguarding concerns immediately with the Designated Safeguarding Lead Team where appropriate.

4.3 Tutor Responsibilities
Tutors must:
•    Monitor attendance and punctuality during planned learning sessions.
•    Check attendance against the expected learner list at the start of the session.
•    Identify learners who are absent or arrive late.
•    Record attendance and instances of lateness accurately.
•    Complete and process attendance registers in accordance with Dynamic Training's usual attendance recording procedures.
•    Highlight attendance, punctuality, engagement, wellbeing or safeguarding concerns through the appropriate internal process.

4.4 Employer / Line Manager Responsibilities
Employers and Line Managers should:
•    Support learners to attend all planned learning activities.
•    Support learners to be punctual and prepared for planned training.
•    Provide agreed off-the-job training time.
•    Notify Dynamic Training of relevant employment changes.
•    Engage with attendance meetings where concerns arise.
•    Support agreed attendance improvement actions.
•    Work collaboratively with Dynamic Training to implement reasonable adjustments where appropriate.
•    Inform Dynamic Training were wellbeing, welfare or other concerns may impact a learner's attendance or engagement.

4.5 Delivery Manager Responsibilities
Delivery Managers must:
•    Support Skills & Development Coaches with attendance and punctuality interventions.
•    Lead Stage 2 attendance meetings where required.
•    Monitor attendance trends across cohorts.
•    Support the consistent application of attendance processes.
•    Review escalated cases and determine any additional support requirements.
•    Liaise with the Designated Safeguarding Lead Team where safeguarding concerns are identified.

4.6 Designated Safeguarding Lead Team Responsibilities
The Designated Safeguarding Lead Team will:
•    Review learner attendance data quarterly.
•    Review relevant attendance reports and RAG ratings.
•    Consider patterns that may indicate safeguarding, wellbeing or welfare concerns.
•    Escalate concerns to Delivery Managers where intervention may be required.
•    Support staff in determining appropriate safeguarding actions.
•    Ensure safeguarding concerns are managed in accordance with the Safeguarding Policy.

5. Attendance and Punctuality Monitoring
Attendance and punctuality will be monitored for all planned learning sessions to support learner engagement, progress, wellbeing and the early identification of potential concerns.

Learner Attendance and Punctuality Policy and Procedure

1. Introduction

Dynamic Training UK Ltd is committed to supporting learners to attend, participate and engage in all planned learning activities.

High levels of attendance and punctuality are important to learner achievement, professional development, wellbeing and successful programme completion.

Whilst Dynamic Training aims for 100% attendance, we recognise that personal circumstances, health, wellbeing, employment and other factors may impact a learner's ability to attend or arrive on time.

We will work collaboratively with learners and employers to identify barriers to attendance and punctuality and provide appropriate support and reasonable adjustments where required.

Attendance and punctuality will also be considered as indicators of learner engagement and wellbeing. Changes in attendance, repeated absence, lateness or disengagement may identify circumstances where additional support or safeguarding intervention is required.

 

2. Attendance Expectations

Learners are expected to:

• Attend all planned learning activities, workshops, coaching sessions, reviews and training events.
• Arrive on time and prepared for learning.
• Notify Dynamic Training in advance of any planned absence wherever possible.
• Report sickness or unplanned absence as soon as possible using the designated attendance email address or Unable to Attend a Workshop form.
• Book appointments outside of planned training wherever possible.
• Engage with any support or attendance action plans implemented.
• Discuss any barriers affecting attendance with their Skills & Development Coach at the earliest opportunity.
• Inform their Skills & Development Coach if they are not being released for planned training by their employer.
• Participate in meetings arranged to address attendance or engagement concerns.

 

3. Punctuality Expectations

Punctuality is an important aspect of learner engagement and professional behaviour.

Repeated lateness can:

• Disrupt learning.
• Reduce learner participation.
• Impact progress and achievement.
• Result in missed learning.
• Indicate potential wellbeing, welfare, safeguarding or support needs.

Learners are expected to:

• Arrive on time for all planned learning activities.
• Join online sessions promptly and be ready to participate.
• Notify their Skills & Development Coach as soon as possible if they are likely to be late.
• Engage with any support measures put in place to address recurring lateness.

Tutors and Skills & Development Coaches will record instances of lateness appropriately.

A learner arriving or joining more than 15 minutes after the scheduled start of a session may be recorded as late and, where appropriate, may be required to undertake catch-up activity to ensure missed learning is addressed.

 

4. Roles and Responsibilities

4.1 Learner Responsibilities

Learners must:

• Attend and actively participate in all scheduled learning activities.
• Arrive on time and remain engaged throughout planned learning.
• Communicate absences or lateness promptly.
• Complete actions agreed within attendance support plans.
• Raise concerns or barriers affecting attendance or punctuality as early as possible.
• Engage with reasonable adjustments and support measures offered.
• Respond to communications relating to attendance or engagement concerns.

4.2 Skills & Development Coach Responsibilities

Skills & Development Coaches must:

• Maintain oversight of attendance and punctuality for learners within their caseload.
• Review attendance and punctuality data monthly.
• Identify emerging patterns or concerns and intervene early.
• Discuss attendance and punctuality during coaching sessions and reviews where appropriate.
• Explore barriers affecting attendance, punctuality or engagement.
• Document attendance concerns, discussions, actions and support within OneFile.
• Complete and monitor Attendance and Engagement Action Plans where required.
• Consider reasonable adjustments at every stage of intervention.
• Escalate concerns to the Delivery Manager where attendance or punctuality does not improve.
• Raise safeguarding concerns immediately with the Designated Safeguarding Lead Team where appropriate.

4.3 Tutor Responsibilities

Tutors must:

• Monitor attendance and punctuality during planned learning sessions.
• Check attendance against the expected learner list at the start of the session.
• Identify learners who are absent or arrive late.
• Record attendance and instances of lateness accurately.
• Complete and process attendance registers in accordance with Dynamic Training's usual attendance recording procedures.
• Highlight attendance, punctuality, engagement, wellbeing or safeguarding concerns through the appropriate internal process.

4.4 Employer / Line Manager Responsibilities

Employers and Line Managers should:

• Support learners to attend all planned learning activities.
• Support learners to be punctual and prepared for planned training.
• Provide agreed off-the-job training time.
• Notify Dynamic Training of relevant employment changes.
• Engage with attendance meetings where concerns arise.
• Support agreed attendance improvement actions.
• Work collaboratively with Dynamic Training to implement reasonable adjustments where appropriate.
• Inform Dynamic Training were wellbeing, welfare or other concerns may impact a learner's attendance or engagement.

 

4.5 Delivery Manager Responsibilities

Delivery Managers must:

• Support Skills & Development Coaches with attendance and punctuality interventions.
• Lead Stage 2 attendance meetings where required.
• Monitor attendance trends across cohorts.
• Support the consistent application of attendance processes.
• Review escalated cases and determine any additional support requirements.
• Liaise with the Designated Safeguarding Lead Team where safeguarding concerns are identified.

 

4.6 Designated Safeguarding Lead Team Responsibilities

The Designated Safeguarding Lead Team will:

• Review learner attendance data quarterly.
• Review relevant attendance reports and RAG ratings.
• Consider patterns that may indicate safeguarding, wellbeing or welfare concerns.
• Escalate concerns to Delivery Managers where intervention may be required.
• Support staff in determining appropriate safeguarding actions.
• Ensure safeguarding concerns are managed in accordance with the Safeguarding Policy.

 

5. Attendance and Punctuality Monitoring

Attendance and punctuality will be monitored for all planned learning sessions to support learner engagement, progress, wellbeing and the early identification of potential concerns.

During delivery
At the start of each session, tutors will monitor attendance against the expected learner list.

Tutors should identify:

• Learners who are present.
• Learners who have not attended.
• Learners who arrive or join late.

A learner who arrives or joins more than 15 minutes after the scheduled start time may be recorded as late.

Attendance and instances of lateness must be recorded accurately on the attendance register.

The completed attendance register should be processed in accordance with Dynamic Training's usual attendance recording procedures following the session.

Attendance monitoring

Dynamic Training's attendance thresholds are:

Attendance Level	Status	Action
95%+	Green	Good standing
85%–94.9%	Amber	Increased monitoring and support
Below 72%	Red	High-risk intervention

Skills & Development Coaches will review learner attendance and punctuality monthly, reflecting the nature of rolling programme starts and monthly apprenticeship delivery.

Any support, interventions or concerns relating to attendance or punctuality must be documented within OneFile.

Where patterns of absence or lateness are identified, the Skills & Development Coach should:

• Discuss the concern with the learner.
• Explore any barriers affecting attendance or punctuality.
• Consider whether reasonable adjustments or additional support are required.
• Agree appropriate actions with the learner.
• Record actions and support provided.
• Escalate the concern in accordance with the Attendance Intervention Process where improvement is not demonstrated.

6. Attendance Intervention Process

The purpose of the attendance intervention process is to identify barriers early, provide appropriate support and improve attendance, punctuality and engagement.

Interventions should be proportionate to the learner's individual circumstances, and reasonable adjustments and safeguarding considerations should be considered throughout.

Stage 1: Two Consecutive Missed Sessions or Repeated Punctuality Concerns

Stage 1 may be initiated where a learner:

• Misses two consecutive planned learning sessions; or
• Demonstrates a pattern of repeated lateness which is impacting, or may impact, learning and engagement.

The Skills & Development Coach will:

• Meet with or contact the learner to discuss the concern.
• Identify any barriers affecting attendance and/or punctuality.
• Consider wellbeing, welfare or safeguarding factors where appropriate.
• Consider any reasonable adjustments or additional support required.
• Agree appropriate actions with the learner.
• Create and document an Attendance and Engagement Action Plan where required.
• Establish appropriate review arrangements.
• Record discussions, actions and support within OneFile.

Where a safeguarding concern is identified, this must be referred to the Designated Safeguarding Lead Team.

Stage 2: Continued Non-Attendance or Failure to Engage with the Action Plan

Where further sessions are missed, punctuality concerns continue or the learner does not engage with agreed actions, a formal attendance meeting will be arranged.

This may involve:

• The learner.
• Skills & Development Coach.
• Delivery Manager.
• Line Manager / Employer Representative.

The meeting will:

• Review attendance and punctuality.
• Explore barriers affecting attendance or engagement.
• Review previous actions and support.
• Consider additional reasonable adjustments.
• Agree further support measures.
• Establish clear attendance and punctuality expectations.
• Agree actions and review arrangements.

All agreed actions must be documented and shared with relevant stakeholders.

Stage 3: Persistent Non-Attendance or Dis-engagement

Where attendance or engagement continues to decline despite appropriate intervention and support:

• The case will be reviewed by the Delivery Manager.
• Previous interventions and support will be reviewed.
• Any safeguarding concerns will be considered with the Designated Safeguarding Lead Team.
• Further support and reasonable adjustments will be considered.
• Programme continuation, a break in learning or withdrawal procedures may be discussed where appropriate.

The individual circumstances of the learner and the support already provided should be considered when determining appropriate next steps.

7. Reasonable Adjustments and Support

Reasonable adjustments should be considered throughout the attendance and punctuality process.

Where a learner experiences barriers associated with disability, health, neurodivergence, wellbeing or other individual circumstances, appropriate adjustments and support should be explored before escalation wherever possible.

Depending on individual circumstances, adjustments or support may include:

• Alternative session dates.
• Recorded or alternative learning activities where appropriate.
• Adjustments to meeting times.
• Hybrid or remote attendance arrangements where appropriate.
• Additional learning support.
• Wellbeing support or referrals.
• Additional contact or check-ins from Skills & Development Coaches.

Any reasonable adjustments should be appropriate to the individual learner and their programme requirements and documented where required.

 

8. Attendance, Wellbeing and Safeguarding

Attendance and punctuality should not be considered solely as measures of learner compliance.

Changes in attendance, punctuality, engagement or communication can sometimes indicate an underlying wellbeing, welfare or safeguarding concern.

Staff should remain alert to patterns or changes including:

• Sudden changes in attendance.
• Frequent unexplained absences.
• Repeated lateness.
• Repeated cancellations.
• Failure to respond to communication.
• Changes in engagement or participation.
• Patterns of absence which appear unusual or concerning.

Attendance information should be considered alongside what is known about the learner and their individual circumstances.

Staff should not wait for attendance to fall below a particular percentage or for the formal attendance intervention stages to be reached before raising a safeguarding concern.

Where information gives rise to an immediate or emerging safeguarding concern, it must be referred to the Designated Safeguarding Lead Team in accordance with the Safeguarding Policy.

 

9. Authorised Absence

There may be circumstances where a learner is unable to attend planned learning and the absence may be considered authorised.

Examples may include:

• Illness.
• Medical appointments.
• Emergencies involving dependants.
• Jury service.
• Court appearances.
• Funerals.
• Religious observance.
• Other exceptional circumstances agreed by Dynamic Training.

Learners should notify Dynamic Training as early as possible where they are unable to attend planned learning.

Authorised absence does not remove the need to consider any learning missed and, where appropriate, arrangements should be made to support the learner to remain on track.

 

10. Recording and Documentation

Attendance, punctuality and interventions must be documented appropriately to ensure there is a clear record of concerns, discussions, actions and support.

Where applicable, Skills & Development Coaches should record within OneFile:

• Attendance or punctuality concerns.
• Discussions with the learner.
• Identified barriers.
• Support offered.
• Reasonable adjustments.
• Agreed actions.
• Attendance and Engagement Action Plans.
• Reviews of agreed actions.
• Employer involvement where relevant.

Safeguarding concerns should be managed and recorded in accordance with Dynamic Training's Safeguarding Policy and safeguarding procedures.

 

11. Related Policies and Procedures

This policy should be read alongside:

• Safeguarding Policy.
• Additional Learning Support Policy.
• Equality, Diversity and Inclusion Policy.
• Learner Handbook.
• Relevant learner engagement, break in learning and withdrawal procedures.