Strong attendance leadership separates evidence that an action happened from evidence that it helped. A phone call, meeting, letter or referral may all be necessary, but completion alone does not tell us whether the identified barrier changed.
At the next review, ask three questions: What changed? How do we know? What happens next if the barrier remains? These questions move the conversation away from activity lists and towards thoughtful adaptation.
This is not about adding bureaucracy. It is about protecting time by stopping actions that are not working, strengthening those that are, and making sure pupils and families experience a joined-up response.
One question for your next review
What evidence will tell us that the agreed action made a difference for this pupil?