Birmingham City Council – Embedding AV1 Within a City-Wide Attendance Strategy

Overview

Birmingham City Council is leading a city-wide transformation in how school attendance is understood and supported.

Through its School Attendance Strategy 2026–2029, the council has set out a clear ambition to improve attendance through a multi-agency, relational, and values-led approach.

As part of this wider strategy, Beth Gibson MBE (Head of Attendance and Inclusive Pathways) has introduced AV1 technology as a practical tool to support pupils who are unable to attend school due to mental health needs, medical conditions, or SEND.

Rather than being a standalone initiative, AV1 has been embedded within Birmingham’s broader vision to ensure every child is connected, included, and able to participate in education, even when physically absent.

The Challenge

Birmingham’s strategy recognises that absence is rarely caused by a single issue. It is often driven by a combination of factors including mental health challenges, SEND, family circumstances, and social pressures.

The city also acknowledges that traditional attendance approaches alone are not sufficient for all pupils. For some, particularly those experiencing emotionally based school avoidance (EBSA), attendance must be supported through flexible, personalised, and compassionate pathways.

Crucially, the strategy highlights that attendance is “everyone’s business”, requiring coordinated action across schools, local authority services, health, and families .

The Approach: Phase One (30 AV1 Units)

To support this vision, in January 2026 Birmingham introduced a targeted phase one rollout of 30 AV1 units, designed to sit within its graduated response framework to attendance.

A Multi-Agency Model

AV1 aligns particularly closely with Birmingham’s Level 2 targeted intervention approach, where multi-agency support is used to re-engage pupils at risk of persistent absence .

Referrals are informed through collaboration between:

• Attendance teams
• SEND services
• Virtual School
• Schools and SENCOs

This ensures AV1 is deployed as part of a joined-up support plan, rather than in isolation.

Relational and Values-Led Practice

A core priority within Birmingham’s strategy is developing a relational, values-led approach, where the voice of the child and family is central .

AV1 supports this by:

• Reducing pressure on pupils experiencing anxiety
• Allowing gradual re-engagement with learning
• Maintaining relationships with peers and teachers

This aligns with the city’s emphasis on building trust, listening to families, and providing flexible support.

Consistency Through Training and Support

To ensure effective implementation, schools are supported with:

• Structured onboarding and training
• Clear guidance on when and how to use AV1
• Ongoing support aligned to attendance pathways

This reflects Birmingham’s wider commitment to equipping all professionals with the tools and understanding needed to support attendance across the system .

A Bridge Back to School

In line with the strategy’s focus on early intervention and reintegration, AV1 is positioned as a temporary, supportive bridge.

It enables pupils to:

• Stay connected to daily classroom life
• Maintain routine and structure
• Build confidence ahead of returning to school

Phase Two: (60 AV1s) Scaling and Deepening Impact‍

Building on the success of the initial rollout, Birmingham quickly moved into phase two in April 2026 with a further investment in 60 additional AV1 units, signalling their commitment to scaling the model across the city. This phase increased Birmingham’s fleet to 90 AV1 Robots and expanded access to more schools.

Alongside increased capacity, there is a clear emphasis on data-informed deployment, consistency of use across settings, and the sharing of best practice between schools and services. 

By deepening integration within early intervention and reintegration pathways, Birmingham has moved beyond a targeted pilot into a sustainable, system-wide approach - demonstrating how technology-enabled inclusion can be embedded at scale to support pupils at risk of absence.

Early Reflections

As the programme progresses, early reflections from schools and families indicate that AV1 is helping to maintain meaningful educational connection for pupils who might otherwise be at risk of disengagement.

Schools highlight its value in supporting participation without overwhelming the child, while families describe the reassurance of knowing their child remains part of school life.

A Scalable Model for the Future

What makes Birmingham’s approach distinctive is its alignment with a long-term, system-wide strategy.

The Attendance Strategy emphasises:

• Strong multi-agency collaboration
• Data-informed decision making
• Continuous improvement and shared learning
  

By embedding AV1 within this framework, Birmingham is building a model that is:

• Scalable across the city
• Consistent in its application
• Sustainable beyond initial rollout

Voices from the Programme

Local Authority Perspective – Beth Gibson MBE

"Our section 19 provision is child centred and managed by a multi agency panel bringing together experts from across health, social care and education from within the LA and wider partners and AV1 use is one part of the support we offer. The aim is always for the approach to be personalised and for it to adapt to needs over time.

The AV1 allows transition to take place between levels of support and builds connection and belonging for children when they need the connection and learning from their schools the most. The support from No Isolation offered directly to our schools allows our service to work effectively and builds confidence in the use of the technology."

Beth Gibson MBE – Head of Attendance and Inclusive Pathways, Birmingham City Council

Looking Ahead

With phase two underway, Birmingham is establishing a strong foundation for future expansion.

By integrating AV1 into its wider attendance and inclusion strategy, the council is not only responding to current challenges but helping to shape a more flexible, inclusive model of education for the future.