DT Networks West
Michelle Cain
Education Adviser Virtual School
Hampshire
Agenda
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National and local updates
The new PEP
Pupil Premium
Training opportunities
Results (unvalidated)
KS 1 attaining Level 2+
• 62.1 % (all tasks up 2.1% on 2013)
KS 2 attaining L4+
• 57.1% reading, writing and mathematics (up 7.1% on
2013 and above 2013 national average)
KS4 attaining 5 GCSEs A*- C including English
and mathematics
– 16.9% (Up 7.6% on 2013 - Highest to date and above
2013 national average)
Year 11 % CiC achieving/not achieving 5+ A*-C inc EM
100.00%
90.00%
80.00%
70.00%
What do you think are the
reasons for the gap?
60.00%
50.00%
% achieving 5+A*-C inc EM
40.00%
% not achieving 5+A*-C inc EM
30.00%
20.00%
10.00%
0.00%
20092010
children
87 20102011
children
106 20112012
children
88 20122013
children
107 20132014
children
77
The Issues and our collective
mission
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Expectations
Knowing the child and understanding needs
Meeting needs
Pedagogy
Anwen Foy
VS HT
DHT
To be appointed
Attached HIAS Inspectors
Helen Fenton
Bernard Cooper
Sue Savory
Glyn Wright
Rachel Allen
Education Adviser -East
Michelle Cain
Education Adviser -West
Julia Hodgson
Education Officer - East
Barbara Steward
Education officer -West
2 EWOs
Lisa Martin
Trudi Taylor
2 EWOs
Fiona Smith
IndiraJayawardena
Contact
Amy Oakley
Administrative Officer
Children's Services
Department
Hampshire County Council
4th Floor EII Court North
Winchester
Hampshire SO23 8UG
Tel. 01962-835229
Fax 01962-846380
amy.oakley@hants.gov.uk
Janet Cox
Senior Administrative Officer
Children's Services
Department
Hampshire County Council
4th Floor EII Court North
Winchester
Hampshire SO23 8UG
Tel. 01962-835227
Fax 01962-846380
janet.cox@hants.gov.uk
Website
http://www3.hants.gov.uk/childrens-services/practitionersinformation/cic-virtual-school.htm
Promoting the education of looked after children
Statutory guidance for local authorities
July 2014
Contents
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Summary
Key points
Supporting all looked after children
High-level responsibilities
Implementing the duty
Giving the child a voice
Working with others
Supporting schools
Pupil premium
Information sharing
Training for those involved in the care and education of looked after children
Supporting individual children
Securing appropriate education
School admissions
School exclusions
Special educational needs
The Personal Education Plan (PEP)
PEP content
Initiating, developing and reviewing the PEP
Supporting transitions from care
Statutory Guidance - Supporting
schools
To implement effectively their duty to promote the educational achievement of
the children they look after local authorities should work closely with schools.
To this end the VSH should ensure that:
• schools in their authority and their governing bodies understand a local
authority’s duty as a corporate parent to promote a looked after child’s
educational achievement and the main reasons why, as a group, looked
after children underachieve
• school governing bodies understand the importance of specific professional
development for, as a minimum, their senior leaders and designated
teachers in supporting the achievement of looked after children
• schools understand the powerful role they can play in significantly improving
the quality of life and the educational experiences of looked after children
• an up-to-date list of designated teachers is maintained to assist with their
own internal communications and networking but also to assist other
authorities that have placed children within the authority
• where a looked-after child attends school, that the child’s social worker
makes the designated teacher aware that the child is looked after and that
the designated teacher has an up-to-date copy of each child’s PEP on
admission and after each statutory review of the care plan
Statutory Guidance cont.
• The VSH should be aware of the requirements on school
governing bodies to appoint a designated teacher for looked
after children. They should have an understanding of the
policies that schools in their area have in place to support the
education of looked after children.
• The VSH should make schools aware of their responsibility to
ensure that designated teachers have had the appropriate
training to undertake their role as set out in the statutory
guidance for governing bodies on the role of the designated
teacher for looked after children.
• The VSH should offer training and advice to schools. This
should enable schools to understand that looked after
children, including those who remain looked after but have
been placed for adoption, are not a homogenous group and
that their individual needs will be different.
Statutory Guidance - The PEP
• The designated teacher leads on how the PEP is
developed and used in school to make sure the
child’s progress towards education targets is
monitored.
The PEP – VSH Quality assurance role
To be an effective and high quality PEP it should:
• be a ‘living’, evolving, comprehensive and enduring record of the child’s experience,
progress and achievement (academic and otherwise) and inform any discussion
about education during the statutory review of the child’s wider care plan;
• be linked to, but not duplicate or conflict with, information in any other plans held by
the child’s education setting;
• identify developmental (including any related to attachment) and educational needs
(short and longer term) in relation to skills, knowledge, subject areas and
experiences;
• include SMART short-term targets, including progress monitoring of each of the areas
identified against development and educational needs;
• include SMART longer-term plans for educational targets and aspirations. These
should, according to age and understanding, typically focus on public examinations,
further and higher education, managing money and savings, work experience and
career plans and aspirations
• identify actions, with time scales, for specific individuals intended to support the
achievement of agreed targets and use of any additional resources (e.g. the pupil
premium) specifically designated to support the attainment of looked after children
• highlight access to effective intervention strategies and how this will make/has made
a difference to achievement levels
Statutory Guidance - The PEP
cont.
VSHs should make arrangements for PEPs to be reviewed
each school term. This is to ensure that the story of the
child’s educational progress is current and continues to
meet the child’s educational needs. It is also to ensure that
information from the PEP is available to feed into the next
statutory review of the wider Care plan. The nature of these
arrangements and who to involve are for the VSH to decide
in partnership with others.
The PEP
• http://www3.hants.gov.uk/childrensservices/practitioners-information/cic-virtualschool.htm
See VSH Website – PEP Guidance P5-6
The New PEP
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Feedback
Developments
SDQ/Care plan
Needs Analysis
Target setting
Funding
Impact
Corporate Parenting
• Ensuring the right services are in place at the right
time
• Explaining their decisions concerning the allocation of
resources
• Reviewing and evaluating how effective their services
are, taking into account the views of all those who are
using them
• Assessing whether they continue to meet changing
need.
Specific IRO/IRS Functions
Core Functions
IRO Monitoring Functions
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Chairing the child’s review
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Monitoring the child’s care on
an ongoing basis
Duty to monitor the
performances of the LA
function on Corporate Parent
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Identify any areas of poor
practice
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Offer a safeguard to prevent
any drift in the care of the child
The Care Plan
Responsibilities of the IRO are to:
• evaluate whether the Care Plan meets the child’s
needs
• decide whether the Care Plan is fair and
reasonable to the child
• decide whether or not to endorse all or part of the
Care Plan
• decide what actions in principle are necessary to
carry it out.
Guiding Principles for Reviewing Children
Looked After
• “The primary task of the IRO is to ensure that the
Care Plan for the child fully reflects the Childs
current needs and that the action set out in the
plan are consistent with the local authorities
legal responsibilities towards the child”
• It will be important for the social worker to provide
for the IRO the evidence on which the plan was
formulated. E.g. copies of assessments or
minutes of meetings.
IRO Handbook 2010.
Best Provision Protocol
http://documents.hants.gov.uk/childrensservices/BestProvisionProtocolSeptember2014.pdf
Suitable education placement
Discussed and informed decision making
Meeting the needs of all Looked after Children.
LA Statutory Guidance - Pupil
premium
• Looked after children are one of the groups of pupils that
attract pupil premium funding. Local authorities receive a
pupil premium grant allocation based on the number of
children looked after for at least one day and aged 4 to
15 at 31 August as recorded in
• This is additional funding provided to help improve the
attainment of looked after children and close the
attainment gap between this group and their peers.
• VSHs, working with education settings, should
implement pupil premium arrangements for looked after
children in accordance with the latest conditions of grant
published by the department and any supplementary
departmental advice it issues.
Pupil Premium Funding
• Intended for LAC to attain good education
outcomes
• As of April 1st 2014 the management and
allocation of the pupil premium for LAC became
the responsibility of the Virtual School Head
Teacher.
• In 2014/15 all schools with a Hampshire LAC on
roll will receive £1500 pupil premium grant per
LAC
• £600 in the summer term, £500 in the autumn
term and £400 in the spring term
DSG
• In addition schools will continue to receive
£1983 per LAC in DSG funding included within
their budget share.
• The arrangements for re-distributing funding,
should a child or young person leave part way
through the term to join another school or
education setting, is still a local decision
between schools although it is expected that the
funding will follow the child or young person.
Training and support
http://www3.hants.gov.uk/education/htlc.htm
• DT Networks
• Action research
• Bespoke support for schools
• Bookable EP consultations