Transcript The role of the DT within the school (2)

The role and responsibilities of
the designated teacher for looked
after children
Ewen Godfrey
Virtual School Head
What do we mean by Children in
Care?
Children who are either subject to a Care Order or
Accommodated under the Children Act 1989
The Difference
For ACCOMMODATED
children parental responsibility remains with the parent
For children IN CARE (Care Order)
parental responsibility is shared between the local
authority and the parents
Some facts and figures about Children in Care in
Bradford.
Did you know…..?
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There were 31 March 2011 920 children and young people in care to Bradford
Council.
253 pre school
27.5%
555 school age
60.3%
112 post 16
12.2%
In care for 1 year or more on 31 march 2011
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83 have a statement of special educational needs.
56 are on school action plus
74 are on school action
Over 44.8% of Bradford LAC are on the SEN continuum
125 LAC live and attend school out of Bradford.
There are 66 LAC attending Bradford schools from other local authorities
Who looks after our looked-after
children?
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464 children live with foster parents.
190 live with family and friends.
85 children are placed with their own parents.
52 children live in community homes.
26 children are placed for adoption
15 young people look after themselves
11 purchased foster care
41 residential purchased
5 respite
1 hospital
And 6 young people are in secure accommodation!
Bradford
LAC 9/10
All
Bradford
9/10
Bradford
LAC 10/11
All
Bradford
10/11
6+ points
CLL
47%
55%
15%
57%
6+ points
PSE
42%
71%
60%
74%
6+ points
CLL + PSE
32%
51%
15%
55%
78 points
and 6+
points CLL
+ PSE
32%
51%
15%
55%
NA
70%
40%
72%
78 points
KS1 L2+ outcomes of CiC in %
2009
2010
2011
Reading LAC
65.7
52
60
All
79.6
80
80
Writing LAC
67.7
35
53
All
75.8
76
76
Maths
71.4
65
63
All
84.8
86
85
KS2 L4+ outcomes of CiC in %
2009
2010
2011
42.9
46
42
76
78
77
Maths LAC
54.3
58
52
All
76.5
80
77
English and
Maths
31
46
36
All
68
73
70
English LAC
All
KS4 5+ A* to C grades
2009
2010
2011
LAC
18.3
29.6
33.3
All
63.7
71
NA
KS4 5+ A* to C grades including
English and Maths
2009
2010
2011
LAC
12.5
7.4
12.3
All
41.6
44.2
NA
KS4 5+ A* to G grades
2009
2010
2011
LAC
59.8
53.7
61.4
All
90.4
91.6
NA
KS4 1+ A* to G grades
2009
2010
2011
LAC
80.5
72.2
73.7
All
97.7
97.8
NA
Predicted levels of progress
KS2 to KS4
• For year 11 cohort 2010
• In Maths 20% made predicted progress
• In English 18% made predicted
progress
Don’t shoot the messenger!
The scope
• The guidance does not attempt to provide comprehensive
answers on all aspects of how the role should be carried out in
every school. It is intended to provide a helpful framework which
schools should use in order to make sure the role of designated
teacher is effective in helping looked after children to succeed.
• The role of the designated teacher needs to be understood as
part of the wider statutory responsibilities on local authorities for
looked after children, both in terms of arrangements for their
care and the particular duty on local authorities under the
Children Act 1989, to promote the educational achievement of
the children they look after.
The Premise
Excellent practice in supporting LAC already
exists in many schools
Making DT role statutory is intended to help
ensure that effective practice becomes universal.
Statutory Guidance
• Statutory framework
• The role of the governing body
• The role of the designated teacher within the
school
• The role of the designated teacher in
developing the personal education plan
• The relationship of the designated teacher to
other beyond school
Statutory Framework
Statutory Framework (2)
The Designated Teacher (Looked After Pupils etc) (England)
Regulations 2009 (the Regulations) require that the person
designated is:
• a qualified teacher who has completed the appropriate induction
period (if required) and is working as a teacher at the school
(regulation 3(2)) or
• a head teacher or acting head teacher of the school (regulation
3(3)) or
• a person who has had responsibility for promoting the
educational achievement of looked after pupils for at least six
months immediately before the Regulations came into force and
who is training to be a teacher and likely to qualify before 1
September 2012 (regulation 3(4)).
Statutory Framework(3)
Schools governing bodies must
have regard to this guidance.
Role of governing body
Role of governing body (1)
 Way role of DT is carried out will vary from
school to school
 In line with workforce agreement, not all
aspects of the job need to be carried out by
DT
 Lead responsibility for raising attainment
rests with the DT
 DT should be given appropriate level of
support in order to fulfil their role
Role of governing body (2)
 Where the DT is not a member of the senior
leadership team a member of the team should
champion LAC issues and work closely with the DT
 The GB, in partnership with HT, is responsible
monitoring how well role is working
 The GB in partnership with HT has to ensure through
training and development DT’s have necessary skills
 GB and school leadership should make sure DT acts
as a resource to inform and support colleagues
Role of governing body (3)
Indicators to show LAC are properly supported
include:
• School has clear overview of educational needs and
progress
• School policies are effective in reflecting needs and
progress
• Resources allocated to support the DT to carry out
role effectively
The role of governing bodies(4)
Report to governors – pupils should
not be named
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Any workload issues
Levels of progress (to include children who have left care in last
year)
Attendance and exclusion
Issues related to PEP completion
Gifted and talented
SEN? Are their needs being met
Teaching and learning needs reflected in school development
plans
Training that has been provided
Work with virtual school heads
Impact of school policies on LAC
The role of the governing body
(5)
From Report:
 Does DT have sufficient time and resources?
 Any training, support and development needs
required?
 Do school policies properly take in to account needs
of LAC?
 Is school making fullest use of available resources?
 Is once per year enough?
The role of the DT within the
school
The role of the DT within
school (1)
• The designated teacher has a leadership role in
promoting the educational achievement of every
looked after child on the school’s roll. The role should
make a positive difference by promoting a whole
school culture where the personalised learning needs
of every looked after child matters and their personal,
emotional and academic needs are prioritised.
• The designated teacher should have lead
responsibility for helping school staff to understand
the things which can affect how looked after children
learn and achieve.
The role of the DT within the
school (2)
Everyone involved in helping looked after children
achieve should:
• Have high expectations
• Be aware of emotional, psychological and
social effects around separation and loss
• Understand reasons behind a child’s
behaviour – and why they may need more
support
The role of the DT within the
school (3)
• They are individuals – do not publicly treat
them differently to their peers
• Use your knowledge sensitively
• Central importance in PEP in helping create a
shared understanding
• Have a level of understanding about care
process and planning
The role of the DT within the
school (4)
The designated teacher should:
• Contribute to the development and review of school
policies
• Effective and well understood procedures to support
LAC – promoting high expectations
• Promote a culture in LAC believe they can succeed
and aspire to HE and FE
• Involve young people and take their views seriously
and supported to take responsibility for their own
learning
The role of the DT within the
school (5)
 Advice to other school staff
 Full use of Assessment for Learning (AfL)
approaches
 Prioritise LAC in 1:1 tuition
 Good links between home and school
 Lead responsibility for development and
implementation of a child’s PEP
The role of DT in developing
the PEP
The role of DT in developing
the PEP (1)
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PEP is part of the care plan
Develop and reviewed in partnership
The PEP is part of the child’s official schools records.
PEP provides a ‘collective memory’ about child’s
education
• Aim to make the PEP a living and useful document
• If a child become LAC the LA will notify the DT and
receive a pre- populated PEP with basic information
• If a LAC joins a school the existing PEP should be
transferred. If not received follow up.
The role of DT in developing
the PEP (2)
What should school do with the PEP
• On becoming LAC or joining a school the DT to
assess their educational needs without delay
• The DT will be responsible for leading on the
development and implementation of the PEP once
received
• It should set high quality expectations of rapid
progress and put in place the additional support the
child or young person needs to succeed
The role of DT in developing
the PEP (3)
• The DT should have ultimate
responsibility for leading on target
setting and rigorously track their
attainment progress
• See section 4.3.6
• EPEP
The relationship of the DT to
others beyond
school
The relationship of the DT to
others beyond
school (1)
• Key point of contact
• Appointment of virtual head
The relationship of the DT to
others beyond school(2)
Make sure that:
• There is an agreed process in place how school
works in partnership with other professionals
• School policies are communicated to carers, social
workers and if appropriate birth parents
• The child’s teachers know most appropriate person to
contact
• There are positive and effective ways to
communicate with partnership working . E.g. SEN,
CAMHS
The relationship of the DT to
others beyond school(3)
Securing Stability
• You do not have to do it all
• Latest information about education available to the
statutory review process
• Be consulted about potential care placements
• Provide advice about likely impact if care placement
move cannot be avoided
• Make sure if a child moves from you school
information is passed on the receiving school
Pupil Premium
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In care for 6 months or more
Bradford pays termly
£488 per year topped up to £990
Children in EY maintained placements
YP in maintained schools post 16
Next year £600
Links
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Bradford schools on line (BSO) Go to Child Protection and then
Children in Care
Teachers in the know. The who cares?Trust
Designated teacher statutory guidance
Best practice guides, primary and secondary
Promoting the education of looked after children – LA statutory
guidance 2010
Contact
Ewen Godfrey – Virtual School Head, Bradford
Email [email protected]
Tel 01274 385737