Transcript Document

Designated Teacher for Children Looked
After Training
Essex Virtual School
March / April 2011
Update on the Virtual School
 Virtual School is now part of School Improvement and Early Years
Service
.
 Ofsted Safeguarding and CLA Inspection – July 2010
 Changes to the structure
 Strategic focus on improving attainment and attendance
 Provide improved support to schools
 Serious Case Review - Recommendations
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Virtual School Structure
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Our Children Looked After in Essex
 1550 children are looked after by Essex
 688 are of statutory school age and educated in Essex Schools
 160 Children looked after by other Local Authorities educated in
Essex Schools
 23.2% have a Statement of Special Educational Needs
 41.9% are School Action and School Action Plus
 23 registered as Gifted and Talented
 1 Permanent exclusion in three years
 38 are Unaccompanied Asylum Seeking Children
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The role and support available from the Virtual
School in Essex

Tracking progress - collecting data on progress and attainment (data tracking system)

Work with Advisors to support and challenge schools to improve educational outcomes

Improving attendance

Personal Education Plans – quality and compliancy

Personal Education Allowance - including funding ‘pooled activities’

Dowry to Essex schools

Training – Designated Teachers / Social Care staff / Foster Carers

Developing Children Looked After Reference Group to inform service planning

Education Support Mentoring

Support, challenge and problem solving on individual cases

Essex Grid for Learning
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Funding available to support the needs of
Children Looked After
 Dowry - Essex mainstream (not Academies or Special) schools receive
£410 termly for each CLA to help support the child or young person
during their time at school (including those looked after by other Local
Authorities).
 Personal Education Allowance - £500 Personal Education Allowance
to be used for additional interventions to achieve targets set out in
Personal Education Plans (PEP) for children not reaching expectations.
Provision of pooled activities to support schools
 Every Child an Opportunity – Extended Services additional grants
within schools and LDGs (about £190 per year)
 Pupil Premium – for children looked after
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Attainment Performance and Targets
NI99 CLA reaching level 4 in English at KS2
Period
County
Essex Target
SN Average for
CLA
Eng Average for
CLA
2010 AY
67.00%
(80.5%)
53.0%
47.00%
45.00%
2009FY
42.9%
(80%)
59.3%
N/A
46.0%
2008
38.5%
(82%)
56.0%
38.0%
46.0%
2007
57.1%
(80%)
41.3%
37.0%
46.0%
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Attainment Performance and Targets
NI00 CLA reaching level 4 in Maths at KS2
Period
County
Essex Target
SN Average
Eng Average
2010 AY
66.00%
(80.5%)
57.6%
50.00%
44.00%
2009FY
46.0%
(79%)
61.1%
N/A
46.0%
2008
46.2%
(78%)
50.0%
38.0%
44.0%
2007
47.6%
(77%)
37.2%
38.0%
43.0%
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Attainment Performance and Targets
NI01 CLA achieving 5 A* - C GCSEs including English
and maths or equivalent at KS4
Period
County
Essex Target
SN Average
Eng Average
9.6%
14.8% (Essex)
(54. X%)
13.9%
9.0%
11.6%
2009
13.0%
(50.2%)
17.3%
N/A
9.8%
(49.8%)
2008
8.1%
(49.1%)
6.8%
N/A
N/A
(47.6%)
2007
N/A
(47.2%)
8.7%
N/A
N/A
(46.7%)
2010 AY
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Summary Performance
2009/10 academic year data as published by DfE 18 12 10
Measure
SN average
Essex)
(inc
Essex
Best SN
Worst SN
England
Reading
48%
82%
48%
57%
58%
Writing
39%
78%
39%
52%
51%
Maths
67%
82%
55%
68%
62%
English (NI 99)
67%
67%
30%
47%
45%
Maths (NI 100)
65%
65%
30%
50%
44%
Science
63%
63%
40%
50%
53%
English & Maths
58%
58%
33%
44%
36%
Any pass
81.7%
84.2%
56.0%
73.7%
78.0%
1+ A*-G
71.3%
84.2%
56.0%
67.6%
72.5%
5+ A*-G
53.0%
63.2%
35.4%
45.5%
50.6%
5+ A*-C
27.8%
27.8%
16.9%
23.5%
26.1%
5+ A*-C inc English & Maths (NI 101)
9.6%
15.3%
0.0%
9.0%
11.6%
Authorised absence
4.6%
2.9%
5.8%
4.9%
4.5%
Unauthorised absence
0.9%
0.6%
2.3%
1.4%
1.7%
Overall absence
5.5%
5.2%
8.0%
6.3%
6.2%
3.8%
3.8%
7.5%
5.0%
4.9%
% CLA with at least one fixed term exclusion
11.4%
7.6%
19.4%
14.1%
12.2%
% CLA with multiple fixed term exclusions
6.7%
5.3%
11.5%
8.1%
6.4%
2.5
1.8
3.4
2.4
2.4
Key Stage 1 - % achieving level 2+ in:
Key Stage 2 - % achieving level 4+ in:
Key Stage 4 - % achieving:
Absence - % sessions lost due to:
Persistent absence
% CLA classed as persistent absentees
Exclusions (insufficient data to report on permanent)
Average number of fixed exclusions per child with at least one exclusion
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Attendance
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Designated Teachers
• What do you think the role is?
• What support do you need?
• What are the barriers to improving outcomes?
• 10 minutes discussion and feedback
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Designated Teacher Role
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Lead responsibility for helping school staff understand things which
affect how children looked after learn and achieve.
Promote a culture of high expectations and aspirations for how children
looked after learn
Make sure the young person has a voice in setting learning targets
Be a sources of advice for staff about differentiated teaching strategies
and in making full use of Assessment for Learning
Make sure that children looked after are prioritised for 1:1 tuition
arrangements and that carers understand the importance of supporting
learning at home
Lead responsibility for the development and implementation of the
Personal Education Plan
Personal Education Plans
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Case Studies
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Improving Progress and Outcomes
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Raising Aspirations
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Target Tracker
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Care Matters: Time To Deliver For Children In
Care, DCSF, 2007
‘A high quality education provides the foundation for
transforming the lives of children in care. Children
and young people have told us how important
education is to their lives. Children who leave care
with no qualifications are less likely to be in education,
employment or training, are five times more likely than
those with qualifications to be in custody at age 19
and are nearly twice as likely to have lost touch with
the local authority that supported them.’
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Useful Documents
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The Virtual School for Children Looked
After
01245 436273