Transcript Slide 1

School Governor Briefing Looked
After Children
Aire Valley School
Ewen Godfrey
Virtual School Headteacher
Legislation, Guidance &
Circulars
•
•
•
•
•
•
•
•
•
•
Children Act 1989
Utting Report – People like us (1997)
Quality Protects (1998)
National Priorities Guidance for Modernising Health and Social
Services
( DOH 1998)
Truancy and School Exclusion (Social Exclusion Unit 1998)
The Schools Standards Framework Act (1998)
Guidance on the Education of Children and Young People in Public
Care
( DoH & DfEE 2000)
A better education for children in care (Social Exclusion Report 2003)
Every child matters – Green Paper (2003)
Every Child Matters – New Children Act (December 2004)
Legislation, Guidance &
Circulars (2)
• Statutory Guidance – December 2005
• Governor Guidance – January 2006
• Care Matters: Transforming the Lives of Children and Young People in
Care – Oct 2006
• Care Matters: Time for Change –White Paper June 2007
• Children and Young Persons Act – November 2008
• Draft Statutory Guidance for designated teachers – March 2009
• Care and prejudice – Children’s Rights Director for England – August
2009
• Roles and responsibilities of designated teachers – statutory guidance –
Nov 09
• Promoting the educational achievement of LAC – LA statutory guidance
– Mar 2010
Some facts and figures about Children in Care in
Bradford.
Did you know…..?
•
•
•
•
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
•
•
•
•
•
•
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?
–
–
–
–
–
–
–
–
–
–
–
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
72.2
79
KS4 5+ A* to C grades including
English and Maths
2009
2010
2011
LAC
12.5
7.4
12.3
All
41.6
44.4
47.5
KS4 5+ A* to G grades
2009
2010
2011
LAC
59.8
53.7
61.4
All
90.4
91.8
93.3
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
Predicted levels of progress
KS2 to KS4
• For year 11 cohort 2011
• In Maths 28.6% made predicted
progress
• In English 47.6% made predicted
progress
Statutory Framework
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 (1)
• Section 20 of the Children and Young Persons Act
2008 (“the 2008 Act”) places a duty on the governing
body of maintained schools, to designate a member of
staff (the ‘designated teacher’) as having responsibility
to promote the educational achievement of looked
after children, who are registered pupils at the school.
This includes those aged between 16 and 18.
• Under section 20(2) the governing body must ensure
that the designated teacher undertakes appropriate
training.
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
• How is the pupil premium being spent?
The role of governing bodies(4)
Report to governors – pupils should not be named
 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? – including pupil premium
 Is once per year enough?
Links
• 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