Feb 2019 By the end of this workshop you will have an improved - PowerPoint PPT Presentation

Training for New Designated Teachers Feb 2019

By the end of this workshop you will have an improved understanding of: • Hertfordshire’s Outcome Bees • What is the Virtual School? • The statutory role and responsibility of the Designated Teacher for children looked after and post looked after • How to create and implement effective Personal Education Plans • The Pupil Premium Plus process • The CLA SEF

Ofsted /HMI Regional Priority The key priority this year for Ofsted in the Eastern Region is improving educational outcomes for Children Looked After. The Regional Director for Ofsted, Paul Brooker is clear that the gap between all children and children looked after is too wide. Hertfordshire has the widest gap of all. There will be a strong focus in all Ofsted school inspections on the progress and outcomes for CLA. Inspectors may use an additional evidence form regarding CLA during the inspection .

Hertfordshire County Council’s Outcome Bees be happy : to help learners know be independent : helping learners to gain themselves and celebrate success. the skills and knowledge needed for future employment. be ambitious: enabling learners to make be resilient : ensuring that learners good progress in their work and personal understand their rights and responsibilities, development and to enjoy their education. are listened to, and participate in the life of the community. be safe: keeping learners safe from be healthy: helping learners to adopt bullying, harassment and other dangers. healthy lifestyles, build their self-esteem, eat and drink well and lead active lives.

Virtual School Priorities • To offer support to all Early Years providers for CLA and advice and guidance for previously CLA • Improve outcomes in the combined measure for Reading, Writing and Mathematics (RWM) • Develop language capability to support reading and writing in EYFS, Key Stage 1 and 2 • Reduce incidents of Fixed Term exclusions • Develop effective transition strategies • Improve tracking of progress and attainment • Further strengthen SEND partnership for improved outcomes

Unlocking Talent, Fulfilling Potential (Dec 2017) • Development gap – On average, 40% of the overall gap between disadvantaged 16-year-olds and their peers have already emerged by the age of five. There is significant variation across the country: while 71% of disadvantaged five-year-olds in Lewisham achieve a good level of development, in York it is only 46%. • ‘Word gap’ – These gaps are particularly pronounced in early language and literacy. By the age of three, more disadvantaged children are on average already almost a full year and a half behind their more affluent peers in their early language development. Around two fifths of disadvantaged five-year-olds are not meeting the expected literacy standard for their age.

Big asks… What do vulnerable young minds have to manage throughout the school day? https://www.youtube.com/watch?v=q3xoZXSW5yc *SENSITIVE CONTENT WARNING*

Exposure to multiple risk factors (pre and post-natal) that can impact on development • FASD • Lack of Maslow’s hierarchy of need • Disruption to living environment • Mental wellbeing of parent • Bereavement • Parental substance misuse

Stress

Stress bucket

Brain scan of the temporal lobes in a 2 year old Deprived of a nurturing environment Normal nurturing environment and care giving Inactive areas show up as black, whilst red and green show high activity levels. Bruce Perry (1997)

Baby has a need Trust does not Disturbed develop. Attachment Baby cries Rage develops cycle instead Needs not consistently met by caregiver

Attachment in school A child needs to make a secure attachment with the main significant adult or adults in its life from a very early stage, and then have consistent and warm relationships, from there onwards throughout childhood for emotional and psychological good health. Bath Spa University 2017 http://www.bathspa.ac.uk/education/research/attachment-aware-schools/

Attachment Toolkit • This is a detailed, comprehensive training found on the Virtual School website to give all staff in your school an overview of what attachment needs your children could have and how you can best support them. • It does not make you an expert but does give you an introduction to the silent needs that we sometimes don’t recognise…

Examples of types of behaviour possibly evident in children with attachment difficulties: • Seem to ‘tune out’ of what is going on – dissociation, • Poor attention and listening skills, • Difficulties progressing in their learning, • Have fine and gross motor skill difficulties, • Inconsistent responses to the use of rewards and sanctions in class, • Difficulty in accepting praise, • Jumpy and on edge – hypervigilant, • Become over-excited very easily, • Under/Over-react to difficulties or conflicts, • Memory, processing & organisational difficulties, • Display inappropriate behaviours, • Excessive control issues.

Whole school approach • Building a culture of emotional literacy • Flexible application of behaviour policy • Nurture principles embedded throughout school life • All staff being attachment aware • Support for staff

Intervention for the children • Key adult • Nurture groups/Access to nurture provision • STEPs- roots and fruits/anxiety mapping • Teaching children about their brains • Whole body interventions- daily mile, peer massage, Mindfulness • Boxall Profile/SDQs- measures for wellbeing • Safe Space - Play therapy, Arts based interventions

New Guidance issued

Revised Statutory Guidance- February 2018 • Sections 1 to 7 of the Children and Social Work Act 2017 made changes to the legislative framework for CLA and previously-looked after children, and care leavers. • Sections 4 to 7 expand the role of VSHs and designated teachers to include certain previously looked-after children (those who left care through adoption, special guardianship or child arrangement orders or were adopted from state care outside England and Wales). • Revised guidance reflects VSH and designated teachers new role and developments in policy, research and practice for these young people. • The new duties for VSH and designated teachers come in to force from September 2018. https://www.gov.uk/government/publications/designated-teacher-for- looked-after-children https://www.gov.uk/government/publications/promoting-the-education-of- looked-after-children

The Role of The Governors The Governors must: • Appoint a designated Governor who should attend the appropriate training, • Ensure that the Designated Teacher is a member of the Senior Leadership Team (SLT), • Challenge the SLT to monitor and address any underperformance in progress of and outcomes for CLA, and post-CLA • Ensure that the Designated Teacher has the opportunity to acquire and keep up to date the relevant skills required, • Receive and analyse the Report to Governors.

The role of the Designated Teacher for CLA • Ensure school staff understand the achievement and learning needs of CLA and post-CLA in their school, • Promote a culture of high expectations of CLA and post- CLA, • Ensure that CLA and post-CLA are prioritised in school for any appropriate interventions and opportunities, • Advise staff about appropriate teaching strategies, • Ensure that the young person has a voice in setting learning targets, • Is the advocate for the young person and key point of contact for outside agencies (inc. social worker)

DT Key accountabilities • Monitor, track and promote the attainment of CLA and post-CLA on roll in the school, • Develop and implement the young person’s electronic Personal Education Plan (ePEP) for CLA, • Complete the CLASEF, • Give a statutory report to Governors (minimum is annual) on progress and attendance and pupil premium spend for CLA (para 2.10 guidance), • Ensure that data is made available to the Virtual School on a termly basis (reported on the ePEP), • Planning, implementing and measuring the impact of PP+ spend • EYFS PEP

The Role of the Virtual School (VS) • Champion the learning needs of CLA whether they are educated in Hertfordshire or at a distance, • Challenge and support schools to ensure that CLA have the best possible education and every chance to realise their potential, • Offer targeted interventions to raise attainment and aspirations of CLA groups (Aim Higher), • Track progress and target resources to promote achievement, • Provide advice and guidance for post-CLA • Provide training to social workers, schools and carers.

The Pupil Premium Plus (PP+) Process • Early Years Pupil Premium is set at £300 per year, paid termly, • £2300 per CLA from April 2018 onwards (Years R-11), • Paid to schools from the first day of the young person’s care episode, • Pupil Premium Plus will also be paid to children reported by the school on the school’s January census who has: – left care under a Residence order, – left care under a Special Guardianship Order (under the Children Act 1989), – been adopted from care in England or Wales, • Hertfordshire Virtual School pays £600 per term to the school, with £500 per CLA retained in a central pot • Schools can bid into central pot for additional funding to address specific need (additional PP+ form)