Improving Educational Outcomes for Children Looked After in Secondary School
Welcome Jenny Coles Director of Children’s Services
Inspection of children's social care services 15 October - 19 October 2018 https://files.api.ofsted.gov.uk/v1/file/50038887 “The virtual school is a force for good, as evidenced by an improving pattern in the attainment and progress of children in care.” “The most effective PEPs are specific about what pupils have achieved and they provide strong evidence for the impact of targeted interventions. Targets are sharply focused on next steps in order to achieve the best outcomes .”
“School colleagues talk very positively about the radical overhaul of the virtual school.” “… sharper focus on improvement and challenge. With very few permanent exclusions and a reduction in the number of fixed- term exclusions, the virtual school’s relentless focus on impact means that there is an improving pattern in the progress and attainment of children in care .” “The Post -16 team are highly effective in supporting care leavers to maintain their post 16 education” “Senior Leadership: no attempts to shy away from recurrent challenges, like, for example, short-term placement stability or the progress and achievement in education of children in care.”
Felicity Evans Virtual School Head Andrew Martin Phase Lead Secondary – Virtual School
Children Looked After You have been invited today because: • You currently have a Child Looked After by Hertfordshire on your school roll in Years 10 or 11 • These students have a Key Stage 2 assessment, that indicates they are capable of achieving age related outcomes at Key Stage 4 • These students may not be the only Children Looked After on your school roll. They are a small group within the total cohort who may need significant help to succeed
Virtual School KS4 intervention programme • Direct intervention – Step up, Aim Higher, Tuition, ESW support. • Pupil Progress review and Vulnerable Groups tracking – Pupil Progress overseen by VSGB secondary school Headteacher, data tracking and intervention. • Working with schools. – CLASEF, termly visit, training, Annual Headteacher and HMI meeting: A forum for change.
Key Stage 4 Provisional Outcomes 2018 Hertfordshire all children 12372 +0.19 69.4% 58.3% 52.9% 46.7% DFE Eastern Region all children 56750 +0.04 61.5% 50.2% 44.0% 36.8% National all children 500910 -0.02 60.5% 49.4% 43.3% 38.5%
Key Stage 4 Current predictions 2010
Key Stage 4 Current predictions 2010
Matt Ansell Operations Director for Children and Families Children’s services
A Forum for Change: 4 Dec 2018 Ofsted Update Tracy Fielding HMI Schools, Ofsted John Mitchell SHMI Social Care, Ofsted Slide 12
‘Fundamentally, Ofsted exists to shine a light where children and young people are not getting a good deal in their education or care’ Amanda Spielman National Children and Adult Services Conference 14.11.2018 Slide 13
Education inspection framework update 2018 2019 The case for change Consultation on draft framework from Research programme January Developing the Inspector training framework System changes Drafting handbooks Publication of Pilots framework and handbooks Go live Sept 2019 Slide 14
Ofsted social care: inspection of local authority children’s services Children who need help and protection Children in care, care leavers and children achieving permanence Impact of leaders on front-line practice Slide 15
LA children’s services inspection outcomes East of England 16
Slide 17
Ofsted social care: regulated services Social care common inspection framework (SCCIF) Most provision is good or better Getting it right at registration Powers to intervene where ineffective services do not improve Broad view of children’s wellbeing and progress Slide 18
Vulnerability Joint targeted area inspection programme Growing up neglected July 2018 Protecting children from criminal exploitation Nov 2018 Partnerships matter: schools in the children protection system Concern for children who fall out of school Slide 19
Ofsted on the web and on social media www.gov.uk/ofsted https://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews Slide 20
Rani Naidoo Service Manager Children Looked After
Identity and Education Health Life Story work Activities IRO Care/Pathway/ CHILD Independence Parents/ LOOKED Planning Contact AFTER Court Emotional Wellbeing Foster Carers/ Keeping Placement Relationship Safe Building
Partnership with schools We are ambitious for our children and want them to achieve the very best they possibly can
Martyn Henson The Nobel School
CLA presentation Martyn Henson (Headteacher) Steve Morley Helen Taylor
Nobel context 2018-19 – 13 CLA students • Previous years – 11, 12, 10, 9, etc. Profile completely varied – • Mix HATs, LATs, MATs, SEND, no EHCP • Some many carers, some long term carers, some have contact, some none etc. • Needs vary – but they do offer a challenge over and above the rest of the cohort.
Nobel context We judge ourselves on the relative success, character development and future potential fulfilment of our CLA students. We have reflected upon the work we do leading to significant change; • our whole school values • our whole school approach to dealing with students, particularly our behaviour for learning policy
Nobel values Our school… …is happy, kind and caring; it fosters positive relationships and mutual respect. We embrace diversity in a community full of opportunity and based on fairness. We celebrate our successes and aspire to grow academically, culturally and socially so that we can lead fulfilling lives…
Nobel practice Total Team Effort - Pastoral & Academic: • DT, Pastoral manager, HOY & SSO • CLA Champion - Sept 2017 • The Bridge – a “safe” space • Breakfast club • CLA work always marked first • Peer mentoring • Equipment – all & everything • VS
Nobel practice • 1-1 tutoring & Counselling • Registered psychotherapist & QTS Tutors • Trips & Visits • Equipment & ready to learn • Half termly meeting with Headteacher • ePEP meetings & completion • Pit stops for staff
Nobel successes • Zero of our CLA have been NEET • All gone on to where they wanted • 3 graduates Nobel Ethos: • We will do whatever it takes • We want to equip the young people for life Not just academic focus, but personal character development • Spend lots of time, some money and build strong relationships We are their school parent!
Role of CLA Champion Case Study: Anita • Taken into care in June 2017 during year 10 • Joined us in September 2017 at the beginning of year 11. When she joined us: • Hadn’t attended school for nearly three months • Disengaged • Some subjects we had given her were not her first choices • Her first Nobel friends were not an ideal choice
Role of CLA Champion Initial Steps: • Building relationships • Conversations • Praise and encouragement. • Her concerns
Role of CLA Champion Prior to mocks: • Provided a calendar wall chart: • Provided revision resources revision guides. • Closing gaps • Revisions skills • Revision resources • “Jekyll and Hyde”
Role of CLA Champion Anita did well in her mocks - mostly grade 3s and 4s. This was a turning point and after Christmas she needed more help! • Review her mocks • Revision and intervention • Quiet place
Role of CLA Champion Attending PEP meetings: Attend the majority of PEP meetings. Improve targets- make them SMARTER. Over time I have developed a structure for requests:
Role of CLA Champion Anita's PEP meeting is due to take place and we need to set some targets for her. The targets should be curriculum based (so, not to improve focus or behaviour). There should be a target which could be achieved by the end of the summer term and then three steps as to how she will achieve this. Please also include detail as to how you will support her to do this. Once I have your target we will meet with Anita so we can discuss how we will help her achieve this target so she makes progress in your subject.
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