Training for New Designated Teachers June 2019 Katharine Passmore & Lizzie Kirk Primary Education Advisers https://www.youtube.com/watch?v=ztlm5IGGpfQ
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 previously looked after • How to create and implement effective Personal Education Plans • The Pupil Premium Plus process • The CLA SEF • The Attachment Toolkit
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
Primary Secondary Post 16 Education Data and Education Education Personal Support Administr Advisers Advisers Advisors Workers ation Area-based Area-based Area based Data Education Education Personal manager Advisers Advisers Advisers and data officer Part time Specialist Adviser Part time 2 Education PEP co- adviser for for UASM Personal Support ordinator Early Years adviser for Workers and officer UASM Specialist Adviser Teenagers Specialist Support ARC and in- to work co- ESW for Officers house residential ordinator ARC and residential
Partnership work to drive improvement Virtual School Carer support : Joint working : shared knowledge of Conference, the Young Person & Age & Stage for Support groups, Education Provision. the Young Focus group. Person. Confidence in Emotionally the PEP Foster Social supportive process. Carer Care strategies. Respite, shared shared CAMHS, Life Story work. knowledge knowledge of the of the Young Young Person Person Challenge & Support meetings: School shared 1. A School’s understanding of knowledge of the the nature of disadvantage. Young Person 2. DT as advocate for CLA in school – Data, intervention, team of teachers, school systems
KS2 Results 2017/18 Statistical First Release (SFR) End of KS2 East of National National Herts CLA (SFR Cohort) England CLA CLA All % achieving 61.9 50 51 75 expected/higher in Reading % achieving 57.1 49 49 78 expected/higher in Writing % achieving 52.4 46 47 76 expected/higher in Mathematics % achieving expected/higher in 40.5 34 35 64 reading, writing and mathematics
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?
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 • Adverse Childhood Experiences https://www.youtube.com/watch?v=XHgLYI9KZ-A
Stress
Stress bucket
Brain scan of the temporal lobes in a 2 year old Normal nurturing environment and care giving Deprived of a nurturing environment 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 https://www.bathspa.ac.uk/schools/education/research/attachment-aware- schools/
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
Attachment Toolkit https://www.hertfordshire.gov.uk/microsites/Virtual- School/Hertfordshire-Virtual-School.aspx
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)
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