Training for New Designated Teachers February 2020 Andrew Martin & Hannah Wright Secondary Education Advisers https://www.bathspa.ac.uk/schools/educa tion/research/attachment-aware-schools/
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
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 • Write new ones in
Primary Secondary Care Leavers: Residential Data and Education Education Post 16 and Edge Administrati of Care on Phase Lead Phase Lead for 16+ Manager Specialist Performance for Early Years Secondary and Adviser and Data 6 th Form and Primary ARC and in- Manager and house data officer Residential Area-based Area-based Area based Education Support Education Education Personal Support Officers Advisers Advisers Advisers Worker 2 Education Specialist PAs: Family Safeguarding DfE Support Workers Higher Innovation Project Education, Apprenticeship and USAC
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
KS4 Attainment
Progress
Post 16 destinations
– There has been a notable rise in the number of young people staying into school 6 th Form over the past three years, with numbers rising from 3 students in year 2016-17, (years 12 and 13 combined) to 32 in autumn 2019. In response, the Virtual School has developed a comprehensive 6 th Form ‘Offer’ that gives support to both the student and the school. In the year 2018-19 there were no ‘drop-outs’ from 6 th form studies. – Results in higher education continue to be strong and exceed neighbouring Virtual Schools with 19 care leavers graduating in the summer of 2019. All students passed at 2.1 or higher and there were also 4 First Class Honours degree students as also in 2018. – There are 64 students at University overall with 2 care leavers on a gap year. A further 5 students are studying for a postgraduate qualification. A further 24 referrals have already been received from prospective undergraduates for September 2020.
2019 - 2020 Intelligent use of data Ensure Support Progress attainment Learn from PEPs & CLASEF
A different way of looking at our attainment data. In the following graphs, the optimum position for a child to be is in the top right hand quadrant – high attainment, high attendance. You will see that many CLA are in different areas. High attendance, below grade 4 High attendance, above grade 4 attainment. attainment. Low attendance, below grade 4 Low attendance, above grade 4 attainment. attainment.
Vulnerability (the bigger the circle, the greater the vulnerability score) Aut attendance vs English attainment and vulnerability (z axis). 120% 100% 80% attendance 60% 40% 20% 0% 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 attainment
Maths and attendance Autumn attendance v Maths 100% 95% 90% y = 0.0002x + 0.8281 85% R² = 0.0008 80% 75% 70% 65% attendance 60% 55% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 grade
Positive relationship between attendance and higher English grade. Aut attendance Vs English 100% 95% R² = 0.0263 90% 85% 80% 75% 70% 65% attendance 60% 55% 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00 attainment
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?
The greatest casualty of trauma is the loss of the ability to be vulnerable. Brene Brown, 2018
Exposure to multiple risk factors 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
Adverse Childhood Experiences https://www.youtube.com/watch?v=XHgLYI9KZ-A
Stress ‘ States’ become ‘Traits’- Bruce Perry 1995
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 https://www.youtube.com/ watch?v=apzXGEbZht0
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
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 – Advice available on the Virtual School website • Nurture principles embedded throughout school life • All staff being attachment aware – Attachment toolkit • Support for staff
Attachment Toolkit https://www.hertfordshire.gov.uk/microsites/Virtual- School/Hertfordshire-Virtual-School.aspx
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
Previously Looked After Children
Who qualifies as Previously Looked After? – Child has been adopted from care in England or Wales – Child has left care under a Special Guardianship Order (under the Children Act 1989) – Child has left care under a Residence order Who doesn’t qualify as Previously Looked After? – Child has returned home to a biological parent who has PR – A Special Guardianship Order has been granted, but the child did not enter the care system
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