Improving Educational Outcomes for Children Looked After in - - PowerPoint PPT Presentation

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

• utcomes.”

“School colleagues talk very positively about the radical

• verhaul 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

• r 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

• The case for change
• Research programme
• Developing the

framework

• Drafting handbooks
• Pilots

2019

• Consultation on draft

framework from January

• Inspector training
• System changes
• Publication of

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

16

LA children’s services inspection

• utcomes

East of England

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

CHILD LOOKED AFTER Education Health Emotional Wellbeing Keeping Safe

Care/Pathway/ Independence Planning

Activities Identity and Life Story work IRO Parents/ Contact

Foster Carers/ Placement

Court

Relationship 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

• f 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:

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.

Role of CLA Champion

Example PEP target: Termly target: to review and consolidate learning on prime factors and adding and subtracting fractions following pre-test mark of 3/30. Short term targets: Practise working with prime numbers and practise adding and subtracting fractions every week this half term. Support from teacher: Student has been sat at the back of the class to ensure focus and to avoid distraction. More challenging homework will be provided. Stretch and challenge tasks to be provided during the lesson. Student is to be first port of call during lesson. Student has been provided with maths buddy (higher ability student). First book marked so I can ensure gaps are closed and his work can be focus during next lessons. Will then be end of unit test to ensure progress has been made.

Role of CLA Champion

• Before next PEP I meet with student

and teacher to review progress.

• Carry out learning walks to see

student during lessons - so I can provide extra support. This makes conversations more meaningful as I can speak about my observations.

Role of CLA Champion

Anita:

Targets were five for all GCSEs. Attended all intervention sessions and even ran some for maths! She achieved: English Literature: 9 English Language: 9 Religious Studies: 9 Science: 7 Science: 7 History: 7 Maths: 6 Dance: 5 French: 4

Role of CLA Champion

Looking to the future – CLA at Nobel

We always strive for improvement

• Monitor and rigorously evaluate impact of PP+ spend
• Review process of transitions;
• Yr6 to 7
• Yr11/13 into work, University or college
• 2019 - Embark upon the Virtual School sponsored Alex

Timpson Attachment and Trauma Programme

Tim Jordan

Hemel Hempstead School

Context

CLA (‘Matthew’)

• Y8 boy
• Low ability
• EHCP application
• Charismatic and highly talented in creative and expressive

arts

• Funny and popular with his peers
• Spent most of Year 6 out of the classroom
• Tends to be in the ‘top’ two or three of his year group for

‘consequences’ (negative behaviour points)

• Escalatory effect

Analysis

Consequences analysis (Year 7)

• Consequences by period
• Consequences by day
• Consequences by week
• Consequences by month
• Consequences by subject
• Consequences by half term
• Consequences by term
• Consequences by type

Period 1 Period 2 Period 3 Period 4 Period 5 Totals Monday 16th April Tuesday 17th April Wednesday 18th April 1 1 Thursday 19th April 2 1 3 Friday 20th April 4 Monday 23rd April Tuesday 24th April Wednesday 25th April 2 2 Thursday 26th April Friday 27th April 2 3 2 7

Analysis

Findings

• By period: no conclusive patterns (eg Period 1 - 13

Spring, 4 Summer; Period 3 - 6 Spring, 23 Summer)

• By day: no conclusive patterns; however, dates might be

indicative / significant

SPRING TERM CONSEQUENCES SUMMER TERM CONSEQUENCES BY LESSON BY LESSON Half Term 1 Half Term 2 Period 1 13 Period 1 4 4 Period 2 16 Period 2 11 13 24 Period 3 6 Period 3 5 18 23 Period 4 19 Period 4 9 3 12 Period 5 15 Period 5 14 19 33 69 39 57 BY DAY BY DAY Half Term 1 Half Term 2 Monday 18 Monday 6 17 23 Tuesday 10 Tuesday 1 17 18 Wednesday 4 Wednesday 13 14 27 Thursday 21 Thursday 10 7 17 Friday 11 Friday 9 9 64 39 55

Analysis

Findings By subject

• much clearer patterns
• German (22, Spring Term; 7, Summer Term); English

(14, 11); Maths (12, 12)

• Art (5, 3); Dance (0, 0); Drama (0, 1); Music (1,6); PE (0,

0)

• However – Geography (0, 1); History (2, 0); RE (0, 0);

Science (4, 2)

BY SUBJECT BY SUBJECT Half Term 1 Half Term 2 Art 5 Art 1 2 3 English 14 Computing 1 1 2 French 8 Drama 1 1 German 22 English 6 5 11 History 2 French 2 1 3 Maths 12 Geography 1 1 Music 1 German 12 5 17 Science 4 History Technology 3 Maths 4 8 12 71 Music 3 3 6 Science 1 1 2 Technology 4 9 13 36 35

Actions

• PEP targets
• Case Conference
• Curriculum adjustments
• Activities / PPP spend

Faye Nearney

The Priory School

Mental health support

• In- house counselling – level 4 and 5 counsellors placement

school

• All staff trained in mental health first aid 1 or 2 day training
• Mindfulness programme for Year 10 and above
• Yoga in Ks4 and Ks5
• Drawing and talking therapy
• A wellbeing drop in space run by counsellors
• Drama therapy - for students that struggle sitting and talking
• PENN resilience
• Anxiety workshops
• Bereavement support,
• Apps to support wellbeing Kooth.com free online counselling

service

Impact on KS4 CLA students

• All CLA students are different! Individual needs at

the heart of every decision

• Encourage resilience and support
• Drawing and talking therapy – improved

attendance for school refuser

• Mental health first aid level 2 – support for student

with mental health concerns including suicide

• Drop in support – accessed at least once a week
• Bereavement support – ‘contact me’ school
• Anxiety workshops – group for students with

concerns raised through YP core and SDQ assessments

Scott Willis

St George’s School

Why the change at St George’s?

 2018/19 SAP Focus on supporting Vulnerable Groups  1% of school population is LAC/PLAC  Larger cohort in Y7 with multiple LAC/PLAC children  Staff has only had a brief introduction to the idea of

Attachment as part of 2017/18 Inset offering

 Adopter on staff  Change to the Government Guidance about monitoring

LAC/PLAC

 Now needing to have a Designated Staff Member for PLAC

pupils.

 An informed parental body

What we are doing differently?

 Working on identifying pupils more clearly to staff  Monitoring PLAC in same way we might do LAC  Engaging Adoptive Parents in shaping our support  Including LAC/PLAC in existing Pupil Passport System  Mapping Curriculum to identify trigger themes  Reconsidering our behaviour policy to allow flexibility  Developing knowledge of staff about Attachment

especially Pastoral Support Workers.

 Staff who are better informed being more clearly

available to offer expertise.

Going forward

 Develop and embed current plans  Review and plan next steps  Contact: Scott Willis (Head of MFL)  swillis@stgeorges.herts.sch.uk

Questions for discussion How to close the gap?

• How are Children Looked After in KS3 supported

into KS4?

• How could we support Children Looked After

across the curriculum?

• What more can we do together?