Kent Training Event 6 th – 10 th March 2017
Focus for the Training Event Initial Learning Processes: To share experience on how good the link is between the mapping/screening process and the individual student plan in the initial learning process, from the student's perspective. (6-20 years).
Structure of the Training Event Day 1: The Education System in Kent Virtual School Kent Day 2: Visit to a Primary School Day 3: Visit to Post 16 provision Day 4: Visit to a Secondary School Day 5: Input from Researcher Report Writing
Education System in Kent
Demographics of Kent • 1.4 million residents • 240,000 school age children and young people • 600 school and education establishments • Largest education authority in England
Private / Independent Schools • Have to pay a fee to attend • Run as a charity or business, normally with a Board of Directors • Often pupils board at the school • Not constrained by legal requirements of state schools • Approximately 2,500 in the UK
State Schools • Historically
State Schools • Now
State Schools • Funded by the state (mainly on number of pupils in the school) • Under local authority control, but with many responsibilities delegated to a Governing Body (consisting of parents, staff, local authority and local community representatives) • Must follow the National Curriculum as set out by the Governmental bodies • Approximately 20,000 schools
Academies / Free Schools • Funded by the state (mainly on number of pupils in the school) • Independently run by a Board of Trustees, and accountable directly to central government • Do not have to follow the National Curriculum • Academies are existing schools who opt to or are instructed to convert from a state school, and can be sponsored by other schools, universities or business • Free schools are new schools that can be set up by parents, teachers, charities and others to establish new schools
Secondary Education in Kent • At the beginning of Year 6, parents can elect for their child to sit an additional test, commonly called the 11+ Test • The top 25% of students taking this test can then apply for their child to attend a Grammar School • All other students will attend a comprehensive or wide ability school.
OfSTED • The Office for Standards in Education, Children's Services and Skills • The non-ministerial government department of Her Majesty's Chief Inspector of Schools In England appointed by Order in Council and are thus office holders under the Crown. • The services Ofsted inspects or regulates include: • local education authorities, • childminding, • child day care, • children’s centres, • children’s social care, • state schools, • independent schools • teacher training providers, and • colleges and learning and skills providers in England
OfSTED Inspections • Inspections are carried out, looking at: – Achievement of pupils at the school – Quality of teaching – Behaviour and safety of pupils – Leadership and Management • When reporting, inspectors must also consider: – the spiritual, moral, social and cultural development of pupils at the school – the extent to which the education provided by the school meets the needs of the all pupils at the school, this would include pupils whose first language is not English, Looked after Children, and those from disadvantaged backgrounds.
OfSTED Judgements • Inspectors will make a judgement against each of the categories and an overall judgement for the school: – Outstanding – Good – Requires Improvement – Special Measures • Future inspections depend on previous judgement of the school.
Virtual School Kent: Supporting UASC with Education Monday 6 th March 2017 Canterbury Academy
The Kent View
The Kent View
The Kent View
The Kent View
The Kent View
The Impact on Kent Pressures on Services - 20 new Social Workers - 3 Team Leaders - 1 Service Manager - 110 Unplaced children Foster Care School Places Health
VSK Structure Chart Head Teacher Tony Doran North & West Kent South Kent East Kent Deputy Head Deputy Head Deputy Head Malcolm Thomas Marian Smith Anne Parnell Locality Team Locality Team Locality Team
Virtual School Kent – Virtual School Kent : Swale Locality Team Thanet Deputy Head ePEP Admin 16+ Support Ann Parnell Officer Rico Randolfi & Assistant Head Michael Polley LAC Nurse Vicky Crompton Simon Fosse- 03000 415353 Collins Sarah Lovelock FELO EWO Jan Dimond Lisa Harrison CIC / Care Support Officer Leaver Admin Support Maria Bishop Laura James Project & Criminal Injuries Support Officer 03000 411852 Information Compensation Officer Co-ordinator John Ollason Linda Young 16+ Progression Denise Andrews Support Officer Advisor Michael Kelly 03000 418808 03000 418509 Amy Barnes Support Officer Lucy Southwood Office Address: Brook House, Reeves Way, Whitstable, Kent CT5 3SS. Telephone: 03000 421157 16+ Support Officer Wayne Aiken 03000 418087
The Kent Model
The Role of VSK • The lead responsible officer for ensuring that arrangements are in place to improve the educational experiences and outcomes of the authority’s CIC (including those placed out-of-authority.) • Have robust procedures in place to monitor the attendance and educational progress of the children their authority looks after • Ensure the educational attainment and progress of CIC are monitored and evaluated as if those children attended a single school. • Ensure there are arrangements in place to support CIC who are in custody • Help agencies understand why, as a group, CIC underachieve • Kent Pledge to all our CIC
Education Legislation • Children Act 1989 # - LAs must promote well being of Looked After Children • Children Act 2004 - Section 52 of the Act; duty to promote the educational achievement of CIC. • Joint Ofsted Inspection of Children’s Services - places a specific focus on children in care and raising their educational attainment • Emphasis on ‘corporate parents’ - an integrated approach so all agencies plan for the care, education and health of the young person • Every Child Matters 2004 – 5 outcomes (holistic model for multi-agency work) • Children and Young Person Act 2008- Focus on improving education outcomes and stability for Looked after Children. • DCSF 2009 – Improving the Education and Attainment of • Children in Care : Role of DT made statutory requirement • 2010 Virtual School Kent is ‘born’ • 2014 Statutory Guidance Promoting the Educational Achievement • of Looked After Children
Schools Concerns: The child’s age Lack of English No Prior education Gang culture Ebola Attitude to females Sexualised behaviours Radicalisation Risk of trafficking Transferring old conflicts • SLODS
The Role of the Designated Teacher • Work with other teachers to identify educational needs. • Take responsibility for the PEP. • Have high expectations. • Ensure access to extra learning support. • Be aware of the wider health and well-being. • Work effectively with others inside and outside of school.
Personal Education Plan Meeting Agenda in Packs
Pupil Premium Plus Application Process Ensure EPEP is of high quality Track and monitor spending Measure impact of intervention
Education Health Care Plan Flow Chart in packs
Individual Education Plans Examples in packs
Further Support EAL Funding from Central Government: £884.94 for 3 years in Primary phase £3349.99 for 3 years in Secondary phase Inclusion Support Services Kent Leaflet is in your pack
Further Support – Mental Health • 40% of our UASC will have experienced trauma • CAMHS and CIC CAMHS • Emotional Health & Wellbeing Network • Sleep packs • Bilateral Movement to prevent PTSD • Asphaleia – Palm Tree Project
Examples of Good Practices • The best place for EAL students is in the mainstream classroom. Language support for children new to English should be based around the language they need to access the curriculum • EAL learners should be given opportunities to use their first language for learning • The learning context can be made more supportive via scaffolding activities • Teachers need to identify language demands of lessons, and plan opportunities to use at least some of that language in meaningful way • Children new to English need to be provided with achievable tasks that provide appropriate age related cognitive demands • Bilingualism is an asset and first language has a continuing role in identity, and learning • Induction is important; ensure carers/UASC are shown around and any possible differences explained (interpreters used)
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