Kent Training Event 6 th 10 th March 2017 Focus for the Training - - PowerPoint PPT Presentation

Kent Training Event

6th – 10th 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
• f the school.

Monday 6th March 2017 Canterbury Academy

Virtual School Kent: Supporting UASC with Education

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 Deputy Head Malcolm Thomas South Kent Deputy Head Marian Smith East Kent Deputy Head Anne Parnell Locality Team Locality Team Locality Team

Virtual School Kent : Swale Locality Team

Assistant Head Simon Fosse- Collins FELO Jan Dimond EWO Lisa Harrison Support Officer Maria Bishop 16+ Support Officer Vicky Crompton Project & Information Officer Linda Young 03000 418808 LAC Nurse Sarah Lovelock Criminal Injuries Compensation Co-ordinator Denise Andrews 03000 418509 ePEP Admin Rico Randolfi & Michael Polley 03000 415353

16+ Support Officer Wayne Aiken 03000 418087

Virtual School Kent –

Thanet

CIC / Care Leaver Deputy Head Ann Parnell Admin Support Laura James 03000 411852 Office Address: Brook House, Reeves Way, Whitstable, Kent CT5 3SS. Telephone: 03000 421157 Support Officer John Ollason 16+ Progression Advisor Michael Kelly Support Officer Amy Barnes Support Officer Lucy Southwood

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
• f 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
• f 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
• pportunities 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)

Examples of Good Practices

• Buddies can help if they either speak the same language or alternatively are

sympathetic to the needs of UASC

• Ensure schools inform carers of their rights to meet travel needs etc
• Access to a bilingual classroom assistant when the child starts school
• Provide background information/training to all staff involved with admissions about

new UASC

• Regular reassessment of progress which is monitored
• Ensure staff have copies of any baseline education assessments, and that the UASC

is interviewed about past educational experiences

• Make sure pupils receive welcome materials, such as map of local area, plan of

school, name of class teacher, timetable ,

• Ensure there are opportunities for UASC who are not coping well to be withdrawn to

small groups/one to one tuition or mentoring

Rutter, J (1999)Refugee children in the UK, OU Press Rutter , J , (2001) ,Supporting Refugee Children in 21st Century Britain, Trentham Books

Day 2 – Visit to Primary School

• St John’s Primary School in Gravesend

– Large number of students whose first language is not English (EAL – English as an Additional Language) – Work closely with Inclusion Support Service Kent (ISSK) who provides specialist support, training, advice, coaching and mentoring to schools, settings and professionals working with children, young people and communities. Their main focus is on raising the achievement and improving the engagement, wellbeing and inclusion of vulnerable learners specifically Minority Ethnic pupils, Gypsies, Roma or Travellers and those with English as an additional language (EAL). – Look at classroom practice across the year groups and initiatives such as Young Interpreters and buddies.

Day 3 – Post 16 Provision

• Canterbury Academy

– Focussed on pastoral and academic support for a group of 24 UASC (Unaccompanied Asylum Seeking Children) who have had a specific programme developed for them – Looked at:

• English Language Lesson
• COPE programme run by Youth Workers
• Cookery Lesson
• Met with pastoral support staff and the designated Teacher

for Virtual School Kent

Day 4 – Secondary School Provision

• Herne Bay High School

– Focussed on pastoral support and bespoke timetable for a small group of UASC students – Visit included:

• Overview of school and support
• Tour of the school, including the bungalow that is used to

provide bespoke support for students with any additional needs

• Met with two UASC students to discuss with them the

support they have received from the school and to share some of their work with the group

Day 5 – Researcher and Report Writing

• Presentation and discussion with Anne Chant from

Canterbury Christ Church University

• Points discussed included:

– Research to support careers advisors and how their support needs are similar to those of techers – The importance for migrant newcomers to maintain an identify with their home country/ culture? – Does the expectation to learn a new language and integrate into a new culture have a negative impact

• n their identity?