Training for New Designated Teachers February 2020 Andrew Martin - - PowerPoint PPT Presentation

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

be happy: to help learners know themselves and celebrate success. be independent: helping learners to gain the skills and knowledge needed for future employment. be ambitious: enabling learners to make good progress in their work and personal development and to enjoy their education. be resilient: ensuring that learners understand their rights and responsibilities, are listened to, and participate in the life of the community. be safe: keeping learners safe from bullying, harassment and other dangers. be healthy: helping learners to adopt healthy lifestyles, build their self-esteem, eat and drink well and lead active lives.

Hertfordshire County Council’s Outcome Bees

Virtual School Priorities

• Write new ones in

Primary Education Secondary Education Care Leavers: Post 16 Residential and Edge

• f Care

Data and Administrati

• n

Phase Lead for Early Years and Primary Phase Lead for Secondary and 6th Form 16+ Manager Specialist Adviser ARC and in- house Residential Performance and Data Manager and data officer Area-based Education Advisers Area-based Education Advisers Area based Personal Advisers Education Support Worker Support Officers 2 Education Support Workers Specialist PAs: Higher Education, Apprenticeship and USAC Family Safeguarding DfE Innovation Project

Partnership work to drive improvement

Virtual School

shared knowledge of the Young Person & Education Provision.

Social Care

shared knowledge

• f the

Young Person

School shared

knowledge of the Young Person

Foster Carer

shared knowledge

• f the

Young Person

Carer support:

Conference, Support groups, Focus group. Confidence in the PEP process.

Joint working:

Age & Stage for the Young Person. Emotionally supportive

• strategies. Respite,

CAMHS, Life Story work.

Challenge & Support meetings:

• 1. A School’s understanding of

the nature of disadvantage.

• 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 6th 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 6th Form ‘Offer’ that gives support to both the student and the school. In the year 2018-19 there were no ‘drop-outs’ from 6th 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 Support attainment Learn from PEPs & CLASEF Ensure Progress

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 attainment. High attendance, above grade 4 attainment. Low attendance, below grade 4 attainment. Low attendance, above grade 4 attainment.

Vulnerability (the bigger the circle, the greater the vulnerability score)

0% 20% 40% 60% 80% 100% 120% 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00

attendance attainment

Aut attendance vs English attainment and vulnerability (z axis).

Maths and attendance

y = 0.0002x + 0.8281 R² = 0.0008 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

attendance grade

Autumn attendance v Maths

Positive relationship between attendance and higher English grade.

R² = 0.0263 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% 0.00 1.00 2.00 3.00 4.00 5.00 6.00 7.00

attendance attainment

Aut attendance Vs English

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

Normal nurturing environment and care giving Deprived of a nurturing environment

Brain scan of the temporal lobes in a 2 year old

Inactive areas show up as black, whilst red and green show high activity levels. Bruce Perry (1997)

Disturbed Attachment cycle

Baby has a need Baby cries Needs not consistently met by caregiver Trust does not develop. Rage develops instead

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

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)

DT Key accountabilities

• Monitor, track and promote the attainment of CLA and

post-CLA on roll in the school,

• Develop and implement the young person’s electronic

Personal Education Plan (ePEP) for CLA,

• Complete the CLASEF,
• Give a statutory report to Governors (minimum is

annual) on progress and attendance and pupil premium spend for CLA (para 2.10 guidance),

• Ensure that data is made available to the Virtual School
• n a termly basis (reported on the ePEP),
• Planning, implementing and measuring the impact of

PP+ spend

• EYFS PEP

The Role of the Virtual School (VS)

• Champion the learning needs of CLA whether they are

educated in Hertfordshire or at a distance,

• Challenge and support schools to ensure that CLA have

the best possible education and every chance to realise their potential,

• Offer targeted interventions to raise attainment and

aspirations of CLA groups (Aim Higher),

• Track progress and target resources to promote

achievement,

• Provide advice and information for post-CLA
• Provide training to social workers, schools and carers.

The Pupil Premium Plus (PP+) Process

• Early Years Pupil Premium is set at £300 per year, paid termly,
• £2300 per CLA from April 2018 onwards (Years R-11),
• Paid to schools from the first day of the young person’s care episode,
• Pupil Premium Plus will also be paid to children reported by the school on the

school’s January census who has: – left care under a Residence order, – left care under a Special Guardianship Order (under the Children Act 1989), – been adopted from care in England or Wales,

• Hertfordshire Virtual School pays £600 per term to the school, with £500 per

CLA retained in a central pot

• Schools can bid into central pot for additional funding to address specific need

(additional PP+ form)

What is an ePEP?

• A legal requirement for all school age CLA, and good

practice for all in Early Years and post 16 settings.

• A plan written by the school in partnership with the social

worker and carer to ensure that the CLA makes good progress,

• This plan will be drawn up in the PEP meeting in which the

progress of the CLA will be discussed with the Designated Teacher, Social Worker, Carer, and the Young Person,

• A record of how additional funding is used by the school to

improve outcomes for the CLA.

The ePEP

• Secure web based system,
• Two-step verification,
• Available on the website ‘Welfare Call Extranet’,
• Available from any computer with internet access,
• Available 24/7,
• A live working document,
• A secure library for sharing educational documents,
• A live link to the Welfare call attendance register,
• The finalisation buttons must be clicked by the

Designated Teacher, Social Worker and the Education Adviser.

Designated Teacher’s Role in the PEP

Before the PEP:

• Contact the SW to arrange the date of the PEP
• Gather a ‘Round Robin’ from everyone who teaches or

supports the pupil (academic focus not just behaviour),

• Collect the up to date attainment data and Pupil View,
• Look at the data and consider which areas need to be

targeted,

• Discuss with relevant staff to identify appropriate targets

to secure best outcomes for the CLA,

• Formulate strategies and interventions that could be

implemented for discussion in the meeting.

The ePEP timescale

• ‘The ePEP must be reviewed each term to ensure that

the story of a child’s educational progress is current and continues to meet the child’s educational needs. It is also to ensure that information from the PEP is available to feed into the next statutory review of the wider care plan’. “Promoting the education of looked after children” July 2914 DfE Guidance

• PEP meetings to be held termly
• Next review/meeting date must be agreed at the end of

the PEP

Designated Teacher’s Role in the PEP

 The DT is to lead the meeting  Section 1 to be completed by the social worker  Sections 2 to 8 to be completed by the DT  Section 9 is the joint responsibility of social worker and DT After the meeting:

• Record details in each section of the ePEP record on

Welfare Call,

• Press PEP ‘complete and finished’,
• To support the Young Person, share the targets and

actions with school staff.

Changes this academic year to the data that is uploaded to Welfare Call Any year group

Attitude to learning question

Key to Attitude to Learning:

• 4 – Consistently engaged and well-motivated
• 3 – Engaged and motivated at most times
• 2 – Engaged and motivated some of the time
• 1 – Lacks engagement and self-motivation

Termly targets

• SMART
• Specific
• Measurable
• Aspirational
• Realistic
• Timely
• What is the next area of

learning for the young person?

• How will Pupil Premium

be used to support the target?

• If required, who will do

the tuition and when?

Welfare Call - 01226 716333, Lesley Harnden (Virtual School Support Officer) - 01442 453039

Virtual School Website

www.hertfordshire.gov.uk/virtualschool