Understanding Children and Young People in Care The importance of relationships in their lives and supporting them to achieve in education and life

Introductions Charlotte Hesketh – Virtual School Headteacher Jenna Berry- Virtual School Business Support Aldo

Watch the film consider the key events and responses… https://www.youtube.com/watch?v=lOeQUwdAjE0 https://www.removedfilm.com/pages/watch Aldo Watch the film consider the key events and responses…

Who are children in care? Section 20 accommodated Section 31 Care Order Section 38 Interim Care Order Section 44 Emergency Protection LAC – Looked after Child CLA – Child Looked After CIOC – Child in our Care aldo

The Role of the Virtual School Head and Virtual School The Children and Families Act 2014 requires local authorities in England to appoint at least one person for the purpose of discharging the local authority’s duty to promote the educational achievement of its looked after children, wherever they live or are educated. That person is the Virtual School Head (VSH) and must be an officer employed by the authority or another local authority in England. The VSH should be the lead responsible officer for ensuring that arrangements are in place to improve the educational experiences and outcomes of the authority’s looked after children, including those placed out-of-authority. VSHs should ensure the educational attainment and progress of children looked after by the local authority are monitored and evaluated as if those children attended a single school. CH All school age CIOC are on the roll of the ‘Virtual School'. In BwD the Virtual School ‘staff’ includes the Virtual School Head, CIOC Education Manager, Education Support Workers, an Educational Psychologist and Clinical Psychologist (Revive Team). The Virtual School is overseen by a Governing Body and the Corporate Parenting Specialist Advisory Group. virtual.school@blackburn.gov.uk

The Role of the Virtual School Head and Virtual School The duty to promote the educational achievement of a looked-after child extends to looked-after young people aged 16 or 17 preparing to leave care. These are referred to in the Children Act 1989 as ‘eligible children’. Links are made with further education (FE) colleges and higher education (HE) institutions and that care leavers are supported to find establishments that understand and work to meet the needs of looked after children and care leavers. https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children CH

Educational attainment of CIOC – Lower than their peers. Typically… Educational attainment of CIOC – Lower than their peers. Primary – Less than half of CIOC reach nationally expected levels. Secondary – 1 in 7 CIOC achieve 5 GCSE’s at grades A*-C. Improvements over last few years – small steps. Ch

Educational Attainment of CIOC - Key Stage 2 CH

Educational Attainment of CIOC - Key Stage 4

Why Does It Matter? Education is of extra significance for CIOC. CIOC – Face an unstable home life. School /education is often only stability. CIOC have low educational aspirations. Labelled by adults as low achievers. Low uptake or sustainability of post 16 education or training. AS

The pre-care experience of CIOC. Factors explaining the difference in the educational attainment between CIOC and their peers The pre-care experience of CIOC. Ongoing experiences outside of the school environment. The ongoing experiences in school/setting. AS

The pre-care experience of CIOC. Factors explaining the difference in the educational attainment between CIOC and their peers The pre-care experience of CIOC. Ongoing experiences outside of the school environment. The ongoing experiences in school. AS

Many young people with complex life stories may: struggle to concentrate react impulsively and sometimes aggressively find it difficult to make friends. not seem motivated to succeed …and apparently not deterred by consequences, push away adults who are trying to help, fail to achieve their potential.

Children in Care – Relationships Activity Molly’s Story What do you think the outcomes for Molly could be, based on Molly’s experience? How could these have been avoided?

Role of the Designated Teacher / Key Person have high learning expectations of CIOC and set appropriate targets to promote educational progress be aware of the emotional, psychological and social effects of loss and separation from birth families understand how important it is to see CIOC as individuals show sensitivity about who knows about their looked after status appreciate the importance of the child’s personal education/pathway plan (PEP) in helping to create a shared understanding between teachers, carers, social workers and the child of how he/she is being supported understanding the role of social workers and how the function of the PEP/pathway plan fits into the wider care planning duties of the local authority

Designated Teachers / Key Person should also ensure that:- there is effective induction for CIOC when joining the settingl and support for those new to care there are effective procedures in place to support a CIOC’s learning there are no barriers to the CIOC accessing the general activities and experiences the setting offers to all its students CIOC are prioritised in any selection of students who would benefit from additional support e.g. 1:1 tuition or focused study support CIOC can discuss difficult issues in a frank manner with a sympathetic adult they promote good setting/home links carers are aware of how the school teaches key skills such as reading and numeracy

The role of the Designated Teacher/Key Person Note: There will be an extension of statutory responsibilities around adopted children and those on special guardianship orders for DTs and VSH. This has been identified in the Children and Social Work Bill. CH

What else? Be proactive in maintaining communication. Provide advice on supporting learning at home. Information on progress of the child. Have an agreed process in place for communication with others. Share school policies with social workers, carers. Do everything possible to maximise educational stability. Share information through the PEP/pathway plan and provide advice about the impact of disrupting education. AS

Developing good practice in the organisation Planning. Raising staff awareness. Admissions. Record keeping and transfer. Promoting good home – setting communication Promoting inclusive setting Promoting high expectation. SEN. Exclusions. Promoting health. Pastoral support. Study support. AS

Charlotte Hesketh – Virtual School Headteacher 01254 666434 Contacts Charlotte Hesketh – Virtual School Headteacher 01254 666434 Aldo Staffa – Education manager CIOC 01254 666583 Jenna Berry /Jenny Mazzafiore- Virtual School business support 01254 666460 virtual.school@blackburn.gov.uk AS