Gwella cyraeddiadau, cyflawniadau ac uchelgeisiau plant sy’n derbyn gofal yng Nghymru Raising the attainments, achievements and aspirations of children who are looked after in Wales

Cefndir Background Plant sydd yng ngofal yr awdurdod lleol neu y darperir llety iddynt gan adran gwasanaethau cymdeithasol yr awdurdod lleol am gyfnod parhaus o fwy na 24 awr yw plant sy’n derbyn gofal. Mae nifer y plant sy’n derbyn gofal yng Nghymru wedi aros yn weddol gyson dros y pedair blynedd diwethaf. Mae angen addysgol arbennig (AAA) gan lawer o blant sy’n derbyn gofal sydd o oed ysgol statudol. Y ffactorau cyffredin yng nghefndiroedd plant sy’n derbyn gofal yw camdrin domestig, afiechyd corfforol neu feddyliol rhieni neu gamdrin sylweddau ac alcohol gan y rhieni. Children who are looked after are those in the care of the local authority or who are provided with accommodation by the local authority social services department for a continuous period of more than 24 hours. The number of children who are looked after in Wales has remained relatively constant for the past four years. Many children who are looked after are of statutory school age have a special educational need (SEN) Common factors in the backgrounds of children who are looked after are domestic abuse, parental physical and mental ill health or parental substance and alcohol abuse.

Cefndir Background Mae cryn amrywio mewn deilliannau plant sy’n derbyn gofal ar hyd a lled Cymru. Mae problemau iechyd meddwl a phroblemau camddefnyddio sylweddau gan lawer o blant sy’n derbyn gofal ac sydd rhwng 10-17 oed. Roedd 45% o blant sy’n derbyn gofal heb fod mewn addysg, hyfforddiant na chyflogaeth (NEET) ar eu pen-blwydd yn 19 oed. Mae llai nag un o bob pump o blant sy’n derbyn gofal yn gadael addysg statudol gyda’r trothwy lefel 2 sy’n cynnwys llwyddiannau TGAU mewn Saesneg a mathemateg There is considerable variation in the outcomes of children who are looked after across Wales. Many children who are looked after and aged 10-17 have mental health and substance misuse problems 45% of children who are looked after were not engaged in education, training or employment (NEET) on their 19th birthday Less that one fifth of children that are looked after leave statutory schooling with the level 2 threshold that includes GCSE passes in English and mathematics

Cefndir Background Cyhoeddwyd strategaeth Llywodraeth Cymru ar gyfer codi uchelgais a chyrhaeddiad addysgol plant sy’n derbyn gofal yng Nghymru yn Chwefror 2016. http://gov.wales/docs/dcells/publications/160127-lac-strategy-cy.pdf Mae adroddiad Estyn yn ystyried yr arfer dda sydd i’w chael mewn ysgolion ac awdurdodau lleol yng Nghymru i gynorthwyo plant sy’n derbyn gofal i gyflawni deilliannau addysgol da. The Welsh Government’s strategy for raising the ambitions and educational attainment of children who are looked after in Wales strategy was published in February 2016. http://gov.wales/docs/dcells/publications/160127-lac-strategy-en.pdf Estyn’s report considers the good practice that exists in schools and local authorities in Wales to support children who are looked after to achieve good educational outcomes.

Prif ganfyddiadau – nodweddion ysgolion effeithiol Main findings – features of effective schools Ar sail ymweliadau ac astudiaethau achos a ddarparwyd, mae’r ysgolion mwyaf effeithiol yn rhannu’r nodweddion canlynol. Mae gan yr ysgolion hyn: weledigaeth a strategaeth glir ar gyfer cynorthwyo plant sy’n derbyn gofal uchelgeisiau uchel ar gyfer plant sy’n derbyn gofal aelod o uwch dîm rheoli’r ysgol â chyfrifoldeb am gyflawni strategaeth yr ysgol dealltwriaeth glir o anghenion academaidd a chymdeithasol ac emosiynol plant systemau olrhain cynhwysfawr sy’n cael eu defnyddio’n rheolaidd gan staff a’u dadansoddi gan yr athro dynodedig Based on visits and case studies provided, the most effective schools share the following features. These schools have: a clear vision and strategy for supporting children who are looked after high aspirations for children who are looked after a member of the school senior management team with responsibility for delivering the school strategy a clear understanding of the academic and social and emotional needs of children comprehensive tracking systems that are used routinely by staff and analysed by the designated teacher

Prif ganfyddiadau – nodweddion ysgolion effeithiol Main findings – features of effective schools staff sydd yn gwybod am y plant sy’n derbyn gofal, eu hanghenion a pha strategaethau sydd ar gael i’w cynorthwyo cymorth cadarn ar gyfer llythrennedd a rhifedd systemau bugeiliol cadarn sydd wedi’u teilwra’n dda at anghenion emosiynol plant sy’n derbyn gofal cymorth i feithrin cydnerthedd, hunanbarch a hyder yn cael ei gynllunio a’i gydweddu’n dda ag anghenion plant unigolion enwebedig sy’n darparu cymorth, fel anogwr dysgu staff that are aware of the children who are looked after, their needs and what strategies are available to support them strong support for literacy and numeracy strong pastoral systems that are tailored well to the emotional needs of children who are looked after support to build resilience, self-esteem and confidence is planned and well matched to the needs of children a named individual who provides support such as learning coach

Prif ganfyddiadau – nodweddion ysgolion effeithiol Main findings – features of effective schools darpariaeth a mynediad i glybiau ar ôl ysgol a gweithgareddau allgyrsiol eraill fel teithiau, profiad gwaith llywodraethwyr â dealltwriaeth gadarn o anghenion plant sy’n derbyn gofal gwaith targedig gyda gofalwyr ffocws clir ar ddatblygu medrau bywyd a chynllunio ar gyfer trosglwyddo a gadael gofal arfarnu eu dulliau o wella deilliannau a darpariaeth ar gyfer plant sy’n derbyn gofal provision and access to after-school clubs and other extra-curricular activities such as trips, work experience governors with a strong understanding of the needs of children who are looked after targeted work with carers a clear focus on developing life skills and planning for transition and leaving care evaluate their approaches to further improve outcomes and provision for children who are looked after

Prif ganfyddiadau – nodweddion awdurdodau lleol effeithiol Main findings – features of effective local authorities Based on visits and case studies provided, the most effective local authorities share the following features. These local authorities have: senior managers and elected members who understand the particular needs of children who are looked after in their area, their own responsibilities and the local strategy to support this group a LACE co-ordinator who provides strong leadership to schools and facilitates joint working between schools, the education department and social services Ar sail ymweliadau ac astudiaethau achos a ddarparwyd, mae’r awdurdodau lleol mwyaf effeithiol yn rhannu’r nodweddion canlynol. Mae gan yr awdurdodau lleol hyn: uwch reolwyr ac aelodau etholedig sy’n deall anghenion penodol plant sy’n derbyn gofal yn eu hardal, eu cyfrifoldebau eu hunain a’r strategaeth leol i gynorthwyo’r grŵp hwn cydgysylltydd addysg plant sy’n derbyn gofal sy’n darparu arweinyddiaeth gadarn i ysgolion ac yn hwyluso cydweithio rhwng ysgolion, yr adran addysg a’r gwasanaethau cymdeithasol

Prif ganfyddiadau – nodweddion awdurdodau lleol effeithiol Main findings – features of effective local authorities robust tracking systems which are used well to support close scrutiny of the effectiveness of the local authority’s work with schools to improve the attainment, achievement and ambition of children who are looked after comprehensive training for school staff and carers to help them understand and support the social and emotional needs of children who are looked after systemau olrhain cadarn sy’n cael eu defnyddio’n dda i gynorthwyo â chraffu’n fanwl ar effeithiolrwydd gwaith yr awdurdod lleol gydag ysgolion i wella cyrhaeddiad, cyflawniad ac uchelgais plant sy’n derbyn gofal hyfforddiant cynhwysfawr i staff ysgolion a gofalwyr i’w helpu i ddeall a chynorthwyo anghenion cymdeithasol ac emosiynol plant sy’n derbyn gofal

Prif ganfyddiadau – nodweddion awdurdodau lleol effeithiol Main findings – features of effective local authorities dull rhagweithiol o chwilio am, a rhannu arfer orau mewn perthynas â’r modd y mae ysgolion yn cynorthwyo plant sy’n derbyn gofal cyd-ddealltwriaeth a chydweddiad rhwng blaenoriaethau rhanbarthol, lleol ac ysgolion ar gyfer plant sy’n derbyn gofal cynlluniau addysg personol o ansawdd uchel sy’n cael eu datblygu ar y cyd ac yn canolbwyntio ar ddeilliannau clir, gan gynwys nodau ar gyfer datblygiad personol ac annibyniaeth arfarniad rheolaidd o’u dulliau, gan gynnwys ceisio adborth gan blant sy’n derbyn gofal, gofalwyr ac ysgolion, er mwyn gwella deilliannau a’r ddarpariaeth ymhellach ar gyfer y grŵp hwn a pro-active approach to seeking out and sharing best practice in relation to how schools support children who are looked after a shared understanding of and match between regional, local and school priorities for children who are looked after high-quality personal educations plans that are jointly developed and focus on clear outcomes, including goals for personal development and independence regular evaluation of their approaches, including seeking feedback from children who are looked after, carers and schools, to further improve outcomes and provision for this group

Argymhellion Recommendations Dylai ysgolion: A1 Adeiladu ar arfer orau yn unol â nodweddion ysgolion effeithiol a nodwyd yn yr adroddiad hwn Dylai awdurdodau lleol A2 Adeiladu ar arfer orau yn unol â’r nodweddion awdurdodau lleol effeithiol a nodwyd yn yr adroddiad hwn Schools should: R1 Build on best practice in line with the features of effective schools identified in this report Local authorities should: R2 Build on best practice in line with the features of effective local authorities identified in this report

Argymhellion Recommendations A3 Gwella’r ffordd y maent yn cynllunio ar gyfer y Grant Amddifadedd Disgyblion/Plant sy’n Derbyn Gofal i wneud yn siŵr bod ysgolion yn glir ynglŷn â’r blaenoriaethau ar gyfer defnyddio’r grant a bod eu cynlluniau’n rhoi digon o ystyriaeth i anghenion cymhleth plant sy’n derbyn gofal Dylai Llywodraeth Cymru: A4 Ystyried ehangu mesurau perfformiad i gynnwys cynnydd sy’n gymharol â man cychwyn y plentyn ac yn ymestyn y tu hwnt i oedran ysgol statudol A5 Gwneud yn siŵr bod cynlluniau gwario’r consortia rhanbarthol yn briodol i’r angen lleol ac wedi’u seilio ar ddadansoddiad cadarn o anghenion plant sy’n derbyn gofal R3 Improve how they plan for the PDG/LAC to make sure that schools are clear on the priorities for the use of the grant and that their plans take enough account of the complex needs of children who are looked after The Welsh Government should: R4 Consider broadening performance measures to include progress that is relative to the child’s starting point and extends beyond statutory school age R5 Make sure that the regional consortia’s spending plans are appropriate to local need and based on a sound analysis of the needs of children who are looked after

Arfer orau Best practice Mae 12 o astudiaethau achos arfer orau yn yr adroddiad: Ysgol Dyffryn Conwy – Cymorth rhagorol Ysgol Gyfun Tonyrefail – cymorth ychwanegol i wella hyder a llwyddiant mewn llythrennedd a rhifedd Ysgol Breswyl Therapiwtig Amberleigh – mae’r cwricwlwm oriau effro yn helpu disgyblion ddatblygu medrau byw’n annibynnol i’w cynorthwyo wrth iddynt drosglwyddo o’r ysgol i fyw â chymorth Ysgol Gynradd Gymunedol Maerdy – darpariaeth ar ôl ysgol i ddatblygu medrau Ysgol Gyfun Brynteg – defnydd effeithiol o olrhain Dinas a Sir Abertawe – rhoi lle pwysig i farnau plant sy’n derbyn gofal There are 12 best practice case studies in the report: Ysgol Dyffryn Conwy – Outstanding support Tonyrefail Comprehensive School – additional support to improve confidence and success in literacy and numeracy Amberleigh Residential Therapeutic School – the waking-hours curriculum helps pupils develop independent living skills to support their transition from school to supported living Maerdy Community Primary School– after school provision to develop skills Brynteg Comprehensive School – effective use of tracking City and County of Swansea – making the views of children who are looked after matter

Arfer orau Best practice Mae 12 o astudiaethau achos arfer orau yn yr adroddiad: Ysgol Gynradd Colcot – gwaith targedig gyda gofalwyr maeth Ysgol Gyfun Brynteg – defnyddio’r grant amddifadedd disgyblion ar gyfer plant sy’n derbyn gofal Cyngor Dinas Caerdydd – rhaglen hyfforddeiaeth i blant sy’n derbyn gofal Cyngor Sir Penfro – effaith y model ysgol rithwir Cyngor Dinas Caerdydd – system olrhain rithwir Cyngor Bwrdeistref Sirol Torfaen – gweithio gyda’r trydydd sector There are 12 best practice case studies in the report: Colcot Primary School – targeted work with foster carers Brynteg Comprehensive School – using the pupil deprivation grant for looked after children City of Cardiff Council – children who are looked after traineeship programme Pembrokeshire County Council – the impact of the virtual school model City of Cardiff Council – virtual tracking system Torfaen County Borough Council – working with the third sector

Best practice: Brynteg Comprehensive School Arfer orau: Ysgol Gyfun Brynteg Best practice: Brynteg Comprehensive School Mae Ysgol Gyfun Brynteg yn defnyddio’i system olrhain disgyblion yn llwyddiannus iawn i fonitro cynnydd, gosod targedau uchelgeisiol a nodi a darparu cymorth i ddisgyblion. Ceir trefniadau pontio effeithiol iawn, gan gynnwys swyddog cymorth dysgu mewn clwstwr a mentoriaid cyfoedion. Mae’r rhain yn sicrhau bod anghenion plant sy’n derbyn gofal yn cael eu nodi’n gynnar a bod darpariaeth briodol yn cael ei threfnu. Mae rhaglen fentora gynhwysfawr ar waith ac mae hon yn cynnwys lefelau uchel o gymorth bugeiliol gan anogwyr dysgu penodedig. Yn ogystal, mae mentoriaid allanol yn cael eu defnyddio’n effeithiol i ddarparu cyngor ac arweiniad. Brynteg Comprehensive School very successfully uses its pupil tracking system to monitor progress, set aspirational targets and identify and provide support for pupils. There are very effective transition arrangements, including a cluster learning support officer and peer mentors. These ensure that the needs of children who are looked after are identified early and appropriate provision made. There is a comprehensive mentoring programme in place and this includes high levels of pastoral support from dedicated learning coaches. In addition, external mentors are used to good effect to provide advice and guidance.

Arfer orau: Ysgol Gyfun Brynteg Best practice: Brynteg Comprehensive School Mae llawer o blant sy’n derbyn gofal yn cael darpariaeth anogaeth adeg mynediad ac maent yn cael eu hintegreiddio’n raddol i’r brif ffrwd, yn gymdeithasol ac yn emosiynol. Mae’r staff sy’n rhedeg y grŵp anogaeth wedi’u hyfforddi’n dda, ac yn deall anghenion emosiynol disgyblion. 95% yw presenoldeb cyffredinol plant sy’n derbyn gofal. Ni fu unrhyw waharddiadau parhaol dros y tair blynedd diwethaf, ac mae’r cyfraddau gwaharddiadau cyfnod penodol yn isel. Mae deilliannau o ran trothwyau lefel 1 a lefel 2 yng nghyfnod allweddol 4 yn dda iawn ar gyfer plant sy’n derbyn gofal. Mae’r holl blant sy’n derbyn gofal yn cyflawni o leiaf dri chymhwyster Sgiliau Hanfodol Cymru ar lefel 2. Yng nghyfnod allweddol 3, mae’r holl ddisgyblion yn cyflawni Lefel 5+ ym mhob un o’r pynciau craidd. Many children who are looked after access nurture provision on entry and are integrated gradually into mainstream both socially and emotionally. The staff who run the nurture group are well trained and understand the emotional needs of pupils. Overall attendance of children who are looked after is 95%. There have been no permanent exclusions for the past three years and rates of fixed term exclusion are low. Outcomes in the level 1 and level 2 thresholds at key stage 4 are very good for looked after children. All children who are looked after achieve at least three Essential Skills Wales qualifications at level 2. At key stage 3, all pupils achieve Level 5+ in all the core subjects.

10 cwestiwn i ysgolion, awdurdodau lleol a chonsortia rhanbarthol 10 questions for schools, local authorities and regional consortia Sut ydym ni’n gwybod a oes gennym ddealltwriaeth ddigon da o anghenion plant sy’n derbyn gofal, a sut mae hyn yn dylanwadu ar ein harfer? A oes gennym weledigaeth glir ar gyfer cynorthwyo plant sy’n derbyn gofal, ac a ydym ni’n darparu arweinyddiaeth gadarn? A yw ein systemau olrhain yn cipio cyflawniadau plant sy’n derbyn gofal yn ddigon da? Ym mha ffyrdd ydym ni’n codi uchelgeisiau plant sy’n derbyn gofal? Sut ydym ni’n ymateb i anghenion emosiynol ein plant sy’n derbyn gofal i feithrin cydnerthedd, hunanbarch a hyder? How do we know if we have a good enough understanding of the needs of children who are looked after and how does this influence our practice? Do we have a clear vision for supporting children who are looked after and do we provide strong leadership? Do our tracking systems capture well enough the achievements of children who are looked after? In what ways do we raise the aspirations of children who are looked after? How do we respond to the emotional needs of our children who are looked after to build resilience, self-esteem and confidence?

10 cwestiwn i ysgolion, awdurdodau lleol a chonsortia rhanbarthol 10 questions for schools, local authorities and regional consortia Ym mha ffyrdd ydym ni’n cipio barnau plant sy’n derbyn gofal a sut mae hyn wedi dylanwadu ar ein harfer? Sut ydym ni’n sicrhau bod y blaenoriaethau rhanbarthol yn briodol i anghenion ein plant sy’n derbyn gofal? Sut ydym ni wedi edrych ar ddarparwyr eraill i ddysgu o’u harfer orau, neu sut ydym ni wedi rhannu ein harfer gyda rhai eraill? Beth sydd angen i ni ei wneud i gryfhau ein cysylltiadau â gofalwyr maeth? Pa mor dda y mae ein llywodraethwyr yn ein cynorthwyo a’n herio i wella’r deilliannau ar gyfer ein plant sy’n derbyn gofal? In what ways do we capture the views of children who are looked after and how has this influenced our practice? How do we ensure that the regional priorities are appropriate to the needs of our children who are looked after? Have we looked to other providers to learn from their best practice or how have we shared our practice with others? What do we need to do to strengthen our links with foster carers? How well do our governors support and challenge us to improve the outcomes for our looked after children?

Cwestiynau... Questions…