1. ‘The LSPA enables us to give the best support for our learners in care and to show our commitment to them. Being able to contact key people, especially our linked Careers Adviser, means we can all work together in responding quickly and working towards solutions if any issues arise. We are extremely proud of the young people who succeed with us-and try very hard to help those who struggle. The Agreement allows us to develop ‘best practice’ and to move forward in our work with these vulnerable learners.’

2. Working in Partnership to Improve Outcomes for Children in Care and Care Leavers

3. Today Introductions The West Midlands LSPA - Why?
The West Midlands LSPA film and impact
The experience in Staffordshire
The steering group action plan
What next, getting involved?

4. The Challenge

5. The Challenge Young People in Care Young people can leave care from 16
30-40% of our year olds live independently
By 18 all will have left care
Outcomes
4 times more likely to have mental health problems
50 times more likely to go to prison
60 times more likely to become homeless
66 times more likely to have children who need public care
[Care Matters 2007]

6. The role of the Virtual School
The head of Virtual School is a ‘real’ head of a ‘Virtual School’ for all Young People in Care and Care Leavers
Role:
Children and Families Act makes role statutory 2014
Drive up standards
Work to support the education of children in care and care leavers wherever they are placed
Be a corporate parent – one key question:
‘Would this be good enough for my child?’

8. Impact
‘The Learner Support Agreement has changed the structure for young people in care…’
‘Issues are picked up very quickly…’
‘I feel that I can come in and not put on a front anymore’
‘I definitely think that other colleges and networks should have this support put in place’

9. The purpose of the LSPA Purpose of the agreement
Young People in Care and Care Leavers face significant challenges in education and training Post 16, as a result of the circumstances that brought them into care and the experiences they may have within the care system.
This agreement expresses our commitment to work together, as partners, to ensuring that Young People in Care and Care Leavers achieve the best possible outcomes in Post 16 education and training.

10. LSPA Principles
The Virtual Head who signs the agreement will be responsible for upholding these principles
We are prepared to be challenged by the question: ‘Would this be good enough for my child?’
Our young people will be safe and feel safe
We will ensure they are listened to and that we respond appropriately
We will work together to solve problems
We will develop and help shape education and training that meets the needs We will ensure young people receive:
IAG that gets them into the right provision;
the support to stay in provision
advice and support when they are ready to move on
We will ensure information is shared openly and with due regard for safeguarding

11. 16-18 LSA – Social Care will:
Ensure each young person has a team and a ‘key worker’, who will carry out all the actions below:
Meet with the provider:
if the young person may need extra support, before the course starts, or at the latest within a week of the start of the course,
or otherwise by the end of October of Y12. Invite careers.
Share safeguarding information, or other information that may impact learning – e.g. change of living arrangements
Respond to an emergency within 3 hours and an urgent request within 24.
Ensure that there is an education plan updated at least 6 monthly in consultation with careers and the provider.

12. 16-18 LSA – Providers:
Provide a designated tutor or equivalent, who will be a first point of contact for social care, careers, young people
Develop a robust means of identifying young people in care and care leavers, including a tick box on the application form.
Have the information necessary to safeguard the young person.
Ensure each young person has a mentor who:
provides support and advocacy for the young person
meets with social care, key worker and or careers to support the ETE Pathway.
If there is potential placement breakdown call a professionals meeting with all key people
Not permanently exclude or terminate the young person’s course /contract without following the procedure above

13. Impact – Careers Perspective
Information sharing keeps partners on board
Recent events for MD and MM  -  LSPA information sharing enabled both to remain in their college places, as college had a clear understanding of the issues that both were facing  and this enabled strong multi-agency meetings and agreements that put necessary support in place.  
Both now back in college and back on track to complete and succeed.
SC, without the existence of an LSPA, would have lost her place at college last year, due to violent behaviours, but with the LSPA we negotiated for her to remain and try a different course area and she has since progressed to the next level of this area for this academic year.
The LSPA has enabled us to have challenging conversations with providers with a clear context and helped us address working arrangements on an on-going basis.

14. Effective EPP Case Study [Stoke FE] 1
‘The EPP meeting helped to smooth the transition into college for C through:
Meeting the tutor so she could feel comfortable with the person who would work with her in college
Discussing help with purchase of uniform - so that C did not feel out of place
Understanding how the Care bursary payments work
Arranging a bus pass for the first week
Exchanging contact details of all key staff in case of any need arising’

15. Effective EPP Case Study [Stoke FE] 2
‘Link was made to a mentor for the course.
A worker from the programme linked to the college was also present and offered help in finding part time work if C needed this
Holding this meeting early (late August) enabled all this to be set up before the start of the course so that C had no worries around getting to college and could feel confident.
Attendance is excellent - 94%.....’

16. Outcomes College case study Completing full year 20/22 [91%]
Achieving quals. 19/22 [86%]
Progressed to Y13 18/22 [11 College, 7 other]
NEET 2/22
Stoke-on-Trent 2015 – all CiC/CL
Completing full year and qualifications 80%

17. Outcomes – Stoke 2011-16 72% 55% 81% 68% 88% 75% 93% 66% 91% 83%
Y12 ETE
Y13 ETE
September 2011
72%
55%
October 2013
81%
68%
October 2014
88%
75%
October 2015
93%
66%
October 2016
91%
83%

18. Next Challenges? Skills and resilience of staff:
Attachment Aware Schools and Settings
Consistent approach:
Ensure all understand LSPA and EPP
A secure, flexible and stepped pathway into ETE
Matching the job/apprenticeship /traineeship to the young person
And what else?

19. Summary Break the pattern of low expectations and under achievement
Provide support and challenge to all partners
Provide long term support………
Do it today

20. Contacts Chair of WMLSPA steering group
Sarah Rivers
Tony Clifford
Our website