1. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Education of Children in Care Betty Earl Virtual Headteacher for Children in Care, School Challenge and Improvement Lead for Vulnerable Pupils Medway Council betty.earl@medway.gov.uk

2. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Children in Care Statistically perform significantly less well educationally, Are currently a key focus area politically.

3. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Current Medway Picture Medway’s own data and Statistical First Release 30 November 2012 Medway cohorts are small and are often not included on national tables because it would be possible to identify individuals. Small cohorts lead to what seems to be strong statistical fluctuation. For example, this year’s Key Stage 2 contained a particularly high number of pupils in special schools who started KS2 at very low levels and at Key Stage 4 there was a high proportion of pupils with statements.

4. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Key Stage 1 Percentage achieving Level 2 –Reading: Medway exceeds national National: 67 –Writing Medway exceeds national National: 57 –Maths Medway just below national National: 71

5. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Key Stage 2 Percentage achieving Level 4 –English: Medway below national National: 60 –Maths Medway below national National: 56 –English and Maths Combined Medway below national National: 50

6. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Key Stage 4 Percentage achieving 5 A*-C GCSEs: Medway below national National: 36.8 Percentage Achieving 5 A*-C GCSEs including English and Maths Medway below national National: 14.6

7. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Not in Education, Employment and Training – 2011 data Year 12 CLAs and care leavers in full time education Medway: 69% National: 71% Year 12 CLAs and care leavers not in education, employment or training Medway: 21% National: 16%

8. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Aspiration To meet National for all pupils

9. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Key Strategies April 2010 - Present With limited capacity, Personal Education Plan (PEP) Reviews are key to effective LA/School liaison. Capacity of Designated Teachers has been strengthened through ongoing training and individual support. PEPs are quality assured and issues followed-up. Educational expertise of social workers strengthened through training and individual support.

10. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Key Strategies April 2010 - Present Range of initiatives developed through consultation and collaboration: –e.g. transition protocol, –Designated Teacher self-audit and improvement tool. Focus on multi-agency collaboration. Programme of information sharing/support for foster carers under development. Liaison with Early Years Team to support Children’s Centres, Early Years Settings and Carers. –Training materials on PEP for all Early Years Settings, – Pilot started with one Children’s Centre.

11. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Pupil Premium Currently £600 p.a. Available for each child in care of compulsory school age who has been continuously in care for at least 6 months. Will be £900 p.a. from April. Ofsted reported that pupil premium grant had been used in a variety of ways and that schools are beginning to evaluate impact. The Pupil Premium How schools are using the Pupil Premium funding to raise achievement for disadvantaged pupils Ofsted September 2012

12. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Effective use of the Pupil Premium “The most common use of the Pupil Premium reported by school leaders was to fund existing or new staff” “The single most commonly given use of Pupil Premium funding was to employ teaching assistants. In just over two fifths of schools the Pupil Premium funding was being used to fund new or existing teaching assistants or higher level teaching assistants.” The Pupil Premium How schools are using the Pupil Premium funding to raise achievement for disadvantaged pupils Ofsted September 2012

13. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Effective use of the Pupil Premium “Recent research has suggested that teaching assistants have low or very low impact for high cost. [1] [1] [1] Toolkit of strategies to improve learning, The Sutton Trust, 2011; www.suttontrust.com/research/toolkit-of-strategies- to-improve-learning.“www.suttontrust.com/research/toolkit-of-strategies- to-improve-learning The Pupil Premium How schools are using the Pupil Premium funding to raise achievement for disadvantaged pupils Ofsted September 2012 LA support and training for schools on effective interventions and monitoring of impact through provision mapping.

14. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Post 16 Key Actions to Date Partnership with FE and HE providers through Kent and Medway YCLPE partnership and development of shared “Partnership Commitment.” http://www.canterbury.ac.uk/support/outreach-and-partnerships- team/documents/YCLPEPartnershipCommitment2011-14.pdf Developing partnership of Medway support and guidance agencies. (Initial meeting on 11 January 2013. Local offer to be drafted – action plan to be produced).

15. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Next Steps – raising attainment, aspirations and post-16 outcomes Further development of effective monitoring of attainment and targeted interventions. Rolling out of Early Years project. Development of post-16 project. Embedding of recent developments – strong multi-agency commitment.

16. C H I L D R E N A N D A D U L T S – L E A R N I N G A N D C A R I N G Communication and Collaboration Resources are precious. Capacity must come from existing resources. Communication and collaboration drive efficiency and minimise duplication