Education Lynsey Burridge Virtual Head Teacher for Children

Education Lynsey Burridge Virtual Head Teacher for Children

Education Lynsey Burridge Virtual Head Teacher for Children in Care Subtitle 1 Like a foreign language DT VSH RPA KS2 SENCO KS1 KS3 SEN Subtitle EHC EYFS EP

KS4 PA PEP PSP IEP IBP SALT 2 Attainment of children in care 2013 Children in Care National All Children GCSE 5 A*-C including English/Maths 15% 59% KS2 Reading 4+

63% 86% KS2 Writing 4+ 55% 83% KS2 Maths 4+ 59% 85% Subtitle 3 Barriers to achievement The Social exclusion Unit has identified five key reasons why children in care underachieve in Education: 1.Too many young people's lives are characterised by instability 2.Young people in care spend too much time out of school 3.Children do not have sufficient help with their education if they get behind

4.Carers are not expected, or equipped, to provide sufficient support and encouragement at home for learning and development 5.Children in care need more help with their emotional, mental or physical health and wellbeing Subtitle 4 Being an Effective Foster Carer: Helping to Understand Education and Training from 0 to 25, an Aide Memoire Understanding the CHILD/YOUNG PERSON Child development - how a childs brain develops and how they learn Barriers to learning what are they? How are they overcome? The importance of listening to the child or young person when they talk about their education Being involved in the care planning process How to contribute to the childs Personal Education Plan Encouraging positive behaviours that will help a child access learning Bullying: what to look out for Tips to support reading/writing/maths The importance of placement stability, particularly for young people on courses The impact of transitions in the life of a child in care including

the transition between school phases The continuing importance of resilience and motivation The importance of pathway planning Supporting aspirations post-16 Understanding the SETTING The phases of education: pre-school; primary; secondary; post16 what the key stages mean What the education system does: the National Curriculum What types of school are there? Academies, community schools and special schools Choosing a school: understanding school performance Working effectively with schools/education professionals, including designated teachers and understanding their roles and responsibilities How the role of Virtual School Head/CAMHS/adult mental health services can support the child/care leaver When more support is needed: knowing the SEN framework and the Learning Disability Assessment process Engaging with education settings to support positive behaviour strategies including good attendance Alternatives to mainstream settings Designated support staff in FE settings Subtitle Understanding the SYSTEM Overview of legislation on education, the education system and the importance of education in how it affects looked after children How does the law define Parental Responsibility?

How to access education: Admissions in early years; the compulsory phase; post-16 School exclusion what the law says and what you need to do Why education and learning is integral to the care planning cycle through which Personal Education Plans and Pathway Plans are developed What are the choices post-16: education and employment and how to help young people make Key Stage 4 choices which ensure appropriate future progression How the welfare reforms relate to education for care leavers aged 18+ Sources of funding post-16: The 16-19 Bursary and the HE Bursary What are the other choices post 16 non-educational apprenticeships What is a multi-agency intervention? Staying Put and Personal Advisers to 25 Understanding YOURSELF The importance of carer involvement in the educational experience of looked after children Knowing your delegated responsibilities Building carer confidence in engaging with schools/education settings Creating a positive home environment that is conducive to learning Understanding the technology the importance of ICT How to be a reflective listener/learner/practitioner as a foster carer

Tips and techniques to support homework and course work How your own learning style affects how you interact with the children you care for How to be a good advocate 5 The Role of the Virtual School Head The Virtual School Head role was successfully piloted by eleven authorities for two years between 2007 and 2009. The evaluation of the pilots found that the virtual school Head role can make a real difference. The post of Virtual School Head Teacher became become a statutory role in 2014. The three key areas of responsibility of a virtual school head for which s/he should be accountable are: To make sure that there is a system to track and monitor the attainment and progress of looked after children To ensure that all looked after children have a robust and effective personal education plan and access one-to-one support, including personal tuition where appropriate To champion the educational needs of looked after children across the authority and those placed out-of-authority Subtitle 6

Virtual School Corporate Parenting Board Head of Children in Care Service Head of Education Standards Service Virtual School Head Social Workers Foster Carers Designated Teachers Children in Care Learning Mentor Me2 Education Officer PEP Coordinator EYFS Lead for CIC Pre-16 Connexions PA Post-16 Connexions PA Education Welfare

Officer Educational Psychologist Speech & Language Therapist Welfare Call Wellbeing Worker National Teaching & Advisory Service Subtitle 7 Personal Education Plans Must be initiated within 10 days of a child being taken into care or moving placement Must be reviewed on a termly basis Must be a living and useful document Must have clear accountability in terms of who within school is responsible for making actions happen Must be transferred without delay to new

educational placements when moves occur Actions from PEPs should be checked for progress between meetings Subtitle 8 Pupil Premium Plus 1900 per pupil per year from April 2014 Children are eligible from the first day of being in care For the first time, children adopted from care and those who leave care under a special guardianship order or residence order will also attract the pupil premium plus. Resources required to improve educational outcomes should be agreed at a PEP meeting and can be requested through the Virtual School Resource Panel Subtitle 9 Appropriate use of Pupil Premium 1 : 1 Tuition in

School Small Group Tuition Mentoring Tutoring at home Behaviour Management Training Laptops, devices & equipment Trips Out of school activities Additional support Every use MUST demonstrate benefit to the childs educational outcomes Subtitle

Choosing a school Multiagency decision in consultation with the Virtual School Head Free Schools/Academies/High Schools Ofsted Ratings all on www.ofsted.gov.uk. Looking for good and outstanding schools Look at the attainment data how do their results compare to the national average See the school, ask the difficult questions about how they would support this child What is going to be in the best interests of the child? Subtitle 11 Admissions School Admissions Code: Highest priority in admissions must be given to looked after children and previously looked after children Looked after children are excepted pupils outside of the normal

admissions round under the School Admissions (Infant Class Sizes) (England) Regulations 2012. Where arrangements for pupils are wholly based on selection by reference to ability and provide for only those pupils who score highest in any selection test to be admitted, no priority needs to be given to looked after children or previously looked after children. Faith schools have to give priority to looked after children who share the faith of the school and must prioritise looked after children who do not share that faith over other children who do not follow that faith Nursery admissions31st March 2015 Reception admissions 15th January 2015 Secondary admissions 31st October 2014 Subtitle 12 Exclusions Looked After Children are twice as likely to be permanently excluded and three times as likely to have a fixed term exclusion

Statutory guidance on school exclusion states that Head teachers should, as far as possible, avoid excluding permanently any pupil with a statement of SEN or a looked after child. Subtitle 13 Attendance Is attendance an issue with children in your care? (Persistent absence will be anything less than 90% from next year!) Links between attendance and attainment Welfare call Term time holidays not allowed and take care with medical appointments, meetings etc. Subtitle 14 90% attendance But How much have you missed?

4 weeks in one year Half a school year over 5 years Subtitle Homework Tips for success Show interest in homework and school and learning Get involved, but dont take over Communicate 2 way process Prioritise homework completion Get into a routine A quiet space Look for homework feedback Help develop independent learners Be clear on what the school expect look on website Subtitle Homework How much

is enough? Primary Years 1 & 2 Years 3 & 4 Years 5 & 6 Secondary Years 7 & 8 Year 9 Years 10 & 11 Subtitle 1 hour per week 1 hours per week 30 mins per day 45 to 90 mins per day 1 to 2 hours per day 1 to 2 hours per day How to Help at Each Key Stage KS1/2 Reading Fiction, non fiction, maths activity book Extra curricular Good habits

Playing games Learning at home Subtitle KS3 KS4 Homework routine Keeping up to date Keep them reading Reports read carefully, praise (note weaknesses) and compare Volunteer Course reading together Exams ease pressure, revision

planning, past papers, keep healthy Plan for transition to Post 16 (bursary 1200) Tracking progress End of Year 2 (Age 7) End of Year 3 (Age 8) End of Year 4 (Age 9) Level 6 Exceptional (Top 1% achieve) Level 5A Level 5B Exceptional

Level 5C Beyond expectations Exceptional Level 4A Level 4B Exceptional Beyond expectations Level 4C Beyond expectations Beyond expectations Top 10% 5b or above Top 15% 5c or above Top 80% 4c or above At level expected Below expectations

Approx 20% achieve At level expected Level 2C Subtitle (Top 1% achieve) At level expected At level expected Level 2A Level 1 Exceptional Top 80% 3b or above Level 3C Level 2B End of Year 6 (Age 11)

At level expected Beyond expectations Level 3A Level 3B End of Year 5 (Age 10) Below expectations Below expectations Below expectations Below expectations Approx 20% achieve Parents evening Preparation

Spend time with the child before the evening discussing strengths, weaknesses and any problems at school Make a list of questions Be prepared to listen to the good and also any criticism How to make the most of the time Ask questions Take away positive steps to help the child succeed Ask for another appointment to discuss more complex problems further Be assertive and escalate if not satisfied Subtitle Special Educational Needs Children and Families Act 2014 Assess, plan, do, review Request for Education, Health and Care assessment Education Health and Care Plan Local offer Subtitle 21 Opportunities within the

Virtual School Eureka! London Study Skills sessions Peer Mentoring residential Music Subtitle Useful websites http://media.education.gov.uk/assets/files/pdf/b/fostering%20education%20aide% 20memoir%20poster.pdf -links to most things you will ever need as a Foster Carer www.familylives.org.uk support for parents/carers www.youngminds.org.uk childrens mental health information for parents/carers www.keystageplus.co.uk primary advice/information www.yourhomework.co.uk www.dadtalk.co.uk www.muddlepuddle.co.uk learning resources www.primaryresources.co.uk www.bbc.co.uk/learning www.nc.uk.net national curriculum information www.mymaths.co.uk www.gotateenager.org.uk www.careersadvice.direct.gov.uk Subtitle

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