Bradford’s Virtual School for Children looked after

1. Unique school Unique pupils Bradford’s Virtual School for Children looked after

2. What is the Virtual School for Children Looked After? • It is a statutory requirement that all local authorities have a Virtual School Head in charge of promoting the educational achievement of Children Looked After. • Currently Bradford has 1240 CLA (0-18) • The Virtual School for Children Looked After plays a strategic role in making sure the Corporate Parenting responsibilities of the Local Authority, with regard to the education of Children Looked After, are met.

3. The aims of the school • Promote high aspirations – progress & attainment • Ensure access to high quality education placements • Monitor attendance & educational progress • Ensure PEPs are high quality • Ensure equality of opportunity to enhance the life chances of all our children looked after (CLA) wherever they live. • Provide information and advice for parents and professionals regarding children who are previously looked after

4. What is the VS’s role? Looked-after and previously looked-after children start with the disadvantage of their pre-care experiences and, often, have special educational needs. VSHs have a key role to ensure these children have the maximum opportunity to reach their full educational potential - an important part of why this role was made statutory. For previously looked-after children, the VSH will be a source of advice and information to help their parents to advocate for them as effectively as possible. VSHs are not acting as the corporate parent in these circumstances, but are there to promote the educational achievement of these children through the provision of advice and information to relevant parties listed in Previously looked after-children.

5. What is the VS’s role? • For looked-after children, as part of a local authority’s corporate parent role, the VSH needs to be the educational advocate that parents are for others. • Ensure sufficient information about a child’s mental health, SEN or disability is available to their education setting so that appropriate support can be provided

7. School admissions • Admissions authorities of all mainstream schools must give the highest priority in their oversubscription criteria to looked-after and previously looked-after children, as defined in the School Admission Code 5. • It is the responsibility of the VSH to ensure that admission authorities understand that they cannot refuse to admit a looked after child on the basis of challenging behaviour • CLA – Outstanding/good schools

8. Training The VSH should ensure that there are appropriate arrangements in place to meet the training needs of those responsible for promoting the educational achievement of looked-after and previously looked-after children.

9. The Role of the Designated Teacher The designated teacher should be a central point of initial contact within the school. The most effective designated teachers have a leadership role in promoting the educational achievement of every looked-after and previously looked-after child on the school’s roll. This involves, working with VSHs to promote the education of looked-after and previously looked-after children and promoting a whole school culture where the personalised learning needs of every looked-after and previously looked-after child matters and their personal, emotional and academic needs are prioritised.

10. Designated Teacher Responsibilities This means making sure that all staff: • have high expectations and set targets to accelerate educational progress; • are aware of the emotional, psychological and social effects of loss and separation (attachment awareness) from birth families and that some children may find it difficult to build relationships of trust with adults because of their experiences, and how this might affect the child’s behaviour; logo

11. understand how important it is to see children as individuals • appreciate the central importance of the looked-after child’s PEP and most importantly, the child’s own understanding of how they are being supported; • for previously looked-after children, understand the importance of involving the child’s parents or guardians in decisions affecting their child’s education, and be a contact for parents or guardians who want advice or have concerns about their child’s progress at school. logo

12. The designated teacher should work closely with parents and guardians of previously looked after children. The designated teacher should make themselves known to parents and guardians as someone they can talk to about issues affecting their child’s education. They should be encouraged to participate in discussions about their child’s support needs and strategies to meet identified needs, including how PP+ should be used to support their child. The views and wishes of parents and guardians should be respected at all times. logo

13. Mental Health Looked-after children and previously looked-after children are more likely to experience the challenge of social, emotional and mental health issues than their peers. This can impact on their behaviour and education. Designated teachers are not expected to be mental health experts; however, they have an important role in ensuring they and other school staff can identify signs of potential issues and understand where the school can draw on specialist services, such as CAMHS and educational psychologists. logo

14. Exclusions The past experiences of looked-after and previously looked-after children can impact on their behaviour. It is important to remember this when considering how best to support the child or young person with their learning and the design and application of the school’s behaviour policies. Governing bodies, head teachers and designated teachers must have regard to the Department’s statutory guidance on Exclusions from maintained schools, academies and pupil referral units in England. In line with that guidance, head teachers should, as far as possible, avoid excluding any looked-after child. logo

15. Where a looked-after child is at risk of either fixed term or permanent exclusion, the designated teacher should contact the relevant authority’s VSH as soon as possible so they can help the school decide how to support the child to improve their behaviour and avoid exclusion becoming necessary. • Where a child is at risk of a fixed-term or permanent exclusion, the designated teacher, working with the VSH and the child’s carers, should consider what additional assessment and support needs to be put in place to address the causes of the child’s behaviour and prevent the need for exclusion. logo

16. What are the challenges for you doing this role? Identify three things you need to do to meet your responsibilities going forward… logo

17. Personal Education Plans

18. Key Messages • Personal Education Plans (PEPs) are changing from September 2019 for Bradford Children Looked After. • PEPs for children in Reception to Year 13 will be accessible on Bradford Schools Online, which can also be accessed by schools/education providers where we have looked after children out of authority • The key mechanism for addressing the educational needs of the child or young person is the PEP. • It should set high expectations of rapid progress and put in place the additional support the child or young person needs in order to succeed academically • The quality of the PEP is the joint responsibility of the local authority that looks after the child and the school. Social workers, carers, VSH’s, designated teachers and, as appropriate, other relevant professionals will need to work closely together.

19. New Personal Education Plans With effect from September 2019 there will be different PEPs for: • Foundation Stage • Primary • Secondary • Special School and Specialist Provision • Post 16

20. Personal Education Plans – Foundation Stage from September 2019 • Review of previous PEP targets • Characteristics of effective learning • Is the child making expected progress in Reading, Writing and Maths, in comparison to ARE and also prior attainment? • New targets • SEN information • Childs Views

21. Personal Education Plans – Primary from September 2019 • Review of previous PEP targets • Is the child making expected progress in Reading, Writing and Maths, in comparison to ARE and also prior attainment • New targets • SEN information • Childs Views

22. Personal Education Plans – Secondary from September 2019 • Review of previous PEP targets • Education Profile. All subjects being studied. Targets, current levels and is the young person at ARE • New targets • SEN information • Childs views

23. Personal Education Plans – Post 16 from September 2019 • Review of previous PEP targets • Education Profile. All courses/subjects being studied. Current and Target levels • New targets • SEN information • Young Persons views

24. Personal Education Plans – Post 16 from September 2019 • Young Persons Views (continued) • Well Being – Are you happy and settled in your course/training? Is there anything you find difficult? • Achievement – Do you feel that you are making progress? • Attendance – Do you attend regularly? If not what stops you from attending? • Barriers to learning – Do you think there is anything that holds you back from attending and focussing on training? • Support – do you feel you need any extra support with learning or engagement? What do you think would help? • Relationships – Who do you get on well with? Do you have any worries? • Goals and Aspirations – What is your current overall goal, do you feel this is achievable? Do you have a plan to achieve it?

25. SEN information for Foundation, Primary, Secondary and Post 16 • Does the child have a Special Educational Need and Disability? • Which SEND Code of Practice stage is the child? • If not at a Bradford school, is the child on SEND Support or EHCP? • What is the child’s Primary Special Educational Need and Disability?

26. Personal Education Plans – Special School and Specialist Provision from September 2019 • Review of previous targets • Education Profile. All subjects being studied, targets and current levels. Alternatively starting age, current age levels and targets for • Cognition and learning • Speech and Communication • Social and Emotional • Physical (Where Appropriate) • New Targets • Childs Views

27. Why do we need PEP’s? • The Person Education Plan (PEP) is the statutory tool to ensure that everyone is actively prioritising the education of the Young Person, carefully tracking their progress and supporting them to achieve and to be aspirational. • All Children Looked After (CLA) have a statutory Care Plan, which is drawn up and reviewed by the Local Authority that looks after them. The Personal Education Plan (PEP) is a legal part of the Care Plan; which is a statutory requirement for CLA from a child of 3 years if in education provision up to the age of 18.

28. PEPs – statutory guidance • All of those involved in the process of developing the PEP should use it to support the personalised learning of the child. • The PEP (pre-school to age 18) is an evolving record of what needs to happen for looked after children to enable them to make expected progress and fulfil their potential. The PEP should reflect the importance of a personalised approach to learning that meets the identified educational needs of the child, raises aspirations and builds life chances.

29. PEPs – statutory guidance • The statutory duty for ensuring that a good quality PEP is in place is shared between the local authority that looks after the child and the school. Social workers, carers, Virtual School Heads (VSHs), designated teachers (DT) and, as appropriate, other relevant professionals will need to work closely together. • All of those involved in the PEP process should always ensure the child’s involvement in the development and review of the PEP and also, where appropriate, the child’s parent and/or relevant family member.

30. PEPs – role of the Social Worker • Arranges the PEP meetings and makes invitations. The first meeting must happen with 10 days of child coming into care. • Second PEP after coming into care must take place within 3 months, then every 6 months

31. PEPs – role of Designated Teacher • Leads on implementing the PEP within the school and jointly reviews progress with the Social Worker. • Writes an annual report on the attendance, attainment, progress and wellbeing of Children Looked After • Monitor attendance, attainment, progress and wellbeing of Children Looked After on the school roll (even if attending other providers) • Sets or supports other colleagues to set PEP targets, actions, success criteria and Pupil Premium plus spending. • Review the PEP targets with colleagues to analyse the impact of the PEP • Monitor the impact of the PEP targets and Pupil Premium plus spending. • Updates Termly Attainment on BSO (Bradford Schools Online)

32. Bradford Schools Online • PEPs are accessible on Bradford Schools Online by school staff, where you can also see an up to date record of which Bradford Children Looked After are attending your school • All Designated teachers should have a login– (contact Joanne Henry on joanne.henry@bradford.gov.uk if not) This applies to any school/education provider in and out of authority where there are Bradford children looked after. • We also collect termly attainment data through Bradford Schools Online. Summer data is now due!

33. PEP meetings • PEPs must be reviewed at least twice a year • Attainment data must be inputted termly into BSO • Prioritise • Attendance • Behaviour, SEHM, English and Maths • Other barriers to progress • Set SMART targets • Link to PPP/bursary • Celebrate, celebrate and celebrate…again and again

34. Who needs to be present? • For children in a nursery or school setting then generally it is the carer, the Designated Teacher and the social worker as well as the child/young person (where appropriate); others can be invited if necessary. • If a child has SEN then the SENCo might be invited or if achild has health needs then the relevant health professional could be invited. • For a Post 16 Education Plan generally it is the young person, carer or parent, the most appropriate person from the education or training placement and social worker. Others may be invited if necessary, for example Student Welfare/Safeguarding Officer, Support Worker

35. Pupil Premium Plus • Total PPP grant £2300. From April 2019 50% retained centrally; schools get £1150 per year in 3 termly payments • PPP is allocated if the child is at the school on census date • PPP is ring-fenced for Children Looked After • To impact on the targets with additional and different support • Previously CLA receive £2,300 PPP. Best practise is to involve the parent in decision making.

36. The DT’s Annual Report to Governors

37. Progress made by LAC children • 1 to 27 LAC in Bradford schools • Overview • Case study • Progress since starting school or going into care • Social and emotional wellbeing

38. PEPs • Any issues raised during the year with regard to PEPs • Partnership working • Improvements to better meet the pupil’s needs

39. Pupil Premium Plus impact • Income from PPP for the year • Case study linking need to target, PPP to outcomes • Attendance, English, maths, behaviour

40. Additional needs • Gifted and talented LAC • Deploying the PPP to meet their needs

41. Attendance • Attendance • As a group • Case study • Strategies to improve attendance • Home/ school partnership • Links with the ESW • Links with the SW

42. FT Exclusions • The number of fixed-term exclusions, if any • Actions post exclusion to address issues • Evidence of thinking beyond a managed move

43. Training received and delivered • DT updates • Annual report writing • Contact with the VS • In-school training organised

44. Workload • Is time allocated… • to prepare for, and attend, PEP meetings? • collate information prior to PEP meetings? • ascertain the views of pupils prior to PEP meetings?

45. School Development Planning? • Policy writing and practice that reflects LAC needs? • Inclusion • Behaviour • Emotional wellbeing • Communications with parents/carers?

46. Implications for School Policy and Practice The needs of looked-after and previously looked-after children may have implications for almost every school policy • that there are no unintended barriers to the admission of looked-after and previously looked-after children • for looked-after children, whether the school’s policies are sensitive to their needs logo

47. whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children; • how the teaching and learning needs of looked-after and previously looked-after children are reflected in school policies, in particular in relation to interventions and resources; logo

48. Activity What do you think are the barriers to CLA making progress in your school?