Training for New Designated Teachers

1. Training for New Designated TeachersSeptember 2019Marianne Gentilli and Hannah Wright: Secondary Education Advisers

2. By the end of this workshop you will have an improved understanding of: • Hertfordshire’s Outcome Bees • What is the Virtual School? • The statutory role and responsibility of the Designated Teacher for children looked after and post looked after • How to create and implement effective Personal Education Plans • The Pupil Premium Plus process • The CLA SEF

3. Ofsted /HMI Regional Priority The key priority this year for Ofsted in the Eastern Region is improving educational outcomes for Children Looked After. The Regional Director for Ofsted, Paul Brooker is clear that the gap between all children and children looked after is too wide.  Hertfordshire has the widest gap of all. There will be a strong  focus in all Ofsted school inspections on the progress and outcomes for CLA.  Inspectors may use an additional evidence form regarding CLA during the inspection.

4. Hertfordshire County Council’s Outcome Bees

5. Virtual School Priorities • Write new ones in

7. Partnership work to drive improvement Carer support: Conference, Support groups, Focus group. Confidence in the PEP process. Joint working: Age & Stage for the Young Person. Emotionally supportive strategies. Respite, CAMHS, Life Story work. Challenge & Support meetings: 1. A School’s understanding of the nature of disadvantage. 2. DT as advocate for CLA in school – Data, intervention, team of teachers, school systems

8. Unlocking Talent, Fulfilling Potential (Dec 2017) • Development gap – On average, 40% of the overall gap between disadvantaged 16-year-olds and their peers have already emerged by the age of five. There is significant variation across the country: while 71% of disadvantaged five-year-olds in Lewisham achieve a good level of development, in York it is only 46%. • ‘Word gap’ – These gaps are particularly pronounced in early language and literacy. By the age of three, more disadvantaged children are on average already almost a full year and a half behind their more affluent peers in their early language development. Around two fifths of disadvantaged five-year-olds are not meeting the expected literacy standard for their age.

9. Big asks… • What do vulnerable young minds have to manage throughout the school day? https://www.youtube.com/watch?v=q3xoZXSW5yc *SENSITIVE CONTENT WARNING*

10. Exposure to multiple risk factors (pre and post-natal) that can impact on development • FASD • Lack of Maslow’s hierarchy of need • Disruption to living environment • Mental wellbeing of parent • Bereavement • Parental substance misuse

11. Adverse Childhood Experiences https://www.youtube.com/watch?v=XHgLYI9KZ-A

12. Stress

13. Stress bucket

14. Brain scan of the temporal lobes in a 2 year old Deprived of a nurturing environment Normal nurturing environment and care giving Inactive areas show up as black, whilst red and green show high activity levels. Bruce Perry (1997)

16. Attachment in school A child needs to make a secure attachment with the main significant adult or adults in its life from a very early stage, and then have consistent and warm relationships, from there onwards throughout childhood for emotional and psychological good health. Bath Spa University 2017 http://www.bathspa.ac.uk/education/research/attachment-aware-schools/

17. Attachment Toolkit • This is a detailed, comprehensive training found on the Virtual School website to give all staff in your school an overview of what attachment needs your children could have and how you can best support them. • It does not make you an expert but does give you an introduction to the silent needs that we sometimes don’t recognise…

18. Examples of types of behaviour possibly evident in children with attachment difficulties: • Seem to ‘tune out’ of what is going on – dissociation, • Poor attention and listening skills, • Difficulties progressing in their learning, • Have fine and gross motor skill difficulties, • Inconsistent responses to the use of rewards and sanctions in class, • Difficulty in accepting praise, • Jumpy and on edge – hypervigilant, • Become over-excited very easily, • Under/Over-react to difficulties or conflicts, • Memory, processing & organisational difficulties, • Display inappropriate behaviours, • Excessive control issues.

19. Whole school approach • Building a culture of emotional literacy • Flexible application of behaviour policy • Nurture principles embedded throughout school life • All staff being attachment aware • Support for staff

20. Intervention for the children • Key adult • Nurture groups/Access to nurture provision • STEPs- roots and fruits/anxiety mapping • Teaching children about their brains • Whole body interventions- daily mile, peer massage, Mindfulness • Boxall Profile/SDQs- measures for wellbeing • Safe Space - Play therapy, Arts based interventions

21. Who qualifies as Previously Looked After? • Child has been adopted from care in England or Wales • Child has left care under a Special Guardianship Order (under the Children Act 1989) • Child has left care under a Residence order Who doesn’t qualify as Previously Looked After? • Child has returned home to a biological parent who has PR • A Special Guardianship Order has been granted, but the child did not enter the care system

22. New Guidance issued

23. Revised Statutory Guidance- February 2018 • Sections 1 to 7 of the Children and Social Work Act 2017 made changes to the legislative framework for CLA and previously-looked after children, and care leavers. • Sections 4 to 7 expand the role of VSHs and designated teachers to include certain previously looked-after children (those who left care through adoption, special guardianship or child arrangement orders or were adopted from state care outside England and Wales). • Revised guidance reflects VSH and designated teachers new role and developments in policy, research and practice for these young people. • The new duties for VSH and designated teachers come in to force from September 2018. https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children

24. The Role of The Governors The Governors must: • Appoint a designated Governor who should attend the appropriate training, • Ensure that the Designated Teacher is a member of the Senior Leadership Team (SLT), • Challenge the SLT to monitor and address any underperformance in progress of and outcomes for CLA, and post-CLA • Ensure that the Designated Teacher has the opportunity to acquire and keep up to date the relevant skills required, • Receive and analyse the Report to Governors.

25. The role of the Designated Teacher for CLA • Ensure school staff understand the achievement and learning needs of CLA and post-CLA in their school, • Promote a culture of high expectations of CLA and post-CLA, • Ensure that CLA and post-CLA are prioritised in school for any appropriate interventions and opportunities, • Advise staff about appropriate teaching strategies, • Ensure that the young person has a voice in setting learning targets, • Is the advocate for the young person and key point of contact for outside agencies (inc.social worker)

26. DT Key accountabilities • Monitor, track and promote the attainment of CLA and post-CLA on roll in the school, • Develop and implement the young person’s electronic Personal Education Plan (ePEP) for CLA, • Complete the CLASEF, • Give a statutory report to Governors (minimum is annual) on progress and attendance and pupil premium spend for CLA (para 2.10 guidance), • Ensure that data is made available to the Virtual School on a termly basis (reported on the ePEP), • Planning, implementing and measuring the impact of PP+ spend • EYFS PEP

27. The Role of the Virtual School (VS) • Champion the learning needs of CLA whether they are educated in Hertfordshire or at a distance, • Challenge and support schools to ensure that CLA have the best possible education and every chance to realise their potential, • Offer targeted interventions to raise attainment and aspirations of CLA groups (Aim Higher), • Track progress and target resources to promote achievement, • Provide advice and guidance for post-CLA • Provide training to social workers, schools and carers.

28. The Pupil Premium Plus (PP+) Process Early Years Pupil Premium is set at £300 per year, paid termly, £2300 per CLA from April 2018 onwards (Years R-11), Paid to schools from the first day of the young person’s care episode, Pupil Premium Plus will also be paid to children reported by the school on the school’s January census who has: left care under a Residence order, left care under a Special Guardianship Order (under the Children Act 1989), been adopted from care in England or Wales, Hertfordshire Virtual School pays £600 per term to the school, with £500 per CLA retained in a central pot Schools can bid into central pot for additional funding to address specific need (additional PP+ form)

29. What is an ePEP? • A legal requirement for all school age CLA, and good practice for all in Early Years and post 16 settings. • A plan written by the school in partnership with the social worker and carer to ensure that the CLA makes good progress, • This plan will be drawn up in the PEP meeting in which the progress of the CLA will be discussed with the Designated Teacher, Social Worker, Carer, and the Young Person, • A record of how additional funding is used by the school to improve outcomes for the CLA. Section 44 p15, Statutory guidance on the duty on local authorities to promote the educational achievement of looked after children under section 52 of the Children Act 2004

30. The ePEP • Secure web based system, • Two-step verification, • Available on the website ‘Welfare Call Extranet’, • Available from any computer with internet access, • Available 24/7, • A live working document, • A secure library for sharing educational documents, • A live link to the Welfare call attendance register, • The finalisation buttons must be clicked by the Designated Teacher, Social Worker and the Education Adviser.

31. Designated Teacher’s Role in the PEP Before the PEP: • Contact the SW to arrange the date of the PEP • Gather a ‘Round Robin’ from everyone who teaches or supports the pupil (academic focus not just behaviour), • Collect the up to date attainment data and Pupil View, • Look at the data and consider which areas need to be targeted, • Discuss with relevant staff to identify appropriate targets to secure best outcomes for the CLA, • Formulate strategies and interventions that could be implemented for discussion in the meeting.

32. Designated Teacher’s Role in the PEP • The DT is to lead the meeting • Section 1 to be completed by the social worker • Sections 2 to 8 to be completed by the DT • Section 9 is the joint responsibility of social worker and DT After the meeting: • Record details in each section of the ePEP record on Welfare Call, • Press PEP ‘complete and finished’, • To support the Young Person, share the targets and actions with school staff.

33. The ePEP timescale • ‘The ePEP must be reviewed each term to ensure that the story of a child’s educational progress is current and continues to meet the child’s educational needs. It is also to ensure that information from the PEP is available to feed into the next statutory review of the wider care plan’. “Promoting the education of looked after children” July 2914 DfE Guidance • PEP meetings to be held termly • Next review/meeting date must be agreed at the end of the PEP

35. Changes this academic year to the data that is uploaded to Welfare CallAny year group

36. Current Attainment Emerging Exceeding Expected

37. Current Attainment - detail Expected Expected + Expected -

38. Any year group- 9 pots, the full picture

39. Attitude to learning question Key to Attitude to Learning: • 4 – Consistently engaged and well-motivated • 3 – Engaged and motivated at most times • 2 – Engaged and motivated some of the time • 1 – Lacks engagement and self-motivation

40. Termly targets • SMART • Specific • Measurable • Aspirational • Realistic • Timely • What is the next area of learning for the young person? • How will Pupil Premium be used to support the target? • If required, who will do the tuition and when?

41. PEP target setting Which of the following do you think are effective educational targets? a) To be able to double numbers up to 20. b) To improve their reading. c) To use a capital letter and full stop in every sentence. d) To focus for 15 minutes independently during every lesson. d) To learn all of the times tables up to 12. e) To improve their learning behaviour.

42. Resources to support the PEP action plan • School’s own resources and interventions: mentoring, counselling, TA support, expert teacher to provide tuition • Access to external agencies e.g. Educational Psychologist, Education Support Centre • Virtual School resources

43. Requests for Information How do you know that a request for sensitive information is genuine? How can you send sensitive information securely? Do you know how to password protect a document? How do you store your sensitive information?

44. Need support? Contact: Welfare Call - 01226 716333Lesley Harnden (Support Officer) - 01442 453039

45. Websitehttps://www.hertfordshire.gov.uk/microsites/virtual-schoolWebsitehttps://www.hertfordshire.gov.uk/microsites/virtual-school