Briefing Agenda – Wednesday 24 January 2018

1. Learn Sheffield Leaders’ BriefingSpring Term 1 Wednesday 24 January 2018, 8.30-11.00amSt Mary’s Conference Centre, Bramall Lane

2. Briefing Agenda – Wednesday 24 January 2018 • Introduction / Welcome • Virtual School Update – Pam Smith • Leading an Effective SEND Strategy in School – David Bartram • Learn Sheffield Update – Stephen Betts • Provision & Support for CYP at Risk of Exclusion – Nicola Shearstone

3. Virtual School Update – Pam Smith

4. Sheffield Virtual School Pam Smith Head of Primary & Targeted Intervention Head of the Virtual School for Children Looked After January 2018

5. Contents • Overall current numbers, demographics / SEN • Virtual school updates including corporate action plan • 4 key challenges • Key actions / new ways of working • Virtual school training offer • Proposed PEP sign off process • What do we need from schools • Key indicators • PEPs • Welfare Call

6. Overall Numbers of CLA • 410 Sheffield Children Looked After (school age) (Dec 17) • 42% primary age, 58% secondary age • Children attend 190 different schools • 70% attend schools in Sheffield

7. Demographics of CLA Gender: 55% male, 45% female Ethnicity: The % of CLA who are White British (64%) is similar to all Sheffield (65%) but some groups are under/over represented Age at admission: The majority of children become looked after when they are of school age

8. CLA and SEN • SEND: 58% of the CLA cohort have SEN and 18% have an EHCP (compared to 2% for all Sheffield children) • SEMH (Social, Emotional, Mental Health) is the most common primary need

9. Virtual School (updates) • Leadership of the Virtual School • Corporate Parenting Strategy 2018/20 • Virtual School Action Plan • New ways of working • Weekly performance dashboard

10. Virtual School Action Plan 7 key areas of challenge addressed in the Corporate Parenting Strategy 2018/20 and the Virtual School action plan • Leadership, Management and Governance • Access to Education • Personal Education Plans (PEPs) • Attainment and Progress • Early Years and Post-16 • Emotional Health and Well Being • Young Person’s Voice

11. Example of 4 key challenges • Persistent absence rates are too high • Ensuring all Children Looked After have access to a full-time timetable • PEP completion rates and PEP quality are not high enough • The attainment gap between Children Looked After and the city average is too wide

12. Key actions to address these in 2017/18 • New way of working • Virtual School to be more office based • More time to monitor and scrutinise all PEPs • Prompt feedback to schools and Social Care re PEP quality • Prompt challenge if no strategies are recorded in the PEP for addressing issues in attendance / exclusions / barriers to learning • Rigorous monitoring of the use of alternative provision and part-time timetables • Monitor and challenge the school of any child which is not making expected or better than expected progress or where progress has dipped from the previous term • Rigorous tracking and monitoring of pupil premium spend to ensure this is used appropriately to raise the attainment of Children Looked After and support them to achieve the targets in their PEP • Increased training offer for schools / social workers / foster carers / residential staff • Weekly performance dashboard in place to rigorously track a range of indicators and flag up issues of concern to focus Virtual School support and challenge

13. Recent updates to support the new working model (January 2018) • Virtual school training programme being rolled out • A proposed PEP sign off process to ensure plans are completed promptly • Trial of monthly ‘keep in touch’ phone calls, arranged at a convenient time for the DT • Emphasis on facilitating careers advice for all CLA from Y8

14. Virtual School Training The Virtual School trainingoffer covers support for professionals involved with CLA and incorporates the latest statutory guidance. Training dates and an outline of content will be advertised on the Virtual School website, the Virtual School termly newsletter and direct emails to schools Training sessions will be delivered on: • The role of the Designated Teacher • The role of the social worker in supporting education • The role of the foster carer in supporting education • The role of the residential home in supporting education • Supporting CLA in the classroom (attendance and exclusions) • Supporting CLA in the classroom (behaviour for learning) • Welfare Call / PEP training for new users • Welfare Call / PEP training for existing users • Early Years Providers - supporting CLA in Early Years settings • Post-16 Providers - supporting CLA in Post-16 settings • Virtual School Network Meetings – sharing good practice

15. Proposed PEP sign off process The process is being developed to ensure PEPs are signed off promptly and any issues preventing a PEP being completed are identified quickly

16. Keep in touch phone calls Proposal: A fifteen minute ‘keep in touch’ phone call between the DT and their Virtual School advocate once a month, arranged at a time that suits the DT Example agenda: • Discuss any issues concerning PEPs awaiting completion and provide feedback on the quality of recently completed PEPs • Review strategies included in the PEP concerning poor attendance, exclusions and barriers to learning. Are they still appropriate? How successful are they? Do they need updating? • Review of actions specified in the plan – have they been done? If not, what are the reasons? • Check details concerning part-time timetables / alternative provision are current and accurate • Provide signposting to upcoming training This conversation can be when both the DT and advocate are online on Welfare Call so PEPs can be updated live Benefits: • Increase regular communication and support between schools and the Virtual school • Encourage regular reviewing of the PEPs / treating it as a live document and ensure strategies are current and information accurate • Contribute towards the statutory requirement of PEPs reviewed termly • Increase PEP completion rates • The Virtual School will be a resource for advice and information and available when convenient for schools

17. What do we need from schools? • PEP meetings prioritised and plans signed off within 5 working days of the meeting • Strategies, targets and actions contained in the PEP regularly reviewed and updated • Details of alternative provision or part time timetables clearly recorded • Attainment and progress data added to the PEP promptly following the end of term • DT to engage with VS through monthly ‘keep in touch’ phone call • Encourage your DT to attend Virtual School Training • Use the Virtual School as a resource for support and advice

18. Key Indicator: PEPs 85% of school age Children Looked After (CLA) have a completed PEP within the last 6 months ‘The proportion of Children in Care with a PEP (completed anytime) has increased in the past three years from 85% in September 2014 to 97% in December 2017’.

19. Key Indicator: Attendance • Overall attendance of Children in Care was above the city average in primary and special schools, and similar to the city average in secondary in 2016-17. • The proportion of looked after children who are classed as persistently absent has remained high (around 15–25% of the cohort) since the threshold was raised to 90% attendance in September 2015. New to the PEP for 2017/18: If a child has less than 90% attendance the designated teacher is required to record in the PEP the reasons and the strategies that school and carers are using to improve and address this. These strategies will be reviewed termly to see how effective they are.

20. Key indicator: Exclusions • There have been no permanent exclusions of Children Looked After in the past 5 years. • There have been 30 CLA with at least one fixed term exclusion in the 17/18 academic year to date. This equates to approx.7% of the cohort • The percentage of Sheffield CLA with at least 1 fixed term exclusion has reduced from 19% in 2009 to 10% in 2015 and locally calculated figures show this figure continuing to reduce (9% in 2016/17) • New to the PEP for 2017/18: The designated teacher is required to record in the PEP the strategies that school are using to prevent further exclusions. These strategies will be reviewed termly to see how effective they are.

21. Key indicator: Attainment • The summer 2017 assessments showed improved outcomes for Children in Care at Key Stage 1 in reading and writing (but not in maths), and in KS2 in reading and maths (but not in writing). • Results for children in Key Stage 4 were not comparable with previous years due to changes in the assessment framework. • 16% of the KS4 cohort achieved the headline measure of 9-4 in English and maths.

22. KS1 and KS2 Results Small numbers in these cohorts make comparisons unreliable. KS1 CLA reportable cohort: 9 children KS2 CLA reportable cohort: 22 children

23. KS1 and KS2 Results cont… SEN Context (reportable cohort) KS1: • 6 children have SEN needs identified (67% of the reportable cohort) • 1 child (11%) has a statement of SEN or EHC plan. • 5 children (56%) have SEN support. 1 of these children achieved the expected standard in reading, writing and maths KS2: • 13 children have SEN needs identified (59% of the reportable cohort) • 5 children (23%) have an EHC plan. None of these children achieved the expected standard across all subjects but 1 achieved the expected standard in maths • 8 children (36%) have SEN support. None of these children achieved the expected standard across all subjects but 2 achieved the standard in reading, 4 in writing and 2 in maths • Action to improve attainment 2017/18:20 children currently in Y5 and Y6 have been invited to participate in a weekly Study Group delivered by the University of Sheffield at their Arts Tower Building. The project focuses on children performing below expectations but with the potential to improveand is funded through Pupil Premium.

24. KS4 Results In Key Stage 4 there were 37 children in the reportable cohort. Note: Trend data is not available for 2016/17 due to the change in English and maths GCSEs • 16% of CLA achieved 9-4 in English and maths (standard pass equivalent to A*-C) (6 children) Of the 37 children in KS4, 23 attended a mainstream school at the time of exams and 14 attended a special school, secure setting or other provision. When comparing with overall figures for Sheffield and National it is useful to split out the figures for children in mainstream: • 91% of CLA in mainstream schools completed Y11 with some formal qualifications. • 26% of CLA in mainstream schools achieved 9-4 in English and maths.

25. KS4 Results cont… SEN Context (reportable cohort) KS4: • 24 of the 37 in the reportable cohort were on the SEN register (65% of the reportable cohort) • 11 had statements or EHC plans. None of these children achieved the a 9-4 pass in English and maths • 13 were at SEN support. 1 of these children achieved a 9-4 pass in English and maths Children with no GCSE or equivalent outcomes From the reportable cohort, 15 students did not achieve a GCSE or equivalent qualification. These included: • 11 students who attended special schools that provide education for young people who have severe and complex learning • 3 students who disengaged from education despite extensive efforts by schools and other professionals. Alternative provision was accessed • 1 student came into care during KS4 after arriving as an asylum seeker  He had limited spoken English and no previous related schooling.  He was not entered for exams but received support in learning English and life skills. Children in Care took a wide range of alternative courses to GCSE, including vocational courses such as BTECs and ECDL. Subjects included: • ICT, Health & Social Care, Creative Crafts, hair and beauty and media • New to the PEP for 2017/18: The PEP lists the young person’s interests and aspirations for the future and the designated teacher and social worker is required to record in the PEP the activities that will be put in place to help support the child to achieve their aspirations. • Action to improve pathway to higher education 2017/18: Children currently in Y10 and Y11 will be invited to participate in the South Yorkshire ‘Go Further Go Higher’ summer school held jointly by the University of Sheffield and Sheffield Hallam University. 

26. Personal Education Plans (PEPs) The Personal Education Plan (PEP) is the statutory tool to ensure that everyone is actively prioritising the education of the child or young person, carefully tracking their progress and supporting them to achieve well 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 being in preschool provision up to the age of 18.The key personnel who should be involved in every PEP meeting are: • The child or young person • The child or young person's Social Worker • The child or young person's Carer • The Designated Teacher or named lead for CLA from the child or young person's education or training setting, nursery, school, college or provider. The young person should be fully involved in the meetings and the decision making processes in relation to their care and education to ensure that their wishes and feelings about their education are taken into account in the development, implementation and review of their PEP.

27. Welfare Call E-portal that securely hosts PEPs Accessed by: • Designated teacher • Virtual School Team • Independent Reviewing Officer (IRO) • Social Worker • Social Work Team Managers https://extranet.welfarecall.com/

28. Questions? Further support: The Virtual School 0114 273 5584 virtualschool@sheffield.gov.uk

29. Briefing Agenda – Wednesday 24 January 2018 • Introduction / Welcome • Virtual School Update – Pam Smith • Leading an Effective SEND Strategy in School – David Bartram • Learn Sheffield Update – Stephen Betts • Provision & Support for CYP at Risk of Exclusion – Nicola Shearstone

30. Leading an Effective SEND Strategy in School – David Bartram

31. Leading an Effective SEND Strategy in School Leaders Briefing January 2018 David Bartram OBE david@prescienteducation.co.uk

32. Leading an Effective SEND Strategy in School Context Culture CPD Collaboration

33. Context

34. CONTEXT 2.8% 64% 36% 8,669,080 6,685 3,285 14.4% 1,244,255

35. Understanding the national context

36. Primary Need

37. SEN support by age and gender

38. Statement / EHC plan by age and gender

41. 1, 000, 000

42. culture

43. Children and Young People With SEND: • Will be six times more likely to receive a fixed-term exclusion from school than you. • Will be eight times more likely to receive a permanent exclusion from school than you. • Once they’ve left school they will be seven times less likely to work than you. • If they are lucky enough to work, it will probably be part-time. It will probably be poorly paid. • Are one and a half times more likely to live in poverty than you. • Are over four times more likely to have mental health problems as a child than you. • Are more likely to have children with their own learning difficulties than you. • Are at least three times more likely to end up in prison than you Jarlath O’Brien and Nancy Gedge

48. Secondary school, Hounslow, West London • Teaching School • 1467 pupils • 33.1 % FSM • 51 pupils with a statement of EHCP • 61.9 % English as a second language • 14.5% SEN • 3rd consecutive Outstanding Ofsted in May 2013 • Top 100 schools in England for progress of FSM pupils 2013. • Winner of the ‘Inclusion Award’ at the Education Business Awards. • ‘Outstanding outcomes and progress for disabled students and those with SEN’ Ofsted 2013 • Top 100 schools in England for VA in 2015 Lampton School