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The role and responsibilities of the designated teacher for looked after children

The role and responsibilities of the designated teacher for looked after children. Ewen Godfrey Virtual School Head. What do we mean by Children in Care?. Children who are either subject to a Care Order or Accommodated under the Children Act 1989. The Difference. For ACCOMMODATED

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The role and responsibilities of the designated teacher for looked after children

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  1. The role and responsibilities of the designated teacher for looked after children Ewen Godfrey Virtual School Head

  2. What do we mean by Children in Care? Children who are either subject to a Care Order or Accommodated under the Children Act 1989

  3. The Difference For ACCOMMODATED children parental responsibility remains with the parent For children IN CARE (Care Order) parental responsibility is shared between the local authority and the parents

  4. Some facts and figures about Children in Care in Bradford. Did you know…..? • There were 31 March 2011 920 children and young people in care to Bradford Council. • 253 pre school 27.5% • 555 school age 60.3% • 112 post 16 12.2% In care for 1 year or more on 31 march 2011 • 83 have a statement of special educational needs. • 56are on school action plus • 74 are on school action • Over 44.8% of Bradford LAC are on the SEN continuum • 125 LAC live and attend school out of Bradford. • There are 66 LAC attending Bradford schools from other local authorities

  5. Who looks after our looked-after children? • 464 children live with foster parents. • 190 live with family and friends. • 85 children are placed with their own parents. • 52 children live in community homes. • 26 children are placed for adoption • 15 young people look after themselves • 11 purchased foster care • 41 residential purchased • 5 respite • 1 hospital • And 6 young people are in secure accommodation!

  6. KS1 L2+ outcomes of CiC in %

  7. KS2 L4+ outcomes of CiC in %

  8. KS4 5+ A* to C grades

  9. KS4 5+ A* to C grades including English and Maths

  10. KS4 5+ A* to G grades

  11. KS4 1+ A* to G grades

  12. Predicted levels of progress KS2 to KS4 • For year 11 cohort 2010 • In Maths 20% made predicted progress • In English 18% made predicted progress

  13. Don’t shoot the messenger!

  14. The scope • The guidance does not attempt to provide comprehensive answers on all aspects of how the role should be carried out in every school. It is intended to provide a helpful framework which schools should use in order to make sure the role of designated teacher is effective in helping looked after children to succeed. • The role of the designated teacher needs to be understood as part of the wider statutory responsibilities on local authorities for looked after children, both in terms of arrangements for their care and the particular duty on local authorities under the Children Act 1989, to promote the educational achievement of the children they look after.

  15. The Premise • Excellent practice in supporting LAC already exists in many schools • Making DT role statutory is intended to help ensure that effective practice becomes universal.

  16. Statutory Guidance • Statutory framework • The role of the governing body • The role of the designated teacher within the school • The role of the designated teacher in developing the personal education plan • The relationship of the designated teacher to other beyond school • Links

  17. Statutory Framework

  18. Statutory Framework (2) The Designated Teacher (Looked After Pupils etc) (England) Regulations 2009 (the Regulations) require that the person designated is: • a qualified teacher who has completed the appropriate induction period (if required) and is working as a teacher at the school (regulation 3(2)) or • a head teacher or acting head teacher of the school (regulation 3(3)) or • a person who has had responsibility for promoting the educational achievement of looked after pupils for at least six months immediately before the Regulations came into force and who is training to be a teacher and likely to qualify before 1 September 2012 (regulation 3(4)).

  19. Statutory Framework(3) Schools governing bodies must have regard to this guidance.

  20. Role of governing body

  21. Role of governing body (1) • Way role of DT is carried out will vary from school to school • In line with workforce agreement, not all aspects of the job need to be carried out by DT • Lead responsibility for raising attainment rests with the DT • DT should be given appropriate level of support in order to fulfil their role

  22. Role of governing body (2) • Where the DT is not a member of the senior leadership team a member of the team should champion LAC issues and work closely with the DT • The GB, in partnership with HT, is responsible monitoring how well role is working • The GB in partnership with HT has to ensure through training and development DT’s have necessary skills • GB and school leadership should make sure DT acts as a resource to inform and support colleagues

  23. Role of governing body (3) Indicators to show LAC are properly supported include: • School has clear overview of educational needs and progress • School policies are effective in reflecting needs and progress • Resources allocated to support the DT to carry out role effectively

  24. The role of governing bodies(4) Report to governors – pupils should not be named • Any workload issues • Levels of progress (to include children who have left care in last year) • Attendance and exclusion • Issues related to PEP completion • Gifted and talented • SEN? Are their needs being met • Teaching and learning needs reflected in school development plans • Training that has been provided • Work with virtual school heads • Impact of school policies on LAC

  25. The role of the governing body (5) From Report: • Does DT have sufficient time and resources? • Any training, support and development needs required? • Do school policies properly take in to account needs of LAC? • Is school making fullest use of available resources? • Is once per year enough?

  26. The role of the DT within the school

  27. The role of the DT within school (1) The designated teacher has a leadership role in promoting the educational achievement of every looked after child on the school’s roll. The role should make a positive difference by promoting a whole school culture where the personalised learning needs of every looked after child matters and their personal, emotional and academic needs are prioritised. The designated teacher should have lead responsibility for helping school staff to understand the things which can affect how looked after children learn and achieve.

  28. The role of the DT within the school (2) Everyone involved in helping looked after children achieve should: • Have high expectations • Be aware of emotional, psychological and social effects around separation and loss • Understand reasons behind a child’s behaviour – and why they may need more support

  29. The role of the DT within the school (3) • They are individuals – do not publicly treat them differently to their peers • Use your knowledge sensitively • Central importance in PEP in helping create a shared understanding • Have a level of understanding about care process and planning

  30. The role of the DT within the school (4) The designated teacher should: • Contribute to the development and review of school policies • Effective and well understood procedures to support LAC – promoting high expectations • Promote a culture in LAC believe they can succeed and aspire to HE and FE • Involve young people and take their views seriously and supported to take responsibility for their own learning

  31. The role of the DT within the school (5) • Advice to other school staff • Full use of Assessment for Learning (AfL) approaches • Prioritise LAC in 1:1 tuition • Good links between home and school • Lead responsibility for development and implementation of a child’s PEP

  32. The role of DT in developing the PEP

  33. The role of DT in developing the PEP (1) • PEP is part of the care plan • Develop and reviewed in partnership • The PEP is part of the child’s official schools records. • PEP provides a ‘collective memory’ about child’s education • Aim to make the PEP a living and useful document • If a child become LAC the LA will notify the DT and receive a pre- populated PEP with basic information • If a LAC joins a school the existing PEP should be transferred. If not received follow up.

  34. The role of DT in developing the PEP (2) What should school do with the PEP • On becoming LAC or joining a school the DT to assess their educational needs without delay • The DT will be responsible for leading on the development and implementation of the PEP once received • It should set high quality expectations of rapid progress and put in place the additional support the child or young person needs to succeed

  35. The role of DT in developing the PEP (3) • The DT should have ultimate responsibility for leading on target setting and rigorously track their attainment progress • See section 4.3.6 • EPEP

  36. The relationship of the DT to others beyond school

  37. The relationship of the DT to others beyond school (1) • Key point of contact • Appointment of virtual head

  38. The relationship of the DT to others beyond school(2) Make sure that: • There is an agreed process in place how school works in partnership with other professionals • School policies are communicated to carers, social workers and if appropriate birth parents • The child’s teachers know most appropriate person to contact • There are positive and effective ways to communicate with partnership working . E.g. SEN, CAMHS

  39. The relationship of the DT to others beyond school(3) Securing Stability • You do not have to do it all • Latest information about education available to the statutory review process • Be consulted about potential care placements • Provide advice about likely impact if care placement move cannot be avoided • Make sure if a child moves from you school information is passed on the receiving school

  40. Pupil Premium • In care for 6 months or more • Bradford pays termly • £488 per year topped up to £990 • Children in EY maintained placements • YP in maintained schools post 16 • Next year £600

  41. Links • Bradford schools on line (BSO) Go to Child Protection and then Children in Care • Teachers in the know. The who cares?Trust • Designated teacher statutory guidance • Best practice guides, primary and secondary • Promoting the education of looked after children – LA statutory guidance 2010 Contact Ewen Godfrey – Virtual School Head, Bradford Email ewen.godfrey@bradford.gov.uk Tel 01274 385737

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