DESIGNATED TEACHERS FOR CHILDREN LOOKED AFTER SUMMER 2018

DESIGNATED TEACHERS FOR CHILDREN LOOKED AFTER SUMMER 2018 UPDATES

AGENDA • • Current local context Overview of CLA progress in Bradford schools Statutory New Guidance for DT’s &VHT’s PP+ Funding Increase Training/CPD requirements BSO Termly Attainment Updates Annual Report to Governors Any Other Business

Current local context 04/06/2018 Change • LAC 1040 • CPP 608 • CIN 1037 31/05/2018 1036 +4 600 +8 1052 -15 All Cases 4535 4619 - 84

Understanding the Achievement Gap Early Years Foundation Stage time series data % Good Level of Development 2014 Bradford CLA 17% Bradford All 55% National All 60% 2015 27% 62% 66% 2016 29% 66% 69% 2017 50% 68% 71% KS 1 overall Reading Writing Maths Science RWM 2016 2017 Nat Bfd Nat CLA Bfd CLA EXS 74% 70% 58% 76% 72% 51% 59% GDS 24% 18% 10% 4% 24% 18% 9% 9% EXS 66% 64% 37% 42% 66% 64% 39% 46% GDS 13% 11% 4% 0. 0% 14% 11% 4% 4% EXS 73% 70% 46% 42% 73% 70% 46% 50% GDS 18% 14% 6 % 0. 0% 18% 14% 6% 9% EXS 82% 76% 58% 70% 82% 76% 60% 81% EXS 60% 58% 32% 35% 60% 58% 34% 36% GDS 9% 7% 2% 0. 0% 9% 7% 3% 5%

KS 2 overall 2016 Nat Bfd Nat CLA Bfd CLA 66% 56% 41. 0% 34. 7% 71% 65. 1% 45. 0% 38. 0% 19% 12. 1% 6. 7% 10. 2% 25% 19. 1% 9. 0% 6. 0% EXS 72% 68. 2% 43. 7% 49. 0% 77% 74. 4% 50. 0% 45. 0% GDS 23% 17. 0% 7. 1% 10. 2% 31% 27. 5% 12. 0% 11. 0% EXS 70% 65. 2% 41. 0% 38. 8% 75% 71. 8% 46. 0% 39. 0% GDS 17% 12. 9% 3. 7% 8. 2% 23% 19. 2% 7. 0% 6. 0% EXS 74% 73. 5% 45. 7% 44. 9% 76% 73. 7% 48. 0% 36. 0% GDS 17% 13. 1% 3. 4% 2. 0% 18% 15. 4% 6. 0% 0. 0% EXS 53 45. 7% 25. 1% 17. 4% 61% 56. 0% 32. 0% 28. 0% GDS 5 3. 1% 0. 7% 2. 0% 9% 6. 5% 1. 0% 0. 0% EXS Reading GPS Maths Writing RWM 2017 GDS

KS 4 2017 overall 2017 Nat Bfd Nat CLA Bfd CLA Attainment 8 44. 6 42. 4 18. 9 Progress 8 -0. 03 +0. 02 -1. 19 -1. 02 Basics 9 -4 59. 1 56. 1 15. 0% 12. 5%

KS 2 Issues • The key issues for the Virtual School working with primary schools in the district and out of the LA remains the need to continue to raise attainment and accelerate progress in all subject areas and Key Stages but particularly boys in Key Stage 2. • Increase the numbers of children making or exceeding age related expectations and/or reaching targets in all four areas in KS 1

Overview of CLA progress in Bradford Schools – KS 4 • There were 65 children in the cohort (in care for 1 year or more as of 31 st March 2017). • 1 child was educated in Scotland, therefore percentages calculated out of 64. • There are 22 children who did not sit GCSE’s (Educated in a Special School, PRU, by the Virtual School or are EHE). We have also calculated the percentage of those who sat GCSE’s separately.

Pupil Premium Plus Funding 2018 • For children looked after, PP+ funding is managed by the Virtual School Head (VSH) The VSH and schools, should work together to agree how this funding can most effectively be used to improve children looked after’s attainment. • For previously children looked after, PP+ funding (£ 2 300) managed by the child’s school. The amount a school receives is based on the number of eligible children recorded in the school’s annual January School Census return to the Department for Education.

This is statutory guidance from the Department for Education. It is issued under section 7 of the Local Authority Social Services Act 1970. This means that it must be followed unless there are exceptional circumstances that justify departing from it. Section 22(3 A) of the Children Act 1989 The Children and Families Act 2014 amended section 22 of the Children Act 1989 Section 4 of the Children and Social Work Act 2017 The 2018 statutory guidance for schools has changed to include identified previously LAC pupils

Main points children looked after and previously children looked after 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.

Previously children looked after • Adopted and Special Guardianship order (SGO) • Parents have parental and legal responsibility. • Parents need to identify their child as adopted/SGO and ask for this to recorded on the January census.

• Funding allocations are confirmed in June, once pupil number data from the January census has been validated and agreed. PPG is paid to local authorities in quarterly instalments. • The Adoption Fund is available up to £ 5000. This is for therapeutic support and is applied for by the parents with After Adoption Support.

For children looked after, 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

For previously children looked after, 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 part of the corporate parent role 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.

School admissions Admissions authorities of all mainstream schools must give the highest priority in their oversubscription criteria to children looked after and previously children looked after, 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

New Local Authority Responsibilities VSHs, in conjunction with the Director of Children’s Services, should decide the extent of their offer to parents, early education providers and schools but as a minimum, the VSH must: • respond to parental requests for advice and information • respond to requests for advice and information from providers of early education, designated teachers in maintained schools and academies, and providers of alternative provision in their area in respect of individual children supported by the local authority.

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

Training and BSO Termly updates • Key DT training offered this year and any requests for next year

What does this mean for you? The governing body of a maintained school and the proprietor of an academy must ensure that an appropriately qualified and experienced member of staff undertakes the responsibilities within the school to promote the educational achievement of children looked after and previously children looked after on the school’s roll. They must also ensure that the designated teacher undertakes training that is appropriate to carrying out this duty.

If Ofsted asked your governors, would they know how many looked after and previously looked after children are on your school roll?

The governing body, head teacher and school leadership team will want to consider does the designated teacher have : • the appropriate seniority and professional experience to provide leadership, training, information, challenge and advice • appropriate seniority and skills to work with the school’s senior leadership and governing body • training opportunities, including time away from timetable commitments

• How does the designated teacher role contribute to the deeper understanding of everyone in the school • What resource implications might there be in supporting the designated teacher to carry out their role? • What expertise can designated teachers call on within and outside the school such as SENCOs, health and mental health support?

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

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

Consider • the number of children looked after and previously children looked after on roll • Progress • Gifted and talented • Safeguarding • SEN • Mental health needs • Attendance and exclusions • Impact of Pupil Premium Plus

Designated Teachers annual report to the Governors • Reminder that this is a requirement for all schools to do on an annual basis. • An example of a typical report is available on BSO under the Virtual School section

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 children looked after and previously children looked after child on the school’s roll. This involves, working with VSHs to promote the education of children looked after and previously children looked after and promoting a whole school culture where the personalised learning needs of every children looked after and previously children looked after child matters and their personal, emotional and academic needs are prioritised.

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;

• understand how important it is to see children as individuals • appreciate the central importance of the children looked after child’s PEP and most importantly, the child’s own understanding of how they are being supported; • for previously children looked after, 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.

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.

Mental Health Children looked after and previously children looked after 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.

Exclusions The past experiences of children looked after and previously children looked after 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 children looked after child.

Free Resources • Looking after looked after children • How to create a positive future • A guide to attachment • From Timpson Ltd, Timpson House, Claverton Rd, Wythenshawe Manchester M 23 9 TT. Tel 0161 946 0135

And finally any other business? • Thank you from the Virtual School for your commitment and support to all your CLA pupils