Essex Virtual School

March / April 2011

Designated Teacher for Children Looked After Training

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Update on the Virtual School

Virtual School is now part of School Improvement and Early Years Service

. Ofsted Safeguarding and CLA Inspection – July 2010

Changes to the structure

Strategic focus on improving attainment and attendance

Provide improved support to schools

Serious Case Review - Recommendations

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Virtual School Structure

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Our Children Looked After in Essex

1550 children are looked after by Essex 688 are of statutory school age and educated in Essex Schools 160 Children looked after by other Local Authorities educated in

Essex Schools 23.2% have a Statement of Special Educational Needs 41.9% are School Action and School Action Plus 23 registered as Gifted and Talented 1 Permanent exclusion in three years 38 are Unaccompanied Asylum Seeking Children

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The role and support available from the Virtual School in Essex

Tracking progress - collecting data on progress and attainment (data tracking system)

Work with Advisors to support and challenge schools to improve educational outcomes

Improving attendance

Personal Education Plans – quality and compliancy

Personal Education Allowance - including funding ‘pooled activities’

Dowry to Essex schools

Training – Designated Teachers / Social Care staff / Foster Carers

Developing Children Looked After Reference Group to inform service planning

Education Support Mentoring

Support, challenge and problem solving on individual cases

Essex Grid for Learning

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Funding available to support the needs of Children Looked After

Dowry - Essex mainstream (not Academies or Special) schools receive £410 termly for each CLA to help support the child or young person during their time at school (including those looked after by other Local Authorities).

Personal Education Allowance - £500 Personal Education Allowance to be used for additional interventions to achieve targets set out in Personal Education Plans (PEP) for children not reaching expectations. Provision of pooled activities to support schools

Every Child an Opportunity – Extended Services additional grants within schools and LDGs (about £190 per year)

Pupil Premium – for children looked after

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Attainment Performance and TargetsNI99 CLA reaching level 4 in English at KS2

Period County Essex Target SN Average for CLA

Eng Average for CLA

2010 AY 67.00%

(80.5%)

53.0% 47.00% 45.00%

2009FY 42.9%

(80%)

59.3% N/A 46.0%

2008 38.5%

(82%)

56.0% 38.0% 46.0%

2007 57.1%

(80%)

41.3% 37.0% 46.0%

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Attainment Performance and TargetsNI00 CLA reaching level 4 in Maths at KS2

Period County Essex Target SN Average Eng Average

2010 AY 66.00%

(80.5%)

57.6% 50.00% 44.00%

2009FY 46.0%

(79%)

61.1% N/A 46.0%

2008 46.2%

(78%)

50.0% 38.0% 44.0%

2007 47.6%

(77%)

37.2% 38.0% 43.0%

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Attainment Performance and TargetsNI01 CLA achieving 5 A* - C GCSEs including English and maths or equivalent at KS4

Period County Essex Target SN Average Eng Average

2010 AY 9.6%

14.8% (Essex)

(54. X%)

13.9% 9.0% 11.6%

2009 13.0%

(50.2%)

17.3% N/A 9.8%

(49.8%)

2008 8.1%

(49.1%)

6.8% N/A N/A

(47.6%)

2007 N/A

(47.2%)

8.7% N/A N/A

(46.7%)

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  2009/10 academic year data as published by DfE 18 12 10

Measure Essex Best SN Worst SNSN average (inc

Essex)England

Key Stage 1 - % achieving level 2+ in:          

Reading 48% 82% 48% 57% 58%

Writing 39% 78% 39% 52% 51%

Maths 67% 82% 55% 68% 62%

Key Stage 2 - % achieving level 4+ in:          

English (NI 99) 67% 67% 30% 47% 45%

Maths (NI 100) 65% 65% 30% 50% 44%

Science 63% 63% 40% 50% 53%

English & Maths 58% 58% 33% 44% 36%

Key Stage 4 - % achieving:          

Any pass 81.7% 84.2% 56.0% 73.7% 78.0%

1+ A*-G 71.3% 84.2% 56.0% 67.6% 72.5%

5+ A*-G 53.0% 63.2% 35.4% 45.5% 50.6%

5+ A*-C 27.8% 27.8% 16.9% 23.5% 26.1%

5+ A*-C inc English & Maths (NI 101) 9.6% 15.3% 0.0% 9.0% 11.6%

Absence - % sessions lost due to:          

Authorised absence 4.6% 2.9% 5.8% 4.9% 4.5%

Unauthorised absence 0.9% 0.6% 2.3% 1.4% 1.7%

Overall absence 5.5% 5.2% 8.0% 6.3% 6.2%

Persistent absence          

% CLA classed as persistent absentees 3.8% 3.8% 7.5% 5.0% 4.9%

Exclusions (insufficient data to report on permanent)          

% CLA with at least one fixed term exclusion 11.4% 7.6% 19.4% 14.1% 12.2%

% CLA with multiple fixed term exclusions 6.7% 5.3% 11.5% 8.1% 6.4%

Average number of fixed exclusions per child with at least one exclusion 2.5 1.8 3.4 2.4 2.4

Summary Performance

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Attendance

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Designated Teachers

• What do you think the role is?• What support do you need?• What are the barriers to improving outcomes?

• 10 minutes discussion and feedback

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Designated Teacher Role

• Lead responsibility for helping school staff understand things which affect how children looked after learn and achieve.

• Promote a culture of high expectations and aspirations for how children looked after learn

• Make sure the young person has a voice in setting learning targets• Be a sources of advice for staff about differentiated teaching strategies

and in making full use of Assessment for Learning• Make sure that children looked after are prioritised for 1:1 tuition

arrangements and that carers understand the importance of supporting learning at home

• Lead responsibility for the development and implementation of the Personal Education Plan

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Personal Education Plans

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Case Studies

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Improving Progress and Outcomes

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Raising Aspirations

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Target Tracker

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Care Matters:  Time To Deliver For Children In Care, DCSF, 2007

‘A high quality education provides the foundation for transforming the lives of children in care.  Children and young people have told us how important education is to their lives.  Children who leave care with no qualifications are less likely to be in education, employment or training, are five times more likely than those with qualifications to be in custody at age 19 and are nearly twice as likely to have lost touch with the local authority that supported them.’

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Useful Documents

The Virtual School for Children Looked After

01245 436273