Agenda item

To consider the attached report, which summarises the achievement of CLA for the academic year 2021/22. 

The Corporate Parenting Panel considered the report of the Virtual School Annual Report. The Interim Head of Virtual School & Head of Service for Access to Education, Jo Jack; Director of Education, Shelley Davies, and   the Strategic Lead for Children in Care and Care Leavers, Anton Stewart, provided and overview which summarised the achievement of Children Looked After for the academic year 2021/22.

A presentation was shared with the Panel that summarised the detailed report. The Panel heard that:

-        At the end of the academic year (as recorded on 08 August 2022) there was 626 children and young people in care, of which a near 50% split between male and female; though it was noted that there was a significant decrease in the Unaccompanied Asylum-Seeking Children due to the National transfer scheme.

-        It was highlighted that 2022 was the first year of exams post the pandemic and thus it was difficult to compare results pre and post pandemic for the cohort attainments in maths, reading and writing.

Key Stage 2: in 2022, maths and writing went up in percentage compared to reading which went down in percent, in comparison to 2020 exam results.

Key Stage 4: in 2022 all areas (reading, writing and maths) went up in percentage since 2020.

Attendance was also good with a benchmark of 95%. There was intervention by day five if there was a concern on attendance.

Key Stage 5: there was a drop in percentage in level 3 and a slight increase in level 1/2 and entry level.

Post 16: the longevity of contact helped raise aspirations and working on transition from post 16; additionally linking with leaving care service to have access to professionals and providers.

-        Education, Employment and Training (EET): there were two phases:

(1) developing data and tracking activities to support i.e., weekly drop ins with oversight by manager; (2) working with EET – virtual college approach.

-        Personal Educational Plan (PEP): this was a living document tailored record of a young person’s education, which involved multiple contributors inclusive of the voice of the child. Every child looked after must have one which was shared with their carers.

The Panel welcomed the report and acknowledged the positive improvement in the cohort attainment of writing and maths.

In response to queries raised by the Panel, the Virtual School Team, clarified the following:

In relation to the mitigation to explain the cohort attainment in reading, and the drop in the standards of study during the global pandemic, the Panel heard that a reading test was not a test of reading skills, it was considered on the ability to understand a text, grammar, and comprehension; and thus, reading a book with a child was vital for the child’s learning. It was noted that the teaching of reading and maths was varied in different households. Trauma and change had also affected the results.

In relation to supporting children in their reading, comprehension and understanding of a text, the Panel heard that PEPs was the tool to use to ensure that support was given to a child. All PEPs were held every term. Advisory teachers were also present to support a child for two years, and would follow on to PEPs, secondary school, and education psychology. The service was working with the Independent Reviewing Officer Team to ensure that they were more involved.

In relation to whether there was a specific PEP for children with disabilities, the Panel heard that they had acknowledged discrepancies in the PEP document which had been reviewed and revised for all children. There was also acknowledgment for a more focused way to devise PEPs to understand completing the forms better with all professionals involved. 

In relation to the Virtual College and the support and resources for young people, the Panel heard that the service was developing a learning and development programme for staff and foster carers to assist the young people who required additional support, and to understand support. This was to be sat within the Virtual college and was opened to young people up to 25 years old. The purpose was to be aspirational and push to develop the chosen route of the young person and explore their opportunities. The Virtual College would be working across three teams Virtual School, EET Team and Leaving Care Service.

The Chair welcomed the report and presentation and the good work from the service and staff over the years.

The Panel RESOLVED to:

Agree the report and considers the key priorities for the Access to Education Service, which form the foundation for the day-to-day operation of the Virtual School.

1. Ensure Croydon’s schools take steps to become more inclusive: working in partnership with CSC and LA on issues around race, equalities and safeguarding.

2. Ensure all vulnerable pupils and young people are supported in their education, training, and employment settings to make progress towards better educational outcomes.

3. Ensure training advice and guidance is available to all Croydon settings for the inclusion of the most vulnerable.