Agenda item

This report is in response to the panel’s request for an overview of the work of the Virtual school including data in relation to educational outcomes for children looked after

The Head of Education Standards, Safeguarding and Inclusion introduced the item explaining that whilst improvements were being made, the service was not complacent. At Key Stage 2 there had been a 19% improvement in those achieving the expected standard. Similarly there had been improvements in the phonics assessment and in Key Stage 4.

It was acknowledged that the Virtual School had not previously been set-up to reflect the structure of a school. As a result, a restructure had been undertaken which was focused on outcomes. This aimed to provide support over and above that provided by school to our Looked After Children. It was noted that there was still work to do on standards. Two quality assurance interim posts had been established. The focus on quality standards was impacting on the time being taken to put PEPs in place. However, it was important to make sure that PEPs had the right targets and impact was being monitored through schools.

It was described how the service was on an improvement journey and in its early stages. This was why there was an improvement plan in place. It was highlighted that the service was holding itself to account and that it was important to raise the profile of the Virtual School. The need for the rapid pace of the improvement journey was acknowledged.

Invited to again question the Panel, the young people asked why so few Looked After Children and care leavers are engaged with further or higher education.

The Interim Head of the Virtual School explained that this was the result of a lot of factors. It was acknowledged that officers were not as good at communicating with children as they needed to be. This meant that Looked After Children and care leavers were not aware of the support available. Looked After Children and care leavers needed to know who the people were who would help them. The Virtual School hadn’t operated in the way it would if it were an actual school.

Through the following discussion, it was identified that:

1.    It was important to work with Child and Adolescent Mental Health Services (CAMHS) to provide therapeutic solutions to overcome the traumatic start in life experienced by LAC and care leavers.  How challenges in early childhood put Looked After Children and care leavers on the back foot in terms of life chances was described;

2.    The lack of communication and information being provided to Looked After Children and care leavers was an issue and that it was the role of the Designated Teacher to overcome this;

3.    Care leavers often don’t progress to University simply because they have nowhere to stay during University holidays. This was in part being addressed by the holiday provision provided by the Council but this wasn’t known about by foster carers and wasn’t included in the Moving On Course;

4.    It was important to celebrate the success of Looked After Children and care leavers. This might be judged in different ways and not using traditional measures. LAC and care leavers might not be following traditional pathways. It was suggested there needed to be more ways to celebrate success. The example of a letter home highlighting and celebrating success was provided;

5.    It should be possible to provide PEPs in a range of languages to better support those who speak English as an additional language;

6.    Any learning needs should be identified as early as possible to ensure support was accessed to help achieve potential. It was noted that diagnosis was increasingly happening in Key Stages 3 and 4. It was emphasised that this should be addressed through PEPs and that the Deputy Head of the Virtual School was undertaking SENCO training;

7.    There are more boys than girls in the cohort of Looked After Children and care leavers but there are very few differences in terms of ethnicity from the wider population of young people who are NEET. Those who were lower achieving were typically boys and came into care at a later age. It was explained that those coming into care at the age of 13+ would have experienced chaotic lives, with the service having to repair this at the same time as achieving education success. This put the emphasis on earlier work to prevent breakdown or the need to act decisively earlier; and

8.    Colleges were looking at putting on more suitable provision for LAC/care leavers. Officers were hopeful as the traditional offer had not typically been suitable.

RESOLVED: the Corporate Parenting Panel resolved to recommend:

1.    The Health and Wellbeing Board look at the link between the Virtual School and CAMHS to ensure adequate access to therapeutic therapies for Looked After Children and care leavers following traumatic early years experiences; and

2.    For all Looked After Children to receive the support of a mentor.