Presentation on theme: "The role and responsibilities of the designated teacher for looked after children Ewen Godfrey Virtual School Head."— Presentation transcript:
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 children parental responsibility remains with the parent For children IN CARE (Care Order) parental responsibility is shared between the local authority and the parents
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 age60.3% 112 post 1612.2% In care for 1 year or more on 31 march 2011 83 have a statement of special educational needs. 56 are 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
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!
Bradford LAC 9/10 All Bradford 9/10 Bradford LAC 10/11 All Bradford 10/11 6+ points CLL 47%55%15%57% 6+ points PSE 42%71%60%74% 6+ points CLL + PSE 32%51%15%55% 78 points and 6+ points CLL + PSE 32%51%15%55% 78 points NA70%40%72%
KS1 L2+ outcomes of CiC in % 200920102011 Reading LAC 65.75260 All 79.680 Writing LAC 67.73553 All 75.876 Maths 71.46563 All 84.88685
KS2 L4+ outcomes of CiC in % 200920102011 English LAC 42.94642 All 767877 Maths LAC 54.35852 All 76.58077 English and Maths 314636 All 687370
KS4 5+ A* to C grades 200920102011 LAC 18.329.633.3 All 63.771NA
KS4 5+ A* to C grades including English and Maths 200920102011 LAC 12.57.412.3 All 41.644.2NA
KS4 5+ A* to G grades 200920102011 LAC 59.853.761.4 All 90.491.6NA
KS4 1+ A* to G grades 200920102011 LAC 80.572.273.7 All 97.797.8NA
Predicted levels of progress KS2 to KS4 For year 11 cohort 2010 In Maths 20% made predicted progress In English 18% made predicted progress
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.
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.
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
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)).
Statutory Framework(3) Schools governing bodies must have regard to this guidance.
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
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
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
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
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?
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.
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
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
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
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
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.
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
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
The relationship of the DT to others beyond school
The relationship of the DT to others beyond school (1) Key point of contact Appointment of virtual head
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
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
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
Links Bradford schools on line (BSO) Go to Child Protection and then Children in Care(BSO Teachers in the know. The who cares?TrustThe who cares?Trust Designated teacher statutory guidancestatutory guidance Best practice guides, primary and secondaryprimarysecondary Promoting the education of looked after children – LA statutory guidance 2010LA statutory guidance Contact Ewen Godfrey – Virtual School Head, Bradford Email firstname.lastname@example.org Tel 01274 385737