Designated teachers for looked after children Conference - Suffolk Looked after children Improving learning and achievement Marianick Ellender-Gelé HMI 4 March 2015

 5,000  9,500,000  12  68/59/61 A short test! LAC educated in EoE (approximate figure) £ total EoE funding % LAC 5+A*-C including English and mathematics(2014) Key Stage 2 results (2014) reading/writing/mathematics England: 89%/85%/86%

 % projected to achieve at least level 4 in reading, writing and mathematics: 42.4%  Actual result: 36.4%  Statistical neighbours: 43.3%  England: 48% Suffolk - Key Stage

The Gap at GCSE

Special educational needs and LAC  % of SEN pupils achieving 5 GCSE grades A*C (inc. EN/MA) - 14% in Suffolk 20.5% in England  % of LAC pupils achieving 5 GCSE grades A*C (inc. EN/MA) - 8.6% LAC (new methodology – Suffolk) 12% England  Attendance: Some success in Suffolk - an improving trend

 Effective support provided by the virtual school made a difference to children’s educational progress  Support often enhanced the stability of their placements and had a positive impact upon their emotional well-being  But attainment gap between looked after children and other children was not narrowing significantly Findings of the 2012 Ofsted thematic inspection Impact of Virtual School

 Data management systems meant that some local authorities were not able to monitor and report on children’s progress  The resources of the virtual school were not always effectively targeted  The quality of personal education plans was inconsistent virtual-schools-educational-progress-of- looked-after-children Thematic survey 2012 – findings

 Children receive the same support from their carers as they would from a good parent  All looked after children attend good schools  All pupils are set aspirational targets  Pupils make good progress from their different starting points  Pupils show knowledge and skills expected for their age Common themes across Ofsted inspection frameworks

 Personal education plans are of high quality  LAC in alternative provision access 25 hours per week of good-quality education  Sufficient education and training are available for all year olds and for students with LDD  The children’s centres prioritise children that need most support  Staff in children’s homes positively address challenges and barriers to educational progress and achievement

 Have high status and sufficient influence on policy and practice (e.g. quality of teaching)  Maximise the impact of pupil premium to accelerate progress, regardless of when pupils enter care  Promote high achievement and raise attainment as a top priority  Track pupil’s progress accurately  Monitor attendance and behaviour  Make the personal education plan a ‘living’ improvement tool A good designated teacher will

 Understand inclusion well: balance between high achievement, opportunities, provision and nurture  Be central point of contact for agencies  Support and train staff  Make sure the young person has a voice  Develop strong links with carers  Be a source of advice for staff

 Involves the young person  Is written promptly and updated with new information  Sets high expectations of rapid progress  Identifies starting points and educational needs accurately  Records strengths (e.g. more able LAC)  Shows how interventions will address weaknesses and barriers to learning Key features of an effective PEP

 Indicates short-term and medium-term targets and precise timelines  Tracks progress and impact of additional support frequently  Records participation in wider activities  Has clear accountability for making things happen  Other features?

 Training record of the designated teacher and current job description  Report to the governing body  Intervention to increase the rate of progress  Provision for more able LAC  Links with the virtual school  Support for carers  Allocation, use and impact of pupil premium  Quality of the PEPs and tracking post-16  Pupil voice Improving the achievement of LAC A key priority for HMI in the EoE

 Still much to do in the East of England.  Suffolk can do better.  A significant group. Must not get lost in the system.  The attainment gap is far too wide.  Preparation for Post-16. High quality IAG.  Students moving schools, missing IAG.  A collective responsibility to raise achievement. Conclusions