The Virtual School Annual Report 2014

Introduction by the Headteacher This Virtual School Annual Report has been designed to give an insight into the work of the Milton Keynes Virtual School and the impact it has on the outcomes of the children who are looked after by Milton Keynes (CLA). In addition it details the strategies used to close the educational gap and the children and young people’s subsequent successes We have no school building but we do share the features of a ‘real’ school which enable us to identify and then meet the needs of individuals. The pupils of the Virtual School are enrolled at “real” schools and remain the responsibility of the school at which they are enrolled. Currently we have approximately 227 children and young people who are statutory school age and we monitor a further 70 who are either below or beyond statutory school age.

The Virtual School Headteacher - Responsible for promoting the educational achievement of CLA by strategically leading in a way which ensures the best possible outcomes for all young people. 3 Education Officers - Work closely with a range of professionals including the Independent Reviewing Officers to ensure the CLA on their caseload have good attendance, attain well and make good progress. 2 FTE Personal Education Plan (PEP) Quality and Compliance Officers - Responsible for working with social workers and schools to initiate, develop, review and update the child’s Personal Education Plan (PEP). The Virtual School Team

The CLA group are educated in a variety of schools, colleges and alternative provision within Milton Keynes and elsewhere in the country. The Virtual School works with all the schools where Milton Keynes children are placed and the local Virtual School when appropriate. We also offer advice to Virtual Schools from elsewhere in the country wishing to place children in Milton Keynes Schools. How the Virtual School works

Monitor the attendance of CLA regularly and support schools to ensure CLA attendance is good. Monitor and analyse the educational progress of CLA 3 times a year. Close the attainment and progress gap between CLA and their peers. Offer additional targeted support to reduce exclusion and increase access to the curriculum. Support schools to produce high quality PEPs. DfE Guidance requires

Create a culture of high aspirations by challenging schools where CLA are not attaining well or making progress. Ensure the CLA have access to a suitable range of high quality education and where Ofsted rates a school as less than good complete a risk assessment for the individual child or young person. Work with Designated Teachers to ensure schools follow statutory guidance effectively. Train all agencies and stakeholders involved in the education of CLA. DFE Guidance requires

Attendance Data collection Closing the Attainment Gap Using Pupil Premium Grant PEPs Challenging Schools Risk Assessments Work with Designated Teachers Training What we do?

To continue to raise achievement to close the gap This priority was achieved at key stage 1, 2 and 4 when compared 2013 data and the national CLA data however closing the gap with national data of children who are not CLA remains our priority. Strengthen the role of corporate parents to fully engage with educational achievement of children in care. This priority has been met and the Designated Teacher forum is thriving. The management committee has been replaced by a Governing Body whose membership includes the Cabinet Member for Education, The Mayor has signed letters to accompany vouchers to reward the CLA for key stage 2 and 4 achievement. The True Triumph awards continue to be a success. Review of Priorities

To develop robust data systems which are effectively monitored and reviewed To continue to raise attainment for the children and young people in statutory education To ensure the Virtual School is operationally efficient and effective so the provision meets the needs of all children and young people that are looked after by Milton Keynes. To work in partnership with social workers to ensure education placement is a priority when decisions are made to place a child. To further develop training and communications systems with stakeholders New Priorities

Attendance September 2014 October 2014 November 2014 Total sessions lost Number of sessions lost Child or young person 25 sessions lost by 7 young people 51 sessions by 7 young people 26 sessions lost by 3 young people = =3 5-9 =1 10+=4 Exclusions Data 96%90% Attendance changes between September and November can be explained by the reduced attendance of one young person due to a long exclusion and cohort changes as young people move in and out of care.

Total achieving Key Stage 1 attainment (2+) in Reading, Writing & Maths MK reporting Cohort (young people in care for 12 months on ) Key Stage 1

Total achieving Key Stage 2 attainment (4+) in Reading, Writing & Maths MK reporting Cohort (young people in care for 12 months on ) % Achieving Key Stage 2 attainment (4+) in Reading, Writing & Maths Key stage 2

Total achieving 5 GCSE including English and Maths MK reporting Cohort (young people in care for 12 months on ) % Achieving 5 GCSE including English and Maths Key stage 4