Portsmouth City Council PowerPoint Template

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Welcome to the Foster Care Training Evening.
From Christine London Social Services Sharon
Coles Education Welfare Service Henry Raison
Looked After Children Service LEA
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Legislation around LAC

• Needed to address a variety of issues over period
  of time.
• 1. Abuse
• Pin- down abuse in children's homes. Maria
  Colwell in1970,s to Victoria Climbies 2001
  death (report in 2003.). And still happening (In
  January Ian and Angela Gay, from Halesowen, West
  Midlands, were convicted of force-feeding
  Christian Blewitt salt as a punishment over his
  behaviour. Christian died as a result. The court
  heard the child died after he failed to meet
  their expectations of family living.
• 2. Education and life chances underachievement
  
• Indicators are 1.SATS GCSE results, 2.
  attendance.3. Higher than average levels of SEN.
• Poor life -chances indicators are Involvement
  with ASB, Youth Justice System and YOT.Substance
  abuse, homelessness.
• Q How do we know all this ???
• a. Virtual team data grid
• b. The GREEN report.Tells us a massive amount
  about Portsmouth's LAC.

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SummaryUnderachievement and child protection
concerns led to increased Govt awareness which in
term led to reports,guidance, legislation and
monitoring ( OC returns) and action for all
Corporate Parents. ( thats us)
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• Major reports and papers.
• Guidance on the education of children in
  care.DoH DfEE
• LAC (2000)13. (Dated but still makes excellent
  points.)
• Key points
• LACs must have Personal Education Plan
• (within 20 days of starting school) and must be
  reviewed
• Need protocol for sharing information.
• Change of placements must take into account
  education provision
• and this needs to be sorted prior to change
  (unless emergency change)
• Positive corporate parenting encouraged by-
• Prioritising Education
• Having high expectations and raising standards
• Promoting inclusion through challenging
  attitudes
• Achieving continuity and stability
• Early intervention and priority action
• Listening to children and young people
• Designated teachers for LACS in school

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Guidance on the education of children in care.DoH
DfEE LAC (2000)13 (cont)

• ? Priority for school places for LAC (See LEA /
  school admissions policy)
• ? Fewer children out of Authority
• ? Joint funding arrangements eg health education
  and soc services
• ? Supporting foster carers via training etc
• ? Advocacy for LAC (responsible and active
  corporate
• parenting)
• ? Exit plans for LAC in secure accommodation.

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LAC (2000)13 cont

• This guidance also led to Education Protects
  series of Guidance's for each corporate parent eg
  schools, soc workers, carers etc.
• Summary for soc workers,schools teachers and
  foster carers (see A-Z for full details) with
  emphasis on post 16 support on to when LAC
  finishes education (over 21 if at university)
  under care leavers act of 2001.

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A Better Education For Children
In Care (Social Exclusion report. Sept
2003.) AIM To enable every LAC to fulfil their
full potential (life chances) by removing the
barriers that may prevent this. Key
changesGreater stability fewer care placement
changes.Less time out of school Longer time in
educationPriority for school admissions Better
access and support for post 16 opportunities.Help
with schoolwork more individual support.More
help from home to support schoolwork. Better
carer trainingImproved health and well-being
joined up working to improve outcomes in this
area.eg LAC nurse.Revised Specific LAC targets
with target outcome date of 2006 Target met If
-
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Better Education For Children In Care (Social
Exclusion report. Sept 2003.) (cont)

• Outcomes for 11 yr old in English and Maths are
  least 60 as good as peers. The proportion of
  LAC who become disengaged from education is
  reduced so no more than 10 leave school without
  having sat a GCSE or equivalent (90 have
  sat) Then proportion of those aged 16 who get
  qualifications equal to 5GCSE,s grade A -C has
  risen by and average of 4 each year since 2002
  and in all authorities at least 15 of LAC
  achieve this level. NB Fewer that 1 in 4 LEA s
  met the target of half care leavers obtaining one
  or more GCSE,s

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• IMPACT IMPACT IMPACT
• How are we as Corporate Parents measured?
• NATIONAL TARGETS (2006)
• Key Stage 2 (11 Year olds) English and Maths at
  least 60 as good as peers
• 90 of LAC age 16 to be entered for at least 1
  GCSE or equivalent
• 15 of LAC age 16 to achieve 5 GCSE grades A
  Cs or equivalent
• ADDITIONAL LOCAL TARGETS (2005)
• Seven care-leavers to achieve 5 GCSEs or
  equivalent
• Less than 15 LAC of school age to miss 25 days
  education
• 100 of LAC to have an up-to date PEP or other
  education plan
• ADDITIONAL MONITORING (but no targets)
• Transition to post-16 education, employment or
  training
• LAC age 16 achieving 1 GCSE grade A - G

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Legislation and guidance.

• Every Child Matters (started as consultation
  paper) has a broader focus on all children at
  risk (ie potential LACs) and improving life
  chances. Based mainly on Lord Lammings report
• Focused action on
• Supporting families and carers.
• Early intervention and effective protection.
• Improved accountability and increased
  integration.
• Workforce reform.

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Legislation and guidance. (cont)

• The Adoption and Children Act 2002 will further
  strengthen this programme of reform. This Green
  Paper consulted on measures to tackle the
  recruitment and retention challenges in foster
  care, and to ensure that foster carers have the
  skills and support they need to care for
  vulnerable children.
• The five outcomes which mattered most to children
  and young people were
• 1 being healthy enjoying good physical and
  mental health and living a healthy lifestyle
• 2 staying safe being protected from harm and
  neglect
• 3 enjoying and achieving getting the most out of
  life and developing the skills for adulthood
• 4 making a positive contribution being involved
  with the community and society and not engaging
  in anti-social or offending behaviour
• 5 economic well-being (Link to Portsmouth 8)

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Children Act Outcomes (cont)

• Creating Sure Start childrens centres.
• Promoting full service extended schools.
• Increasing investment in child and adolescent
  mental health services (CAMHS).
• Improving speech and language therapy.
• Reforms to the youth justice system.
• Early intervention and effective protection.
• Improving information sharing.
• Developing a common assessment framework.
• Introducing a lead professional.
• Developing on the spot service delivery
• To create the post of Director of Childrens
  Services .
• A lead council member for children.
• Create childrens trusts. (non- financial)

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LEA forums which include LAC. ISP and VPP

• ISP Inclusion support panel discusses
  statemented LAC and children going through the SA
  process. To statement ? Which needs, which
  provision? What level of support.? etc
• VPP Vulnerable pupil panel Discusses children at
  risk due to low attendance (also low attendees
  panel) YISP It is an opportunity to help create
  individual learning programmes that help pupils
  access appropriate provision and to monitor the
  progress of vulnerable young people.
•  The young people considered are either at risk
  of educational breakdown or not currently
  accessing education provision.  
• (See A-Z for more details.)

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Support for Carers
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• ROLES AND RESPONSIBILITIES
• OF FOSTER CARERS
• Social Services
• Ensure that you are given full information
  regarding the childs educational history and
  current provision
• Forward any information with the child if they
  move on from being placed with you
• Ask about the childs Personal Education Plan
  (PEP). All looked after children should have one
  and the childs social worker is responsible for
  initiating its completion. You should expect to
  be involved in the discussions and target setting
  involved
• Liaise with social workers and other relevant
  people in relation to education issues 
• School life
• Contact the school immediately a child is placed
  with you and give them any relevant information
• Visit the school and introduce yourself to the
  Looked After Link teacher (LALT). Ask for all the
  things a parent would expect e.g. school
  prospectus, policies, timetables, etc.
• Ensure that the child attends school every day
  and with their timetable, equipment, and in
  uniform
• Act as an advocate on behalf of the child and
  intervene immediately if any problems occur,
  seeking help or support from the social worker or
  appropriate person
• Notify the school as early as possible during
  the first day of an absence
• Where appropriate, according to their age and
  ability, accompany the child to school
• Maintain regular contact with the school and
  attend parents evenings and school functions such
  as plays and sports days
• Encourage the child to participate in school
  and any after school activities
• Check with the child how things are at school
  and discuss education regularly
•  

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Carers responsibilities (cont)

• Home life
• Have high expectations for the educational
  attainment of your foster child.
• Encourage the child to join a library.
• Encourage the child to enjoy music and play
  musical instruments.
• Encourage your child to adopt a health lifestyle
• Build a supply of childrens books (these should
  include books that are anti-racist and
  anti-sexist and include books relevant to the
  experience of being looked after).
• ensure that the child has a quiet place to study
  and do homework. Encourage them to do it and
  offer help if appropriate.
• If your child is excluded continue to insist on
  school work and operate a school type day.. NO
  extra TV or treats ...your child could enjoy the
  experience !
• Read to or with the child and show reading as a
  pleasurable experience by acting as a role model
  and discussing reading material.
• Encourage the child to watch educational
  programmes and videos and go on outings to places
  of interest. You should use everyday situations
  to promote learning.
• Do not arrange holidays during term time
• When necessary supply the school with evidence of
  childs illness.
• Celebrate success and reward the child when they
  do well.
• Encourage the child to do well educationally,
  consider an appropriate career and go into
  further or higher education.

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• Roles Responsibilities of Looked After Link
  Teachers
•  
• 1.      Management and Ethos
•          Act as advisor and disseminator of LAC
  relevant information for all school staff and
  governors.
•          Ensure school policies take account of
  the needs of LAC.
•          Consider issues of confidentiality and
  share information sensitively and appropriately
  with staff according to the wishes of the
  individual child.
•          Attend training on LAC issues.
•          Act as advocate by ensuring staff are
  aware of issues facing LAC, and where relevant,
  the secondary school link teacher for the YOT.
•          Recognise and reward attainment and
  achievement.
•          Promote high expectations of LAC across
  the school.

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• 1.      Data
•          Keep a list of all LAC attending the
  school.
•          Tansfer information and PEPs (Personal
  Education Plan) at key stage transition and other
  school moves both in and out of city.
•          Prepare data for PEPs Statutory Looked
  After Children Reviews, Annual Special
  Educational Needs Reviews, or other review
  meetings.
•          Return data as required to the Local
  Education Authority.
•  

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• Individual Advocacy - in School
•          Ensure LAC have chosen someone in
  school whom they can talk with.
•          Ensure that the school carries out any
  commitments / actions undertaken in a PEP / Care
  Review / IEP / Statement / PSP meeting, or other
  planning mechanism.
•          Ensure attendance issues are shared
  with the school Education Welfare Officer.
•          Be aware and alert for issues such as
  bullying, discrimination, and difficulties
  outside school, and the potential impact on
  schooling.
•          Ensure new LAC, or returnees after long
  absences, have a smooth induction with additional
  support if needed.
•          Review the progress, attendance and
  attainments of LAC.
•          Encourage LAC to use all school
  facilities (academic and other) and become
  involved in extra-curricular and social
  activities.
•          Raise concerns with school management
  about blocks or barriers to LAC.
•          Advocate on behalf of LAC on matters
  relating to school discipline and exclusions.
•  

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• Individual Advocacy - Out of School
•   Raise concerns with the Local Education
  Authority when issues have been unable to be
  resolved satisfactorily within school.
•  Ensure carers have school policies, timetable,
  uniform lists, etc.
•   Attend (or ensure appropriate representation
  at) planning meetings / reviews / care planning
  meetings / PEP meetings and provide educational
  information or reports. Supply the information if
  unable to attend.
• Press for all LAC to have an up to date Personal
  Education Plan.
•  Contact carers / social worker / or other
  support services where relevant between reviews.
  Or ask for the review to be brought forward if
  there are concerns.
• Raise attendance issues with carers, social
  workers and key workers in residential homes.
•  

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Green Report data . Where are we with education
attainment for LAC?

• Data collected annually from variety of sources
  by Louise Davies LAC (data and information
  officer) and presented to councilors and senior
  managers annually.
• Why??
• To see where we are, what are the problems and
  issues?
• To generate debate and discussion
• To compare ourselves to targets and others.
• To review progress
• To inform strategies
• To ensure accountability
• To provide data to Government

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• BACKGROUND
• At any one time there are around 260 looked after
  children in Portsmouth
• We look most closely at the data around children
  that have been in care for over one year on the
  30th September of any year. This is the data
  returned to Government
• This cohort (OC2) has been increasing over the
  past few years
• Sep 2001 166
• Sep 2002 179
• Sep 2003 - 191

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• AGE PROFILE

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• WHERE DO OUR LAC GO TO SCHOOL?
• Primary Age
• For the first time we have more primary age LAC
  educated in non-Portsmouth schools 53 against
  47
• 84.9 are now in mainstream primary schools an
  increase from 82 last year
• Cliffdale Primary MLD school had 5 OC2 young
  people. No other school had more than 3, though
  may have had other newly looked after children

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• WHERE DO OUR LAC GO TO SCHOOL?
• Secondary Age
• 81.4 of our Secondary age LAC are educated in
  Portsmouth schools. Only 15 young people were in
  out of city schools.
• 57.6 were in mainstream schools
• 21.3 in Special schools
• 17.3 in a PRU
• 3.8 in residential school
• 53 of secondary age LAC are in just 5
  institutions - Waterside, St Lukes, Mayfield,
  King Richard and the Spinnaker PRU.

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• IMPACT IMPACT IMPACT
• How are we as Corporate Parents measured?
• NATIONAL TARGETS (2006)
• Key Stage 2 (11 Year olds) English and Maths at
  least 60 as good as peers
• 90 of LAC age 16 to be entered for at least 1
  GCSE or equivalent
• 15 of LAC age 16 to achieve 5 GCSE grades A
  Cs or equivalent
• ADDITIONAL LOCAL TARGETS (2005)
• Seven care-leavers to achieve 5 GCSEs or
  equivalent
• Less than 15 LAC of school age to miss 25 days
  education
• 100 of LAC to have an up-to date PEP or other
  education plan
• ADDITIONAL MONITORING (but no targets)
• Transition to post-16 education, employment or
  training
• LAC age 16 achieving 1 GCSE grade A - G

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Percentage of Pupils Achieving At Least Level 4
in KS 2 English Test
80
75
75
74
74
70
68.1
70.7
69.5
67
60
50
50
Portsmouth OC2
43.8
Portsmouth All Children
Percentage
40
National OC2
34.6
National All Children
33.3
32.3
30
22.2
20
10
10
0
2000
2001
2002
2003
Year
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Percentage of Pupils Achieving At Least Level 4
in KS 2 Maths Test
80
73
73
71
70
70
69.3
69
66
63.8
60
50
Portsmouth OC2
43.8
Portsmouth All Children
Percentage
40
National OC2
34.2
National All Children
31.3
29.1
30
30.4
20
20
11.1
10
0
2000
2001
2002
2003
Year
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5 A-C GCSE Grades or Equivalent from 2000-2003
100
95
90
85
80
75
70
65
60
Portsmouth OC2
55
50
Portsmouth All Children
Percentage
48
49.2
50
National OC2
45
44.6
National All Children
40
36.4
35.1
34
35
30
25
22.2
20
15
14.3
8
8
7.3
10
10
5
0
0
2000
2001
2002
2003
Year
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• Number of LAC missing 25 days education for any
  reason (PAFC24)

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• Post-16 Transfer for LAC Unemployment Rate ()

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Why you cant take your eye off the ball by
looking only at targets Percentage of Pupils
Achieving At least Level 2 in KS 1 Reading Test
90
84
84
83
84
83
83.7
80
81.6
82
71.4
70
70
60
50
Portsmouth OC2
50
Percentage
47.6
Portsmouth All Children
46.2
45.1
National OC2
40
National All Children
30
20
16.6
10
0
2000
2001
2002
2003
Year
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• OTHER DEVELOPMENTS
• Childrens Bill Building on the commitment of
  the Green Paper Every Child Matters to make the
  promotion of LAC education a statutory
  responsibility
• Development of Childrens Services potential
  merging of Education and childrens Social
  Services
• The Portsmouth City Council Moving Towards
  Excellence Review
• The Inclusive Strategy for the Education of
  Looked After Children October 2004. Target
  setting and prioritising for the next year

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• EARLY THOUGHTS ON PRIORITIES FOR THE COMING YEAR
• Literacy of younger LAC
• Take up and use of pre-school nursery provision
• Continued focus on LAC missing 25 days education
• Continued focus on GCSE attainment but perhaps
  a re-focus on Year 8 and 9 LAC more
  preventative
• Support and advice to Carers EWO for LAC
  embedded in Family Placement Team
• Better information sharing to Direct Corporate
  Parents LALTs, Carers and Social Workers e.g.
  E-newsletters, the A-Z on the Education of LAC
• Streamlining planning mechanisms for individual
  LAC. Personal Education
• Plans etc