Virtual School Autumn 2019

1. Virtual School Autumn 2019 Katharine Passmore Lead Education Adviser for the Achievement of Children Looked After, Primary Phase and Early Years Cathy Gunning Professional Partner to Virtual School

2. The role of the Virtual School A way of : • Viewing all of the Children Looked After as if they were attending a real school • Bringing together information and progress data to more effectively target support / intervention • Working together with settings, schools, foster carers and social workers to drive up progress and attainment for this disadvantaged group • Working with colleagues throughout Children's Services to promote and effectively meet the needs of Children Looked After in our collective role as Corporate Parents • Allocation of Pupil Premium Plus linked to high quality education plans to narrow the achievement gap • Increasing care leavers participation in Education, Employment or Training • Providing advice and guidance for schools and carers of children and young people ‘Previously Looked After’

3. Statutory Guidance on Previously Looked After Children (September 2018) • All carers and the children or young people who are previously looked after have access to advice and information from the Virtual School and the Designated Teacher in school • Only students previously looked after in England and Wales receive Pupil Premium Plus • Schools must understand and support the additional needs of children looked after and previously looked after • There are implications for every school policy from this guidance, especially the Behaviour Policy

4. The Cohort: including Qualifying CLA (42) Attending Early Years Settings

5. Context: What are the additional challenges for these children? Typically: • Adverse Childhood Experiences • Attachment difficulties • Foetal Alcohol Syndrome Disorder • The Care System • Professional aspirations and pre-conceptions

6. What is offered to Children Looked After in the Early Years? We promote the importance of pre-school education and access for free places in early years settings for 2, 3 and 4 year olds. When a child comes into care the VS contacts the social worker to obtain details of the setting. If a child is not attending we support the SW and carer to find an appropriate provision. The Virtual School records when children are placed for adoption and not attending a setting. We promote attendance at settings for all CLA and Post CLA.

7. The Head of the Virtual School will: Consider applications for additional funding on a case by cases basis for early years settings where an additional interventions are needed. * Virtual School Education Advisers will: Work closely with the Designated Practitioner (DP) to make sure appropriate provision is in place for the child attending an early years setting . Monitor the attendance and educational progress of the child attending an early years setting. Deliver training as appropriate to school staff, social workers and carers . Ensure that the Early Years Personal Education Plan (PEP) process is followed and high quality PEPs for children attending an early years setting are drawn up between the setting, social worker and carer .

8. What is an PEP? • A plan written by the school in partnership with the social worker and carer to ensure that the CLA makes good progress, • This plan will be drawn up in the PEP meeting in which the progress of the CLA will be discussed with the Designated Teacher, Social Worker, Carer, and the Young Person, • A record of how additional funding is used by the school to improve outcomes for the CLA where applicable. Section 44 p15, Statutory guidance on the duty on local authorities to promote the educational achievement of looked after children under section 52 of the Children Act 2004

9. The Attachment Aware and Trauma Informed toolkit This toolkit has been developed in response to a need to develop attachment and trauma aware schools The training is designed to be delivered to all staff in a school

10. The Attachment and Trauma Aware Toolkit • A presentation • Extensive supporting notes • Links to a toolkit of documents • Guidance for a review of behaviour policy

11. Early Years- GLD • Only a small percentage of children achieve a good level of development.

12. Virtual School Priorities 2019-20

13. Useful Contacts for Virtual School Contact: • Lesley Harnden (Support Officer) - 01442 453039 • Your linked Early Years/Primary Education Adviser: Katharine Passmore (Primary Lead) – Three Rivers & Early Years katharine.passmore@hertfordshire.gov.uk 01442 453514 Jason Weinrabe – East Herts, North Herts, Stevenage & the rest of the country (excluding London & the Eastern Region). jason.weinrabe@hertfordshire.gov.uk 01442 453864 Julie Dallas – Broxbourne, Hertsmere, Watford, Welwyn/Hatfield & London julie.dallas@hertfordshire.gov.uk 07812324185 Lizzie Kirk – St.Albans, Dacorum & the Eastern Region elizabeth.kirk@hertfordshire.gov.uk 01992555434

14. Virtual School Website www.hertfordshire.gov.uk/virtualschool

15. Websites • www.hertfordshire.gov.uk/virtualschool • www.adoptionuk.org.uk • https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/683556/Promoting_the_education_of_looked-after_children_and_previously_looked-after_children.pdf • http://reescentre.education.ox.ac.uk/research/alex-timpson-attachment-and-trauma-programme-in-schools/