Agenda item

The Head of Virtual School delivered a presentation to the Board, which focused on ‘Unvalidated End of Key Stage Outcomes for Looked After Children 2024’.

The Board heard that, prior to entering care, many CLA had had a disrupted education, which included poor attendance; multiple school moves; and multiple suspensions or exclusions.  Many had also suffered trauma and had attachment disruptions which impacted upon neurological development.  Such disruption affected their ability to focus in lessons, and this could continue until they felt safe and secure.  Support staff wanted children and young people to feel safe and secure in the school environment, and this did provide challenge.

CLA may also have experienced many changes whilst in care, which included home moves; school moves; and changes of social worker.  All of these affected their ability to make good progress at school.

Regarding the virtual school interim outcomes for 2024, the Board was advised that the information being reported on referred to the attainment for all CLA alongside the ‘qualifying cohort’, which was children who had been in care for 12 months or more as at 31 March 2023.  It was explained that there had been a return to pre-pandemic grading in England this summer as exams and assessments for all qualifications had progressed as planned.  The Department for Education (DfE) had confirmed it was not necessary for students to memorise formulae for GCSE Mathematics and equations for GCSE Physics and Combined Science in 2024.  The Board noted that this was the final year that formulae would be provided, and from next year onwards, students would be expected to recite them.

A table illustrating statistical data in respect of CLA attainment at Early Years and Key Stage 2 was provided, as follows:

In terms of a comparative analysis between Middlesbrough and the wider regional and national data, the Board was advised that although a good indication, it was important to be mindful that the cohorts were small, for example: there were nine children in one of the cohorts this year, and therefore any minor change could alter the statistics significantly.  In addition, it was important to recognise and understand the caveats of the data, for example: the support plans that were in place to help children to achieve.  Members were advised that Key Stage 4 data would be provided at a future meeting once it had been produced.

The Board heard that a ‘deep dive’ exercise had recently been undertaken, which had resulted in seven issues being identified.  These were: Attendance; Stability home and school; PEP quality; Suspensions; Quality of teaching and learning; Sufficiency of SEN and AP places; and Change of Social Worker.  In terms of next steps to address these issues, these were outlined as follows:

·        PEP would be completed before a home move.

·        The school moves policy would be relaunched.

·        The school holiday request policy would be relaunched.

·        There would be priority access to specialist schools and AP without drift and delay.

·        EOTAs would be tracked and monitored through: priority access to EP assessments; publishing of the Social Worker ed. Handbook; and relaunch of the Virtual School drop ins.

A Member referred to placement moves that occurred in Y11 and the impact that this had on the respective child’s education.  It was queried whether there was either a policy or formality in place to safeguard against moves in the final year.  In response, it was explained that children were not moved in that year unless something occurred that was outside the control of the Local Authority; sometimes placements did break down. In such situations discussions would take place, with the virtual school being involved to help avoid any disruption.

A Member referred to the issue around the recruitment and retention of social workers.  It was queried what impact a high turnover of social workers had on the welfare of children, and what evidence base there was for this.  In response, the Board heard that a study had been undertaken in 2015 by the Universities of Oxford and Bristol - ‘The Educational Progress of Looked After Children in England: Linking Care and Educational Data’.  A link to the research paper would be provided to Members following the meeting.  The Director of Children’s Care referred to the Council’s recruitment strategy and commented that there had been increased stability in terms of recruitment and retention more recently.

A Member commented that Y10 forms part of the GCSE programme and that children should not have been moved during this year.  In response, the Head of Virtual School explained that there was national guidance around this; children should not have been moved during key stages.

AGREED that:

1.      The Virtual School Head would provide a link to the research referred to during her presentation, which noted the factors that contributed to good educational outcomes for CLA.

2.      The information, as provided, was noted.