Agenda item

The Head of Virtual School will be in attendance to deliver the presentation.

The Head of Virtual School provided an update regarding Looked After Children Progress and Attainment, which covered the Autumn term 2024.

As a preliminary point, it was explained to the Board that the snapshot data covered a short period of time with low cohorts.  As such, Members were advised to exercise caution when making any inferences from the data.

The following matters were raised/ discussed:

·        Children Looked After demographics.

·        Attitude to learning by year group.  As the data was designated teachers’ input, it was suggested that information from a children’s perspective be included in future reports, if relevant and appropriate.  Members felt that this would be useful.

·        The context of Looked After Children was important to understand the progress being made by students.  65% of Looked After Children were making good progress; 18% were still being assessed.  Progress was impacted at KS3 and KS4.  Year 3 also showed less progress while Years 1 and 2 did well, with over 85% making good progress in all areas.

·        The statistics for KS4 and KS11 progression were low.  The importance of context for Looked After Children was reiterated; barriers included: children being new to care; difficulties in recruiting foster carers for teenagers; significant medical issues; changes in schools; and EBSA.  14 Children in KS4 were not currently on a school roll.   

·        Placement changes had a significant impact; each additional change of care placement after age 11 was associated with one-third of a grade less at GCSE.  From Years 7 to 11, there was currently 185 Looked After Children.  96% of Looked After Children had moved placement since entering care; almost 25% of secondary school aged Looked After Children had had five or more placement moves since entering care.

·        In terms of school changes, it was noted that young people in care who had changed school in Years 10 or 11 scored over five grades less than those who did not.  21 of 88 students in KS4 had experienced a school move.

·        Regarding school absence, for every 5% of possible school sessions missed due to school absences, young people in care scored over two grades less at GCSE.  From Years 7 to 11, 86 out of 187 students were below 95%.

·        Overall attendance for all statutory school aged Looked After Children from 1 September to 22 November 2024 was 86.2%. 8.1% of absences were authorised, and 5.8% of absences were unauthorised.  Overall attendance by key stage was: KS1 – 94.5%; KS2 – 97.8%; KS3 – 85.6%; and KS4 – 70.3%.

·        In terms of school suspensions, it was noted that these had significant impact.  For every additional day of school missed due to fixed-term suspensions, young people in care scored one-sixth of a grade less at GCSE.  From Years 6 to 11, 23 students had been suspended.  Since the start of the academic year, from 1 September to 22 November 2024 , there had been a total of 42 suspensions, for 85 days, by 21 children.  Of the 21 children that had had a suspension this academic year:

-            11 (52.4%) were female.

-            12 (57.1%) were suspended from a school within Middlesbrough

-            1 (4.8%) child was in KS2, 7 (33.3%) were in KS3, and 13 (61.9%) were in KS4.

-            5 (23.8%) had an EHCP, 12 (57.1%) had SEN support, and 4 (19%) had no SEN.

·        Regarding placement type, it was indicated that young people living in residential or another form of care at age 16 scored over six grades less than those who were in kinship or foster care. 53 students were not placed in kinship or foster care.

·        In terms of school type, young people who were in special schools at age 16 scored over 14 grades lower in their GCSEs compared to those with the same characteristics who were in mainstream schools.  Those in pupil referral units with the same characteristics scored almost 14 grades lower.  From years 7 to 11, 58 out of 187 students, attended a provision other than a mainstream school.

The Chair thanked the Head of Virtual School for the information provided.

AGREED that:

1.     The Head of Virtual School would look into the suggestion of including information from the children’s perspective, in future ‘attitude to learning’ reports.

2.     The information, as presented, was noted.