Professor Judy Sebba Director, Rees Centre for …2017/10/24 · • Students in Out-of-Home Care...
Transcript of Professor Judy Sebba Director, Rees Centre for …2017/10/24 · • Students in Out-of-Home Care...
ProfessorJudySebba
Director,ReesCentreforResearchinFosteringandEducation
[email protected]://reescentre.education.ox.ac.uk/research/supporting-foster-carers/
Makinganimpact–theEnglandexperience
Thesessionwillcover:
1.WhatistheimpactoftheVirtualSchoolmodelinEngland(noVSinWales,Scotland,NI)?
2.Whatgapsisthevirtualschoolsmodeladdressing?
3.WhichOOHCgroupsareatgreatestriskofschooldisengagement?
4.WhatarethekeyresearchmessagesforNSWintacklingOOHCstudentsathighriskofschooldisengagement?
5.HowdoalternativeschoolsettingsinteractwiththeVirtualSchool?
6.Istherearoleforserviceproviders(equivalentofNGOsinAustralia)?
7.Howimportantisgooddata?
TheVirtualSchoolmodelinEngland• Local Authority has a legal duty (Children Act 1989) to safeguard and
promote the welfare of a child looked after (OOHC) by them with particular duty to promote the child’s educational achievement, to appoint at least one person (the VSH) who must be an officer employed by the authority
• One of only 7 statutory local authority roles
• The Virtual School is a local authority service who support and challenge schools and key partners (including foster carers, social workers, NGOs) to ensure the best outcomes for OOHC
• Responsible for OOHC/post care 0-25, professional but no statutory responsibility for adopted children and SGOs
• Numbers of OOHC in one local authority varies hugely but 450 might be average, including those placed elsewhere
Gapsaddressed/responsibilitiesinclude:• Narrow the attainment and progress gap between OOHC and others • Ensure OOHC are admitted swiftly to the right school - preference • Monitor attendance, attainment and progress • Have strong and robust (challenging) relationships with schools – train,
support and challenge designated teachers • Have strong and robust relationships with social care staff • Advocate and mediate in the child’s best interests • Quality assure Personal Education Plans to ensure they focus on outcomes • Ensure all interested parties understand how to enhance learning • Manage the Pupil Premium Plus • Be accountable when OfSTED (inspectors) call
TheDesignatedTeacher(DT)• DT school leader, usually member of senior management with
appropriate influence • DT has lead responsibility for helping school staff understand
OOHC’s needs • Developing a culture of high expectations and aspirations for OOHC • Ensuring the child/young person has a voice in setting outcomes • Ensuring high quality Personal Education Plans (PEPs) used to
ensure progress • DT has a key role in supporting OOHC to make a smooth transition
to new school / college • DT - central point of initial contact for social workers, VSHs, NGOs • School governors receive an annual evaluation report on the
provision and outcomes
PersonalEducationPlan• Statutory requirement at least 6 monthly • Holistic context but focused on education outcomes • SMART learning targets/outcomes
• Clear responsibilities and accountabilities • Involves the child (if they wish) as well as school,
carer, social worker and other professionals
• Confirms plans for Pupil Premium Plus
PupilPremiumPlus(PPP)• The pupil premium plus is managed by the VSH for the benefit of the
OOHC
• OOHC (and adopted children) are eligible if looked after on the date of the local authority census (March each year), even if only for one day
• The formula is £1900 per child aged 4 to 15 on August 31st and £300 for 0-3 year old children
• Schools (DTs) have a responsibility to ensure that the money has a positive impact on the child’s learning
• Ofsted requirement that schools evidence how PPP was spent and how it has benefited OOHC
• VSH is responsible for allocation of PPP in practice – through the PEPs
PupilPremiumPlus–whatisitusedfor?In school
• Key person – time allocation • One-to-one tuition • Interventions - e.g. maths support, teaching assistant • Staff training • Support services and alternative provision From Virtual School
• Tuition and alternative provision • Attendance monitoring • Therapy services • Training for schools e.g. attachment and trauma
WhichOOHCgroupsareatgreatestrisk,whatarekeyresearchmessagesfortacklingtheserisksandhowdoalternativesettinginteractwiththeVirtualSchool?
• ReesCentre/UniversityofBristolstudy,fundedbyTheNuffieldFoundation
• Linkednationaldatasetsontheeducation(NationalPupilDatabase)andcareexperiencesoflookedafterchildreninEnglishschoolsYear11
• Interviewed26youngpeople(high-andlower-progress)insixlocalauthoritiesandwiththeircarers,teachers,socialworkersandVirtualSchoolstaff
http://reescentre.education.ox.ac.uk/research/educational-progress-of-looked-after-children/
Education
OfthoseinYear11(15-16yearolds)in2012-13:A. 4847hadbeenincare
foratleastayear
B. 1387hadbeenincarelessthanayear
C. 13,599were‘ChildreninNeed’
D. Therewere622,970otheryoungpeople
Education
0
100
200
300
400
D A C B
Averagepointsin8bestexams(0–464)
66%oftheindividualdifferencesinKS4scorescanbeexplainedjustusingthesevariables
FSMatKS1
IDACIatKS1
HomelanguageatKS1
Gender
Ethnicity PrimarySEN
Carecareertype
MeanSDQscore
Lengthoftimeincare
PlacementchangessinceKS2
Lengthoflatest
placement
Innon-fosterplacementat
KS4
Placedoutofauthority
atKS4
FSMatKS4
IDACIatKS4
HomelanguageatKS4
SchoolchangesinYear10-11
Unauthorisedabsences
Fixed&permanentexclusions
Innon-mainstreamschoolatKS4
EARLYENVIRONMENT
INDIVIDUAL
CAREPLACEMENTS
KS2scores
RELATEDTOSCHOOLING
Strongestpredictors
Male-7.59**
ASD-38.21***MLD-10.40*
SMLD-87.56***
Disability-18.19*
HigherSDQscore
-1.74***
ChangessinceKS2-2.31***Lengthoflatestplacement0.003*
Non-fosterplacementKS4-37.30***
OtherlanguageatKS4
-18.84*
ChangeinYear10-11-33.93***Unauthorisedabsences-255.46***
Fixed-termexclusions-0.54***
Non-mainstream-60.25***
to-121.36***
EARLYENVIRONMENT
INDIVIDUAL
CAREPLACEMENTS
RELATEDTOSCHOOLINGKS2scores39.61***
Whatdoesthismeanforyoungpeople?• StudentsinOut-of-HomeCaredidbetterthanthosewhowere‘inneed’
butnotincare,andbetterthanthosewhohadbeenincareforunder12months,socareprotectsthem.
• Youngpeopleinfosterorkinshipcareatage16scoredhigherthanthoseinresidentialorotherplacementtypesespeciallyalternativecare.
• Youngpeoplewhochangedschoolduringfinaltwoyearsscoredoverfivegradeslessthanthosewhodidn’t.
• Forevery5%ofschoolsessionsmissed-unauthorisedabsences,youngpeoplescoredtwogradesless.
• Foreveryadditionaldayofschoolmissedduetofixed-termexclusions,youngpeoplescoredone-sixthofagradeless.
Factorsaffectingeducationaloutcomes
26youngpeopleinterviewedsuggestedimportantfactorswere:• keyadult(notalwaysteacher)intheschool• teachersmostimportanteducationalinfluence.InQueensland,76%ofchildrenin
OOHCwantedmoresupportfromteachersandschoolstafftobemoreinvolvedintheirlives(CCYPCG2008)
• fostercarers’levelofeducationalsupportseemedmoreimportantthantheireducationalqualificationsperse–newanalysisshowsimportanceofaspirations
• YP’scontroloverthesituation,alsoemergingin‘matching’work• YP’schoicenottobeidentifiedasincare• interventionsthatsupportedthemsuchasone-to-onetuition• long-term(negative)impactofresponsibilityforabirthparentaffectedby
substance/alcoholabuse,mentalillnessThesefindings,inparticulartheimportanceofakeyadultandnotbeingidentifiedasinOOHC(beingseenas‘normal’)emergefromallourstudiesinwhichyoungpeopleareinterviewed
OutcomesofLondonFosteringAchievementProgrammethattrained2500carersineducation
• Generictrainingwellreceived-mixofpeople(e.g.fostercarers,teachers,socialworkers)enabledthemtobetterunderstandeachother’sroles.
• Somefostercarerschallengedtheschools’allocationofPupilPremiumPlusasadirectimpactoftheProgramme.
• TheEducationChampionshadmostimpactprovidingfostercarerswithinformation,accompaniedcarerstoeducationmeetings,directsupporttoyoungpeopleandincreasedconfidenceofcarers.
EducationChampionsareexperiencedcarersusuallywithsomeexperienceofschools,employed10hours/wktosupportcarers.
Evaluationofattachmentawarenesstraining• Teachersreportbeinginsufficientlypreparedtoworkeffectivelywithyoungpeople
whoexperiencetraumaandattachmentissues• AttachmentAwareSchoolsProgrammefor25stafffrom16schools–awareness
raisingsessions,elearning,consultantsupportforplanning,evaluationand‘emotioncoaching’
• Increasedconfidenceandgreaterunderstandingofwhypupilsbehaveinparticularways–thereasonsbehindthebehaviour
• Recognisingemotionsbeforemanagingbehaviours,changingcommunicationstylesandlanguageusedwithpupils/staff
• Schoolenvironmenthasbecomecalmer/morenurturing• Providingspacesinwhichchildrencancalmdownandself-regulate• Havingasignificantadultinschoolthatthepupiltrusted
Theroleofdata–TheNuffieldanalysis• Linkingnationaldatasetsontheeducation(NationalPupil
Database)andcareexperiencesoflookedafterchildreninEngland(SSDA903)–similartoAustralianNationalMinimumDataSet– toexploretherelationshipbetweeneducationaloutcomes,the
children’scarehistoriesandindividualcharacteristics,andpracticeandpolicyindifferentlocalauthorities
• Havenowstartedanotheranalysislookingatthosewhocomein
andoutofcareandthoseinneed.
• InAustralia,regularlinkageofchildprotectionandNAPLANdatawillbeneededtomonitorchanges.