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Head Teachers’ Annual Report 2014-15

Children’s Services Time for Children

The Royal Borough of

Greenwich

Virtual School for Children who are Looked After

Website: www.virtualschoolgreenwich.org

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ROYAL GREENWICH VIRTUAL SCHOOL FOR

CHILDREN WHO ARE LOOKED AFTER

HEAD TEACHERS’ REPORT

Self-evaluation is integral to the Headteacher’s report. The SEF is attached.

1. The role of the Royal Greenwich Virtual School

1.1 The role of the Virtual School is to promote the best educational outcomes and raise

attainment of all children looked after by Royal Greenwich, and those that have been

placed in our schools by other authorities. The children we look after (CLA) are being

educated across a large number of schools. The Virtual School therefore has a powerful

role in tracking their progress as if they were in a single school: combining expert school

leadership with being the best of parents. Our key question every day is “Would it be

good enough for your child?”

The Royal Greenwich Virtual School continues to work on the following three core,

crucial areas of responsibility:

To make sure that there is a system to track and monitor the attainment and

progress of all children we look after:

To ensure that all children looked after have a robust and effective personal

education plan (PEP) and monitor the use of the Pupil Premium grant where a child

is eligible.

To champion the educational needs of children looked after and care leavers across

the authority and those placed out-of-authority.

1.2 Key methods of working

Strategic work with schools to ensure that they fulfil their statutory duties and have

high support and challenge for our children. We aim for all schools to become

“attachment aware”.

Strategic work with Social Care, Fostering, SEN (Special Educational Needs Team),

YOS (Youth Offending Service) The Point and other agencies, both in and out of

borough and to ensure that process and practice across the services support our

children with their education.

Ensure that we constantly monitor, evaluate and improve what we do, within a self-

evaluation annual cycle.

Collect key progress data on a termly basis for all children in education. Key Stage

Officers will monitor the progress of each child, making judgements with the school

as to whether the children are making expected progress or not. They prioritise

interventions for those not making expected progress.

Have high aspirations for our children including working with partners such as

University of Greenwich, Cambridge University, CACT and Letterbox.

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Key Stage Officers prioritise attendance at PEPs for children not making expected

progress, as well as aiming to attend at least one PEP per year for each child. This

helps to ensure that PEPs are centred on high quality discussions with young people

at the centre and are recorded in a meaningful way.

Keep PEP compliance high through monthly monitoring and feedback to teams. PEP

quality is audited regularly, including an annual multiagency audit. The information to

feed into continual improvement.

Work pro-actively to support children who have a change in placement or difficulties

at school to ensure that education is continuous and meets their needs.

Promote out of school learning through foster carers, use of the PEA funding,

homework club and holiday activities and events.

Work in multiagency partnerships on an organisational and individual level,

communicating effectively with all our stakeholders.

Ensure all staff keep abreast with the latest legislation and research and apply key

learning in order to develop work.

2. Staffing

2.1 A restructure was conducted in June 2014 to meet the changing demands of the cohort

and to comply with needs of the new Children and Families Bill. Two Key Stage Officers

are staff new to Royal Greenwich. The Deputy is currently acting up from her role as

Lead Transitions Officer. The Key Stage 3 Officer is acting up from her learning mentor

role. This means the HLTA role is currently vacant. We have been using agency staff to

fulfil these duties.

Structure Chart 2014-15

The new Key Stage Officer role has made staff accountable for the children and young

people for whom they have oversight. They track and monitor their progress and

prioritise which Personal Education Plans (PEPs) to attend. They challenge and support

schools to ensure that Pupil Premium is used in the right way and that plans are high

quality. They ensure that the education of those children who are facing a placement

move or new in care is a priority, whilst keeping moves to a minimum and that any

new provision is good or outstanding and meets their needs. They deal quickly with

behaviour issues to ensure that exclusions are kept to an absolute minimum and that

early intervention is effective.

Head Teacher

Post 16 Officer Key Stage 3 and Lead Transtions

Officer

Key Stage 2 Officer

Key Stage 1 and EYFS

Officer

Learning Mentor and

HLTA

Team Support Officer

Participation Officer

(Apprentice)

Deputy Head Teacher and KS4

Officer

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The team have quickly developed as a strong committed and highly skilled group of

people, well respected and sought out by social care staff, school staff, foster carers

and young people. Staff morale is high and although staff do work incredibly hard and

under high pressure, staff absence is very low.

The Virtual School have access to two Educational Psychologists for two days a week.

The use of this service has been well developed. The time is used for:

Virtual School consultation time.

Advice, observations and assessments of CLA placed in other boroughs and in

alternative provisions.

Liaison time with EP’s serving Greenwich schools.

Individual staff consultation time.

Delivering training to multiagency staff including foster carers on supporting children

with special educational needs.

2.2 Professional development

The academic year 2014-15 started with a team building INSET day. One outcome of

this day was the development of the new Key Stage Officer role. Staff also co-created

the team development plan. Monthly team meetings are always developmental:

meetings always start with sharing of good practice and there have been sessions led

by staff from other agencies such as CAMHS. Monthly attendance meeting are

multiagency.

2.2i Whole team training 2014-15:

Once a term, staff members receive a refresher on how to measure progress and

attainment.

Once a month individuals access a monthly consultation with the Educational

Psychologist.

All staff members have attended training on the new EHC (Education Health Care)

plans.

All have completed the online ASD (Autistic Spectrum Disorder) training.

All have had training on updating the website.

All Key Stage Officers are trained in presenting cases at the Fair Access Panel.

All Officers took part in the South East London Cluster Virtual Schools training

session set up by Royal Greenwich Virtual School.

All officers participated in our Annual Multiagency Conference “Inside I’m Hurting”

on attachment and learning.

All Officers have attended the “secure base attachment” training sessions led by

Social Care.

All Officers contributed to the Children’s Services Briefing session led by the Virtual

School.

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2.2.ii Individual training opportunities

Virtual Headteacher attended both the Royal Greenwich Head Teacher conference

and the annual National Virtual Head Teacher Conference.

Our new “Virtual SENCO” worked with the Head of the SEN team (Special

Educational Needs) and other staff on EHC plans, school placements and the SEN

panel.

Early Years Foundation Stage (EYFS) / Key Stage1 officer been trained by the team

on processes and the needs of adoptive children.

Two staff members have attended First Aid training necessary for the homework

club.

One officer attended Child Sexual Exploitation training by metropolitan police

The Post 16 officer attends South East London Designated Staff network sessions for

all Post 16 providers and Virtual Schools.

Finance training for team support officer.

Two officers attended a Radicalisation, Extremism &Terrorism workshop.

IYSS Training for our Post 16 Officer.

One officer completed the DSLBA (Diploma for School Leadership on Behaviour and

Attendance).

Two officers have attended Mental Health understanding training.

All staff have attended Equalities training.

Workforce Induction for two new staff.

Early Years Officer has attended the Kate Cairns Adoption/Attachment Training.

3. Celebrating achievement

3.1 “Celebrate!” is the Virtual School’s looked after children educational achievement event.

It took place on Friday 17th October 2014. 70 children and young people looked after

by Royal Greenwich came to Charlton Athletic Football Club with their families and

friends to receive awards. They collected awards for their academic progress and

achievement, for their attitude to learning and also achievements in the creative arts and

sports.

We have responded to previous feedback from children and young people and foster

families who asked that the event has more “glitz and glamour”, with role models for

them, particularly for from a care background. The event celebrates the young people by

putting them in the limelight and making sure they have a party to remember.

The Mayor, Lead Member and Assistant Director were in attendance giving the

awards a high profile.

Kriss Akabusi, Olympic medallist and care leaver gave a fantastic and inspirational key

note speech and also presented the Sports Personality of the Year 2014 Award.

Michael Rosen also came to present the Reading and Literacy Special Award—and he

entertained the audience of 250 with some of his funny poems, as well as presenting

each foster carer with a signed copy of his book about family learning "Good Ideas".

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The Children in Care Council always play a big part in planning and delivering the

evening. They got children involved in creating a "Tree of Thoughts and Wishes".

They also presented their own "Outstanding Young Person of the Year Award."

Two of our young people entertained us with their wonderful singing.

There was a great choice of hot and cold food as well as a fun filled disco.

Many foster carers and children fed back afterwards that they really enjoyed the

event one regular carer saying it was “Bigger and better than ever”.

3.2 “Do the Right Thing” Awards.

One of our young people achieved the runner up prize in the “Young Entrepreneur of

the Year” in the “Do the Right Thing” Awards.

3.3 Education month.

Education month takes place in March each year. Its purpose is to improve outcomes

through:

Raising the profile of education across social care and other services

Focussed quality assurance activities.

Activities that took place during the month were:

Fostering achievement multiagency training.

Education training for new social workers.

A special social worker “bulletin”.

Foster carer whole day training.

Training for SEN staff on children who are looked after.

Multiagency PEP audit.

“Connecting Futures” – the Virtual School were involved in the planning of the

CAMHS training session.

Special Corporate Parenting Impact Group meeting.

4. Summary of progress from areas for improvement 2014-15.

4.1 Embed the termly PEP and virtual PEP option. Continue to improve PEP quality and compliance

even further through systematic quality assurance and good quality, targeted training.

The changes recommended in the new statutory guidance including the necessity to

review the PEP each term were well promoted with all relevant agencies. The impact of

this has been that 72% of PEPs were reviewed in the spring term and this increased to

83% in the summer term, with 92% of post 16 PEPs being reviewed in the summer term.

The new “virtual” PEP worked less well with few being completed. Staff needed more

lead-in time to manage this change, and clearer guidance.

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The multiagency PEP audit which took place during March showed that as well as PEP

compliance being up, with 97% of PEP meetings taking place within the 6 monthly

timeframe and 84% of PEP forms being uploaded within the 15 day time frame, PEP

quality was improved in every aspect. In particular the quality of target setting and the

use of the Pupil Premium were much improved.

Quality of PEPs has improved through:

a) A comprehensive training programme:

PEP process and practice (multiagency) – repeated 3 times.

Education for social workers – repeated 6 times including a session specifically

targeted at safeguarding staff.

Two full training days for foster carers.

Group managers’ meetings and social care team meetings.

Full social care service meeting.

Termly network meetings for designated teachers.

Individual social worker coaching by Virtual School staff.

b) Good communication with all stakeholders:

Information on the new website.

Regular slot in the designated teacher and social care bulletin.

c) High challenge from Key Stage Officers in PEP meetings

d) Pupil Premium money being distributed based on progress of children and quality of

Personal Education Plan.

4.2 Embed the new Pupil Premium arrangements - ensure the money is used to drive up the quality

of PEPs; ensuring money is spent supporting children to meet their targets.

The new Pupil Premium arrangements were communicated well with schools and other

agencies as necessary. An expected progress review cycle has been set up within the

Virtual School which works well with the Key Stage Officer role.

The impact of this system means that any child who is not making progress has their PEP

carefully reviewed and where necessary a challenging conversation is had with the

Designated Teacher from their school to ensure that money is well spent. Impact on

quality of PEPs is clearly seen in the results of the multiagency PEP. Impact of better

spending of this Pupil Premium money can be seen in all the outcomes at each Key Stage

as well as attendance and behaviour outcomes.

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4.3 Training focus for designated teachers to be around attachment training and restorative

approaches to reduce exclusions.

Designated teacher network sessions and bulletins have given clear advice on

exclusions and restorative approaches as well as guidance on resources and reading

material on attachment.

The annual multiagency conference “Inside I’m Hurting” featured training from

Louise Bomber – a well respected therapist, teacher and trainer.

Our new website has links to the website “The attachment aware school”.

Key stage officers also take a personalised approach to exclusions – responding to

each fixed term exclusion by talking to the designated teacher, offering advice,

alternative approaches and support and calling a PEP meeting in the school.

£2000 from the pupil premium money was offered to each RBG school to run

attachment training in their schools in order to make sure that borough schools are

all attachment aware schools.

The impact of this has been seen in significantly reduced exclusions for the third year

running. Feedback on the conference was excellent and several schools have either

asked for the Virtual School to deliver training or commissioned trainers as advised by

the VS.

4.4 Ensure that best value is achieved with PEA money and that there is a focus on wider education

and “cultural capital” such as learning an instrument.

As the Key Stage Officer role has developed, they have ensured that PEA spending is

linked to pupil targets and children’s wishes. A question has been added to the PEP

consultation form so that children are asked on each review whether they would like to

learn a musical instrument, learn to ride a bike or join in an extra-curricular activity.

Gather attainment data for each child at the end of term.

Data entered onto tracker

Decide through meeting with HT whether

each child has made expected

progress

Termly all day team meeting. RAG rate each

child.

Up to date PEP on system AND making expected

progress = GREEN - YES to

PP.

Making expected progress but no PEP - AMBER- officer chases

PEP.

Up to date PEP and not making progress: AMBER: officer to assess

PEP and / or discuss with DT to decide if PP used appropriately

Release previous term's Pupil Premium.

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Analysis in the SEF shows that all PEA money was spent and although 47 children used

the money for sports and activities and 22 used for after school clubs and trips, only

nine used the money for music. Some children did access music lessons through Pupil

Premium but we would like to see this increase next year.

4.5 Continue to improve the reach of multiagency training and partnership working; in particular

developing the role of foster carer in supporting the child with their education.

Multiagency training and partnership work continues to be a strength of the Virtual

School. Key work includes:

Third annual multiagency conference attended by 80 professionals. John Bird (social

entrepreneur and care leaver) opened the conference and Louise Bomber (teacher and

therapist) delivered outstanding training.

Quality training for multiagency and bespoke groups (Foster Carers, Adoption Team,

Broadwalk Children’s Home, Social Care teams, SEN, Personalised Commissioning

Team, Independent Reviewing Officers, Designated Teachers.)

Quality communication: newsletters, regular emails, bulletins, new website, generic email

address.

Setting high aspiration and ambition when working with other professionals “Would it

be good enough for your child?” mantra.

4.5i In particular developing the role of the foster carer:

Attendance has improved at the foster carer one day “Education of the looked after

child” training session. 50 in-house carers attended the sessions; we particularly targeted

new carers. Feedback was excellent, with an average of 4.8/5 score from delegates.

Sessions at two foster carer development days were also delivered.

Royal Greenwich is one of the nine pilot boroughs for the AFA / Fostering Achievement

project. Two schools; Middle Park Primary and Plumstead Manor were involved in this

pilot. One of the foci of the project was how schools can engage foster carers.

Fostering Achievement and the Virtual School planned and delivered a multiagency

training session. 28 / 54 participants were foster carers including a number of IFA carers.

Relationships are developed through the homework club. There are a group of up to

about 10 carers who regularly wait for their children; we provide tea and coffee and

there is two way feedback

Social care education bulletins have been sent to foster carers.

Pupil Premium money was used to purchase the “Who Cares” trust booklets to support

children with their education which were sent to the home of every child of school age.

4.6 Improve transitions for young people by developing the Post 16 and EYFS leadership, and

improving systems of monitoring and support relevant children and care leavers. A focus is

needed for those with SEN.

4.6i Post 16 leadership

The Post 16 Officer (now 16-25 years) is in her second year of office and is now

permanent. Post 16 PEPs have been well developed by her and she has engaged social

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workers and the young people with the process. The impact of this has been increased

numbers of young people in education and training up to the age of 25 years.

92% of Post 16 PEPs were held in the summer term. Regular PEPs mean that support

can be put in at an earlier point.

There is a fantastic buy in from social workers and young people and many of those

still in education ask for the support to continue beyond their 18th birthday.

88% of post 16 PEPs are uploaded to the system.

Welfare Call now monitors attendance for Post 16 students which means that issues

can be spotted early, and action taken before students drop out of courses.

68% of CLA post 16 are in Education Employment or Training (EET). There are 40

YP not currently in education or training but about half of these have either health

issue or are working towards EET e.g. Youth Offending Service programmes. Very

small numbers are completely disengaged.

Young People are now receiving one to one tuition or other support – 25% of our

16-19 cohort have accessed extra support from us during 2014-15.

PETE panel: Nine young people have been presented and everyone offered options

although not all engaged. Care leavers are also now presented.

Work with SEN has taken place to ensure that EHC conversions are happening.

Those whose statement lapsed have been re-assessed.

A Post 16 Officer trained to use IYSS and monitor care leaver data.

A Post 16 EP transition project has meant that six year 11 students with

statements.are being used as case studies to look at the quality of year 1 – 12

transition for looked after children with special needs.

4.6ii Early Years Foundation Stage leadership

The new Key Stage Officer has a degree in child psychology and is an experienced

classroom practitioner. The impact of this is that she has quickly gained a reputation

with providers and that she is able to support them and the young people.

We have successfully introduced an Early Years and Key Stage 1 PEP. The first PEP

takes place as soon as a child is in an educational setting as early as two years of age.

The officer has worked with admissions, social workers and foster carers to ensure

that reception school choices for 2015-6 meet the needs of the children.

The officer has worked with the SEN team to ensure that learning needs are quickly

identified and supported.

A tracking system has been developed to ensure that EYFS assessment data is

recorded every term.

4.7 Improve transitions for those with a disrupted educational placement through development of

processes with commissioning and SEN to support those that have to find a new (and good or

better) school. We must continue to refine the process for supporting young people with

educational transition.

The Officer with leadership responsibilities for transitions has put in systems and the

result is that ALL referrals for new placements are sent to the Virtual School.

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An agreed process is now in place to ensure that social workers MUST seek and

consider carefully the views of Virtual School before agreeing placement.

The reintegration process has been refined. Key Stage Officer now supports

reintegration for all children moving in year.

We use appeals and notice to direct letters to ensure admission to the school of

choice where all other avenues have been explored.

4.8 Work with Greenwich admissions, other borough admissions and FAP means that in borough

schools are clear on the admissions code and first school of choice almost always agreed.

The impact of this work is that the number of children and young people of statutory

age placed in good or better schools has risen from 81.6% in May 2014 to 83.9% in July

2015. Time out of school has reduced. This has been the result of Key Stage Officer’s

awareness of each individual child’s needs and skills in applying the new processes,

particularly their ability to challenge admissions and Headteachers.

4.9 Develop the role of Virtual SENCO in the team – especially ensuring that EHC planning and

PEPs are brought together.

Our Virtual SENCO has attended the EHC training for SENCOs. In turn we have led

training for SEN officers in CLA education issues.

Close liaison work with the SEN team has led to joint planning on supporting those

who will have a placement disruption, with the impact of children out of school for

less time.

The officer has supported Key Stage officers with PEPs and EHC plans for those with

complex needs, particularly those on P levels.

We have started joint work on drafting a process for staff in Children’s Services on

how to support looked after children with special educational needs who are moving

placement.

5. Areas for improvement for the coming year (drawing on SEF)

Continue to improve outcomes for those with SEN through developing joint

working on transitions, quality provision and good joint planning.

Continue to improve progress and attainment at KS2 and 4, with a particular focus

on Maths progress Key Stage 1 to 2 and Key Stage 2 to 4, through improving the

quality of one to one tuition. We should consider building a team of sessional tutors

that we can train to our standards.

Improve outcomes and ambition for the more able through a comprehensive

programme of tuition, mobile learning, holiday revision session and experiences with

higher education programmes.

Improve outcomes post 16 by a focus on the disengaged “potential NEETS” at Key

Stage 3 and 4 and by ensuring year 11 transition planning is fully joined up and

comprehensive. This will be supported by the appointment of the new Post 16

Officer with a focus on transition.

Through working with YOS and other agencies, improve the re-engagement rate of

those who are, or who have been involved in criminal activity.

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Double the number of secondary age pupils attending the homework club.

Keep persistent absence levels falling and raise the monitoring threshold to below

93% to ensure that any young people, who are in danger of falling below the new

10% absence figure, are picked up early. Improve the level of support for those few

children not on roll or disengaged from school. Key Stage Officers will need to have

more of a focus on these young people.

Young People’s Voice: Ensure that consultation forms are used to follow up issues

such as bullying and ensuring PEA requests are followed through.

Music project: Ensure the project with the Greenwich Music Hub leads to an

increased uptake of pupils learning a musical instrument and accelerated progression

for those that already do. All pupils in other boroughs will be targeted through the

PEA money to take up a musical instrument.

More able pupils: Develop the strategy to ensure that all more able and talented

pupils are given opportunities such as the “Chrysalis University Project.”

Ensure the Virtual PEP is rolled out successfully this year through giving guidance

early on and re-iterated throughout the year.

Mental Health, Attachment and Learning:

o Ensure that attachment training funding to schools is used for that purpose,

ensuring as many schools as possible are “attachment aware”.

o Develop “mindfulness” training for foster carers and promote mindfulness

with as many schools as possible.

o Ensure children that need counselling have access to it

Investigate the possibility of “virtual to reality”. There is a lack of provision for

primary age children with attachment disorder. The Virtual School staff all have

experience in the classroom and all have a very good understanding of attachment

issues. These two factors have been critical in the success of the homework club.

We would like to use this experience to help develop a provision in the borough

that supports children who have attachment disorder, whether they are looked after

or not.

Build on excellent multiagency work:

o with foster carers through targeted training and engaging with IFA carers

o helping foster carers with home support in maths and writing

o ensuring education is well supported through IFA’s –ensuring standards are

kept high and issues are challenged through commissioning and through

individual supervising social workers.

o with social care through the introduction of a communication calendar

o with schools through the website and development of attachment aware

schools training sessions.

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RGVS SELF-EVALUATION

1. Our Children

Contextual data as of July 31st

2014 2015

Number of CLA in education up to age 18 440 (only up

to Y12, age

17)

458 (including

Y13)+ 35 pre-

reception

Number of statutory age pupils 371 368

Number of schools attended by statutory age pupils 226 211

Number of children in Greenwich schools 132 140

Number of children living in borough 91 82

Number of children in out of borough schools 233 223

Number of children living out of borough 280 286

%of statutory age children in good or outstanding

provision (out of total provision with an OFSTED grade)

82.5%

(293/355)

84%

(289/344)

Number of statutory age children not on roll at a school 6 5

Number of children with EHC plan/statement 50 (13.5) 66 (18%)

Number of CLA in Greenwich schools looked after by

other borough

70 72

2. Achievement

2.1 Attainment and progress are at least good.

The restructure has supported a distributive leadership model. Staff “own” their Key Stage

and this has had a multiplier effect. Monitoring and tracking and PEP quality is better which

has led to pupils being placed in better schools, issues being picked up earlier and

interventions being put in place and effectively monitored. This persistent and individualised

approach has meant that children with complex challenges are supported to achieve. Great

multiagency work by the team means that all professionals are working together to improve

attainment. The impact of this has been that pupils progress in key year groups has

accelerated. Attainment at all key stages are above, and in some cases well above the

National Average for CLA for 2014. Early Years outcomes are good, with 58% achieving a

Good Level of Development (GLD), almost in line with last year’s national outcomes for all

children (60%). Phonics and KS1 outcomes are above the National Average for CLA.

Progress between Key Stage 1 and 2 is outstanding: 92% of children that could be matched

made at least 2 LP in Reading and Writing close to the National Average for all children.

Children making 3 levels progress between Key Stage 2 and 4 is above the National Average

for CLA, and significantly so in the case of English. Finally, the percentage of care leavers age

19-21 progressing to Higher Education is above the National Average at 15%. Achievement

of CLA in RBG schools (whoever look after them) is not yet all released. However, we do

have the EYFS outcomes. 73% of children looked after achieved a Good Level of

Development, compared with 60% nationally and 77% of all children in Royal Greenwich.

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2.1.1 EYFS outcomes CLA in Royal Greenwich Schools.

2.1.2 Outcomes for all children looked after by Royal Greenwich.

2013 2014 2015

2015 *excluding

children in special

schools

London

2014

National

2014

Key S

tage 1

Number of CLA 15 15 18 17 190 1750

Reading Level 2+ 60.0% 86.0% 83% 88% 68.0% 71.0%

Writing Level 2+ 53.0% 64.0% 83% 88% 61.0% 61.0%

Maths Level 2+ 60.0% 64.0% 89% 94% 70.0% 72.0%

excluding children in special schools

2014 2015

Key S

tage 1

Number of CLA 19 18

Reading Level 3+ 21% 17%

Writing Level 3+ 5% 11%

Maths Level 3+ 5% 22%

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2012 2013 2014 2015*

2015 *excluding

children in

special

schools

London

2014

Nationa

l

2014

Key S

tage 2

Number of CLA 20 20 25 16 13 310 2,450

Reading Level 4+ 60.0% 70.0% 67.0% 69% 89% 61.0% 68.0%

Writing Level 4+ 50.0% 75.0% 67.0% 63% 84% 63.0% 59.0%

Maths Level 4+ 60.0% 80.0% 54.0% 63% 84% 65.0% 61.0%

*Context: 19% did not sit tests as at special schools which do not enter children because of their cognitive abilities.

2014 2015

Key S

tage 2

Number of CLA 24 16

Reading Level 5+ 20% 31%

Writing Level 5+ 12% 19%

Maths Level 5+ 20% 25%

2013 2014 2015

2015

*excluding

children in

special

schools

London

2014

National

2014

Key S

tage 4

Number of CLA 35 40 47 45 760 4,800

5+ A*-C (Incl. E

& M) 16.2% 9.8%* 28%

30 15.0% 12.0%

5+ A* - C 32.4% 14.6% 31% 35 19.9% 16.3%

A*-C in English &

Maths 16.2% 9.8%* 31%

35 16.8% 14.2%

2.1.3 Qualifications achieved for all those age 16-19 (whether CLA or care leavers)

Entry

Level 1

–Level 1

% Level

2/GCSE

A-C

% Level

3/AS

Level

% Other % NEET % Total

Yr 12 22 33% 12 18% 6 9% 23 34% 4 6% 67

Yr 13 20 26% 4 5% 14 19% 21 28% 17 22% 76

Yr 14 (24 in f/t ed)

3 13% 5 20% 11 47% 5 (uni) 20% n/a n/a 24

Totals 45 27% 21 13% 31 19% 49 29% 21 12% 167

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In year 12, 46/67 (69%) achieved some form of qualification ranging from Entry Level

Courses to AS Levels. 3/67 (4%) have taken on apprenticeship. 18/67 (27%) either did not

complete their courses or achieve recognised qualifications this academic year for the

reasons listed below. Change of

course

New to

country

Medical Non-

accredited

Placement

change

Custody Total

3 2 2 3 6 2 18

In Year 13, 42/81 (52%) achieved some form of qualification ranging from Entry Level

Courses to AS Levels. 3/81 (4%) have taken on apprenticeship. 56% of our year 13’s are

continuing to study for another year to be able to have the opportunity to enter into higher

education. Two young people successfully secured University places this year. Many of our

young people struggle with the step up required for studying at A Level or Level 3 BTEC,

therefore many students resit year 12 and continue in education until year fourteen.

Careful tracking by the Post 16 Officer along with highly successful and quality PEP process

and regular attendance tracking mean that young people’s progress is well monitored.

Any problems are picked up early and young people can be supported.

2.1.4 Outcomes broken down by type of care placement.

This gives us an indication that young people who are placed with our carers get better

educational outcomes. However, we have to be careful with causal links due to the

complexity of children’s needs. Needs tend to be higher for those children placed with

agency carers and in residential placement and therefore there are other factors affecting

their outcomes.

Measure ADO % AFC % FFF % GFC % RES/

SEC %

EYFSP % Good Level of Development N/A 30 75 100 N/A

Phonics % Working at required standard 67 57 100 100 0

Key Stage 1

% Level 2+ Reading N/A 65 60 100 N/A

% Level 2+ Writing N/A 65 80 75 N/A

% Level 2+ Maths N/A 71 60 100 N/A

Key Stage 2

% Level 4+ Reading N/A 65 100 100 N/A

% Level 4+ Writing N/A 59 100 100 N/A

% Level 4+ Maths N/A 59 100 100 N/A

% 2+ Levels

Progress

KS1 – KS2

Reading N/A 73 100 100 N/A

Writing N/A 73 100 100 N/A

Maths N/A 60 100 100 N/A

Key Stage 4

% 5+ A* - C Incl. E&M N/A 41 50 0 0

% 5+ A* - C N/A 33 50 0 0

% A* - C in E&M N/A 0 50 0 33

% 3+ Levels

Progress

KS2 – KS4

English N/A 59 N/A 100 N/A

Maths N/A 59 50 100 N/A

*ADO = Adoption AFC= Agency Foster Carer FFF = Friends and Family Carers GFC = Greenwich Foster Carer

RES/SEC = Residential or Secure placement

17

2.1.5 Predicted outcomes for next year.

Attainment at Key Stage 1, 2 and 4 is expected to fall next year, because of the profile of the

children in the cohort. Key Stage 1 is shrinking as a cohort as more and more children

achieve permanence through adoption and special guardianship orders. This does mean that

the remaining cohort do tend to have higher and more complex needs and less likely to be

able to meet nationally expected attainment levels. Children will be assessed differently next

year, so I have used current assessment levels to enable a comparison. We have not yet

been informed of the summative assessments at Key Stage 1 and 2. Attainment levels are

likely to fall due to the nature of the cohort, but we expect that our careful tracking and

quick intervention should result in equally good progress as this year.

2016 Predicted Outcomes. Predicted Reading. Predicted Writing. Predicted Maths.

Key Stage 1 40-60% 40-60% 40-60%*

Key Stage 2 40-44% 32-36% 40-44%

Key Stage 1-2 2 LP+

Progress

90% 86% 90%

Predicted 5 A-C inc

English and Maths.

Predicted 5 A-C. Predicted English and

Maths A-C.

Key Stage 4 12-18% 18-23% 27%

Key Stage 2-4

3 Levels progress

70% English

60% Maths

*small statistical cohort of 10 pupils: every pupil equals 10% - 2 borderline pupils.

2.2 Attendance outcomes are very good.

Annual figures have risen for the 5th consecutive year. Primary attendance is outstanding at

over 97%. Persistent absence has continued to fall and is well below the National Average.

The DFE matrix grades Greenwich as “A” for persistent absence – at 3.9% which is well

below National Average. We have continued to have an impact on attendance as a result of:

Commissioning Welfare Call to track attendance daily for each child in care. Foster

carers and social workers are alerted to unexplained absence.

An AAO from the attendance team works with us to advise and guide on attendance

strategies.

Monthly multiagency attendance meetings look at all children who have fallen below

expectations. Each absence is questioned and live action minutes ensure follow up.

Medical appointments are followed up and carers reminded to make them outside

school time where possible. Holidays must be approved by the VSHT as well as

school HT. These are only approved in rare circumstances e.g. funerals abroad.

18

*this data is monthly tracking data. It is always higher than the adjusted figures returned by schools to the DFE. It also includes all children looked

after, not just those looked after for 12 months +

2.3 Exclusion figures are good and improving.

Greenwich is graded “B” on the DFE matrix which only includes those looked after for

a year or more, although figures for last year are not yet available. However, our own

data of all children looked after, collected through Welfare Call, our commissioned

service shows that the percentage of children who have received a fixed term exclusion

is likely to have risen. However, the number of days fixed term exclusions has fallen

significantly over the last three years which suggests that despite our cohort having

proportionately more children who have emotional and behaviour difficulties, we are

able to repond quickly and help schools to support children so that they are less likley

to receive another exclusion.

Attendance 2013-14 2012-13 2013-14 2014-15

Number of children (end July) 373 380 368

CLA Greenwich all 93.18% 94.01 94.17

In borough 91.84 % (143 YP) 92.39% (149) 93.59 (134)

Out of borough 92.28 % (222 YP) 94.29% (231 YP) 93.77 (231)

Primary 96.60% 96.76% (154 YP) 97.06% (163)

Secondary all 93.53% 91.36% (226) 90.99% (205)

Secondary non mainstream 77.92% 86.06% (89) 82.09% (56)

19

Our out of borough schools are those that have seen a significant fall in number of days

exclusions: Royal Greenwich Schools already have very good practice around

restorative approaches and try to avoid exclusions for all children, not just those in

care. Although the number of days exclusions in Royal Greenwich Schools has slightly

risen this is not of major concern as this increase relates to a small number of children

displaying extreme behaviour, where the school was using fixed term exclusion as a

necessary means of “holding on” to pupils who otherwise may have been permanently

excluded. We have used the Pupil Premium as a support and lever to help out of

borough schools to put in packages for children to support their behaviour at an early

stage and reduce further exclusions.

% of pupil who have received a

fixed term exclusion

2011-12 2012-13 2013-14

Greenwich 11.57% 8.66% 10.5%*

London 12.40% 9.99%

National 11.33% 9.78% 9.8%

*estimate based on local figures.

0

50

100

150

200

250

300

350

400

2012-13 number ofdays

2013-14 number ofdays

2014-15 number ofdays

Fixed Term Exclusions number of days.

Total

Total days -Greenwichschools

Total days - out of boroughschools

20

A bullying policy has been written this year and implemented. The policy has been sent

to all Designated Teachers and placed on the website. A register is now being kept and

any incidents of bullying should be placed on the register.

2.4 Areas for improvement

Develop our strategy for more able and talented pupils to ensure we have stretch

and challenge all children.

Improve maths and writing progress from Key Stage 1 to 2 and 2 to 4 through

better tuition, more support for foster carers, homework club, use of website and

“nimble” app.

Plan for the Persistent Absence at 10% threshold.

Improve the outcomes for those potential “NEETs” by identifying and putting in

place targeted interventions in Key Stage 3 and 4.

Develop work with SEN to ensure that children moving placement with SEN have

better transitions.

Develop guidance on restorative approaches and attachment for schools. This can be

placed on the website.

3. Curriculum and interventions

3.1.1 PEPs

Our PEP compliance and quality is at least good and has shown sustained

improvement over the last three years. PEP’s completed on time has been sustained

between 90 and 95% over at least the last 18 months. Quality has improved for the third

successive year, particularly in the area of target setting and use of Pupil Premium. This

is evidenced by the annual multiagency PEP audit and on-going monitoring and

observations of practice. These improvements have been the result of:

Continuing with monthly audits and building on this to feedback quality as well as

compliance to teams every month.

Linking the Pupil Premium carefully to target setting and monitoring the spend of this

money each term. Clear expectations set with schools and social workers on quality.

Continuing the successful cycle of multiagency and targeted training including regular

bulletins to designated teachers and social carer.

Embedding the role of the Key Stage Officer so that they take responsibility for the

progress of the children in their year groups.

New PEP forms have been developed through consultation with children, social

workers, foster carers, the corporate parenting impact group and designated

teachers.

PEP forms and expectations are now on the website.

21

Findings from the Annual Multiagency PEP Audit March 2015

22

3.1.2 Areas for Improvement:

Embed the Virtual PEP

Review the PEP forms to ensure less repetition and that it meets the needs of the

new guidance on assessment.

More coaching for social care staff rather than relying too heavily on Virtual School

staff.

3.2.1 Quality of provision is good and improving

% of children in good or better schools or setting.

March 14 Jun14 Sep 14 Dec 14 April 2015

81.6% 82.3% 82.8% 82.8% 83.9%

Number of pupils in Grade 4 schools in 2013-14 was five.

The number of children in Grade 4 schools in 2014-5 is six.

We never place in a school that is grade 4; all these children were already placed in

schools when the OFSTED inspection took place. We always conduct a review of the

educational placement when this happens. We would only move a child as a last resort

as our children have already had enough change, transition and loss in their lives.

However, if there are serious safeguarding concerns, we are not confident that things

are going to make rapid improvement, or the child is seriously unhappy we would

consider this option. We occasionally place in a Grade 3 school if this is assessed as

being the right place for them. One example of this in 2014 -5 was to place a child who

had issues with attendance in a school that was close by. Another example was to

ensure a child with a lot of emotional needs was placed in a school with excellent

pastoral support.

3.2.2 Areas for improvement:

To ensure SEN transition processes are developed.

To develop a system to assess provision with no OFSTED rating.

23

3.3 Interventions

3.3.1Transition support is good and has been strengthened by the new leadership post.

Working together with social care leadership and personalised commissioning, a

system has been developed to ensure we receive speedy notification of any child

coming into care or moving placement. This means firstly that the Virtual School view

of any potential placement is taken into account and secondly that any change in

educational placement can start being planned for in advance of the move or, in the

case of emergency placements, as soon as possible.

Transition policies outlining good practice have been developed, and good practice

shared. The impact of this is seen in the increase of children placed in good or

outstanding schools. It is also reflected in the reduced number of exclusions as

children are given the right support through a challenging period.

The success of the system can also be measured in the number of cases that the

Virtual School were made aware of and involved with compared with last year(see

table below). With the system working efficiently officers are able to work pro-

actively with social worker to help determine that any placement will be able to meet

the educational needs of the child, and if the child has to move, secure the best school

and support the transition. Key Stage officers are strong in challenging admissions

teams and Head Teacher’s in order to secure the best school places and ensure that

the right support is in place from day one. Pupil Premium top slice money is used to

support schools to put the right packages in place where there is a high need.

Referrals to the Virtual School and how they

were received

2013- 2014 2014-2015

PCT 113 268

Social Care Admin 37 58

Social Workers 16 8

Unknown 56 13

Totals 222 347

3.3.2 One to One Tuition is improving. The number of pupils accessing one to one

tuition has had a good impact on outcomes, particularly for borderline students.

Better monitoring and tracking and good attendance at PEP’s by VS officers have

meant that tuition is accessed by the right pupils on the whole.

To improve quality from last year we use a range of agencies and record the quality of

tutors, requesting tutors who have positive feedback and deliver the best quality

teaching. We also have used Pupil Premium to engage a teacher through an agency

which has been trained to support those young people out of school or difficult to

engage. However quality is not as consistent as we would like it to be and we need to

start tuition earlier.

24

The percentage of pupils in each key stage accessing 1:1 tuition

Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11 Post 16

23% 27% 4% 4% 8% 50% 46% 20% 17% 37% 48% 28

students

3.3.3 Homework Club is very good. This new intervention is based at the Nightingale

Place Youth Club. 25 children regularly attend, from Year 2 up to year 12. It runs

every week in term time from 3.30 to 5.45. Every child has one to one support to

complete their homework. In addition staff run a series of weekly themed activities

such as “The Romans” or “Recycling”. Activities include arts and crafts, poetry

writing, cooking, games and sports. One week we ran a talent show and in the last

week of term a celebration picnic and sports day was held. The whole team is active

in planning and delivering. A cooked meal is also served and all the children and staff

sit together. This is an important learning time: discussions centre around the learning

themes. Three care leaver apprentices also support, and we have two “Near –Peer

Mentors” (Care leavers who attend the University of Greenwich) who attend weekly

to work with the young people on raising their aspirations. Impact includes improved

attitude and behaviour at school, engagement in school for one older young person

and accelerated reading progress. We also have access to group of children in care to

collect views on various aspects of our service in an informal way.

We have had numerous emails from foster carers praising the initiative and thanking

us on behalf of them and the children. We have also had letters and cards from the

children thanking us. Here are just two quotes:

“What a wonderful club enabling our children to have fun and cope with home work in an

unpressurised environment giving a confidence boost and a smile when the chocolate

biscuits were seen. This club is so very special for our children and it was lovely to see so

many attending on launch day” foster carer.

“I love it - I want to come every week!” looked after child(year 3).

3.3.4 Widening Participation is good and improving.

University of Greenwich: We work closely with the widening participation team who

offer a good range of activities for looked after and care leavers. Youth People

attend the summer university. Care leavers from University worked with “Near Peer

Mentoring group and homework club since 2012.

Cambridge University “Realise” project: Since 2012, their Widening Participation

Officer has been running sessions for “Near Peer Mentoring Group”. Many young

people visit their CLA university immersion experiences.

Queen Mary’s University: We have had a number of young people engage in summer

schools or other projects at the University.

25

3.3.5 Other out of school learning

Half term revision workshops attended by KS4 students tailored to their needs.

Visits to universities including three to Cambridge University events.

Young people attending summer schools at universities.

Letterbox parcels for all children year R to 7.

Links to revision and learning sites through the website.

Development of consultation form to ensure question asked around music tuition,

bike riding, learning to swim and joining a library.

3.3.6 Areas for improvement:

Embed the new GLL sports and activity staff at homework club. This will engage

more of the older young people and encourage them to attend. It will also free up

Virtual School staff to spend more time on homework and reading.

Develop the “Near Peer Mentoring group for the older pupils within the club.

Develop the more able enrichment programme.

Develop the music project

Widen of the “Cultural Capital” programme such as trips to see opera, ballet,

museums, places of historical interest and encourage schools to spend Pupil

Premium money on trips abroad.

3.4 Pupil Premium and PEA

3.4.1. RBG impact of Pupil Premium is very good.

Arrangements for distribution have been designed effectively to get maximum value

to support the young people with their education. £1425 out of the £1900 is given

directly to schools if pupils are making at least expected progress and there is a good

quality up to date plan in place. Plans and spend is scrutinised if these criteria are not

met. All eligible provisions have received their money in the financial year 2014-15.

Where schools have not put in the necessary interventions after all discussions we

have withheld the money budget and put in place the interventions centrally. The

“top-slice” money has been used as follows: Allocated budget (top sliced money) 229,000.00

Spent budget Spent on: impact

76,162.05 One to one tuition. Improved outcomes at all Key Stages

73,275.44 Music project in schools

and attachment training

budgets for schools.

Several schools have become “attachment

aware schools” Increase in number of young

people being offered instrumental lessons.

70,000 Extra support staff

(temporary) to improve

quality of PEP planning

Improved PEP quality and more individualised

support packages

9,562.51 Underspend.

Returned to DFE.

This was impossible to spend due to final

figures from the DFE were being higher than

the estimates given to us. This left timescales

too short to spend the extra money.

26

3.4.2 Schools’ use of Pupil Premium

The impact of the new Pupil Premium policy has meant that increasingly it is being

spent appropriately to support the child to meet their needs. Using the pupil

progress termly meetings, any child who is not making expected progress will have

their PEP scrutinised and the school may be challenged if the money is not

supporting them to make a difference. Evidence of this is seen in the collation of

spend, and in the improved outcomes at each Key Stage. Many young people have

done better than expected a year ago because extra support has been put in place

through Pupil Premium funding.

All eligible provisions have received their Pupil Premium

Spend by schools – data

collated from PEPs

Number of

children

Percentage

of total

spend

Secondary

school no of

children

Primary

schools no of

children

Extra curricula activities 51 10% 4 47

Swimming lessons 5 1% 0 5

ICT equipment including

kindles

31 7% 22 9

1:1 mentoring 54 10.5% 19 35

1:1 tuition 57 11% 38 19

Subject specific books 23 4.5% 16 7

School trips 35 6.9% 18 17

Literacy /numeracy TA

support

44 9% 10 34

EP assessment 3 1% 1 2

Maths / English booster

groups

9 2% 4 5

Counselling 36 7% 8 28

Clubs out of school 19 4% 7 12

Rewards / incentives 3 1% 2 1

Music lessons 24 5% 12 12

Social skills groups 3 1% 2 1

Alternative provision 7 2% 5

3.4.3 PEA (Personal Education Allowance)

This money is to support children and young people in their wider educational

goals and to pay for those things “which a good parent would provide” to support

their wider education development.

27

PEA spend item

Total No of

Children Amount

IT 39 £23,319.45

Sports/Activity/Games 47 £12,249.66

Music 9 £2,278.89

Misc trips/after school & clubs 22 £6,193.50

Tuition, books, other educational

support 23 £7,697.09

Total 140 £51,738.59

3.4.4 Areas for improvement

Develop a music project so that all children have the opportunity to learn an

orchestral instrument or develop the skills they already have through joining an

ensemble or other music group.

Develop the “attachment aware schools” project.

Use of the pupil premium for more able and talented enrichment in schools.

4 Leadership

4.1 Leadership is very good. It is not yet outstanding as the deputy post is filled by a

temporary acting up arrangement. Adverts are currently out and from January we hope

to have a permanent deputy. This will allow the leadership to develop further. However

currently:

There is clear vision, led by the Headteacher, and owned by all. The vision is clearly

communicated across all stakeholders.

The Head Teacher was recently awarded a council award for Manager of the Year.

The Head Teacher designed, led and managed a successful re-structure, recruited new

staff, and galvanised and motivated a new team. The impact of new accountability and

distributive leadership is the best KS4 outcomes for three years and all outcomes above

CLA National average.

There is a clear focus on progress and achievement at all times. Improved data tracking,

monitoring and evaluation is robust. A clear self-evaluation cycle is successfully

implemented. Both of these elements lead to quick action being taken where there are

concerns or issues.

The Corporate Parenting Education Impact group is led by the Head Teacher and has

developed as a robust challenge group consisting of representatives from all

stakeholders, including care leavers.

4.2 Leadership impact on cross borough work.

This work involves working with out of borough schools and admissions and SEN teams in

other boroughs, as well as other Virtual Head Teachers.

28

The impact of the restructure on working with other borough has been that staff

champion “their” pupils. They are skilled in challenging other borough staff and Head

teachers. As a result we have a very high success rate of placing our children in our first

choice school. This is demonstrated by the increase in those children in good or

outstanding schools from 82% in July last year to 83.9% this year.

The impact of our Post 16 Officer working with other boroughs has been that several of

our post 16 students have had their statements “re-instated” after they had been

allowed to lapse by those boroughs.

The impact of the work the Head Teacher does with the National and PAN London

group was that we hosted the first “South-East London” Virtual School Network

Development Day for six other boroughs which has led to a number of shared

resources and improved links with these staff. It also led to Greenwich being one of nine

pilot boroughs in the Fostering Achievement Project funded by the Mayor of London.

Two particular examples of excellent practice involved SEN children who were out of

school for some time because they were placed in other boroughs who refused to offer

them a place. Persistence and constant challenge by our officers resulted in both

children being offered a place in the schools of their choice.

Reduction in the number of fixed term exclusions days is the result of good systems and

good relationships with Head Teachers and Designated Teachers, helping them to

understand the guidance and alternatives to exclusion.

4.3 Leadership impact on multi agency working, including carers.

The high profile of the Virtual School means that Greenwich foster carers are very

aware of the virtual school. One impact has been commitment to attendance at the

homework club: 25 children regularly attend this club and foster carers are involved in

promoting and supporting the club.

The new website reaches all agencies offering advice and advertising training.

A group of nine IFA (Independent Fostering Agency) carers attended our Fostering

Network training.

Feedback from the Fostering Network training session highlighted Greenwich as an area

of good practice for multiagency work. They were impressed by how well the Virtual

School role and staff were known by the various agencies.

Team was nominated for Partnership Working Team of the Year.

Work with school governors has included producing guidance for governors which is on

the website and example CLA policies. Training is offered through Governor Services.

The last session was attended by 15 schools. Feedback was very positive – one governor

said it was “inspirational.”

The third multiagency conference was attended by 80 professionals – including IFA and

Greenwich carers, health care professionals, social care staff, Head Teachers and

Designated Teachers, including staff from out of borough schools. The impact of this

very successful training was that several schools have asked for attachment aware

training for their whole staff.

Training for SEN staff on looked after children and some development sessions have led

to better working between social care and SEN. Children with statements / EHC plans

are progressively better monitored.

29

Planned contact with all levels of the Social Care team has led to improved

understanding of social workers and managers of the importance of education. The

impact of this is seen in sustaining the PEP completion rate to between 90 and 95%. It is

also demonstrated in the increased numbers of children supported with their placement

moves, as well as several changed placement plans as a result of Virtual School work to

show that the education plans were not adequate with the planned placement.

4.4 Leadership - Impact of professional development for staff.

Improved quality of PEP planning as evidenced in PEP section.

Improved outcomes as a result of training in areas such SEN and use of data as well as

team training and development days.

Impact of whole team INSET has resulted in a bonded team and a positive ethos.

4.5 Areas for improvement

Develop the website to be more interactive with a range of professionals.

Recruit a substantive Deputy Head Teacher and develop the role to ensure more time

for strategic work.

Recruit and train a new Post 16 Officer.

Ensure staff receive further development in managing and using data to raise attainment.

5. Voice of the child

5.1 The most regular way of collecting views is through the PEP consultation form. The fact

that more of our PEPs are attended by our officer’s means that they can respond in real

time to needs and wishes of the child.. Improvement in the quality of PEPs has meant

that the voice of the child is now central to most meetings. There are numerous

examples where issues raised by children such as bullying or a wish for one to one

tuition has been addressed quickly through the PEP and follow up actions. As we

develop more and more opportunities to meet with children, we will be able to learn

more about individuals and also look for patterns that may impact on service

development.

5.2 Homework club has developed by listening to what the children enjoy doing. We

completed a questionnaire during the year to ask them about their favourite meals and

activities and this is used during planning sessions. We have had numerous emails and

thank you cards from young people.

5.3 CLA Awards - Evaluation forms are completed after our Award ceremony and other

events such as holiday events and organised visits. We also regularly receive feedback

emails from foster carers. In advance of the award ceremony in 2012 we made good

links with the CICC. They wanted to be more involved and organise activities for the

young people. Young people also said they wanted more famous / inspirational people

being involved. Young people said they wanted better entertainment and food.

30

Evaluations (we send out about 230 forms and receive about 20-30 back but we also get

lots of emails from carers) showed that foster carers and young people enjoy the event

more than in previous years. In the 2013 event foster carers and children said they

“loved” the disco” – that it felt like a “proper celebration” and really enjoyed having a

successful care leaver (Lemn Sissay) talking to them and presenting awards. In 2013 the

CICC were able to create and present their own award to an “Outstanding Young

Person of the Year”, as well as create and original piece of art from the handprints of all

the young people which now hangs in the contact centre. In 2014 they created a “Tree

of Thoughts and Wishes” In 2014 responding to feedback we also changed the food

menus. Here is just quote from one of our young people who attends our Children in

Care Council regarding the LAC awards for the piece in the Greenwich Times:

‘It was fun! I would definitely go again. It was jam packed with entertainment and one of

the best days of my life’.

5.4 CICC Challenge Cards

The corporate parenting structure and processes allow for a two way dialogue between

the CICC and the impact group and leadership group. The challenge cards are a way for

the young people to challenge us as a group on particular issues. The Headteacher of the

Virtual School chairs the “Education, Learning and Training” impact group and also sits

on the leadership group.

As a response to the first challenge card, we increased the percentage of young people,

and particularly post 16 students receiving one to one tuition as a response to one of

the first CICC challenge cards.

As a response to the challenge card “How can you ensure that children have access to

designated teachers and know how to find them in school” we have bought and sent a

copy of the “Who Cares” booklet on being looked after in school. We also have sent

guidance to designated teachers on good practice and we plan to put further guidance

on our new website.

5.5 Integration of our care leaver apprentice:

It is hard to define and measure the total impact of having a care leaver in the team.

Having someone who is so close to the care experience giving opinions on how we

should work with talk to and write to children and young people is invaluable and has

had a profound effect on the team. Having apprentices involved in our direct work with

young people such as the homework club, at PEPs and delivering sessions is very

powerful for the young people. Our apprentice met with around 50% of the new year 7

students in the autumn term. She listened to what they were finding difficult and fed

back to us so that together we could find solutions. Several children we helped with

friendship issues and two we helped with transport issues so that they could attend our

homework club.

We found that children were not always confident to highlight their concerns through

the PEP consultation form and so where we can we have used the care leaver

31

apprentice to go through these questions with them. That has led to pupils highlighting

issues such as lack of confidence or poor relationships with a particular member of staff

in school and these issues have been able to be addressed.

At our annual conference in 2015, three of the Children’s Services apprentices wrote

and delivered a session to the whole group of over 80 professionals. Evaluations showed

that this was one of the sessions that delegates highlighted as making an impression on

them. As a result of this several schools have approached us for support in working

more closely to put in place key workers for looked after children in order to provide

them with a strong attachment figure in school.

5.6 Areas for Development.

Develop surveys through the website for young people to feedback and give

their views.

We have had feedback from young people through meetings with our care leaver

apprentice on functionality and usefulness of the website for young people. We

will be putting that feedback into action over 2015-16.

Further develop the role of care leavers at homework club and within the Virtual

School.

32

Appendix 1: All outcomes: children we look after.

33

34

35

36

37

38

39