Virtual School Designated Teacher Handbook - Academic Year 2019/20 - Hertfordshire ...
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Virtual School
Designated Teacher Handbook
Academic Year 2019/20
THE VIRTUAL SCHOOL
The Hertfordshire Virtual School is a way of bringing
together the information about children and young
people who are looked after as if they were in a
single school, so that their progress can be closely
tracked and supported, and intervention can be
targeted in a more strategic way.
This handbook is a tool to support you in your role
as Designated Teacher and has been created in
partnership with a group of Designated Teachers
from across the County. If you require any further
information, please do not hesitate to contact the
Virtual School for more information and support.
The Children in Care Council (CHICC) is for all
young people in care in Hertfordshire.
Like a school council, it is there to ensure young people’s
views are listened to and acted upon. Young people meet
regularly to discuss issues affecting young people in care
and how things could be improved.
“We will support you with education, training and
employment options to help you achieve the best you can.
We have the highest aspirations for all children and young
people in care.
When you first come into care and during your time in
care, we will set up planning meetings on education and
will ensure you are part of the ongoing process
We will make sure you get all the help and support you
need to learn, achieve and succeed.”
An extract from the Hertfordshire Pledge for Children in
Care
CONTENTS Virtual School Contacts Information 1 Virtual School Leaflet 2 Virtual School Priorities 4 Virtual School Roles and Responsibilities 6 Virtual School 16+ Service 8 Virtual School Care Leavers Flow Chart aged 16-25 13 The ePEP Timescale 14 ePEP Completion Procedure 15 Protocols for Self-Evaluation Visits 17 Pupil Premium for Early Years 18 The Pupil Premium for Children Looked After R–Y11 19 Guidance for Schools: FAQ: Pupil Premium for CLA leaving care: 20 through adoption, special guardianship or child arrangement order (Post-LAC) Using Pupil Premium Plus 24 Tuition Agency Information 25 Collection of Attainment and Attendance Data 26 Protocols for the termly review of achievement with the 27 Designated Teacher Reporting to Governors 28 Residential Care and Other Care Settings 29 Unaccompanied Asylum Seeking Children 30 Terminology from Social Care 31 Useful Contacts and Web Addresses 32 Save the date: Annual Conference for DTs 34 Herts Awards: Key Dates and Information 35 iLearn Information 36 Raising the Participation Age 37 The Teenage Brain 39 Child Sexual Exploitation 40 Special Educational Needs or Disabilities 42 A Virtual School Acronyms List 45
Virtual School for Children Looked After - Contact Details August 2019
Name Title Mobile Telephone Shortcode Email
Central Team: Rm 151, County Hall, Pegs Lane, Hertford, SG13 8DF (CHO 023) 01992 556915
Felicity Evans Virtual School Head 07812 323232 01992 555926 x25926 felicity.evans@hertfordshire.gov.uk
Caroline Sayer-Thomas Lead Tutor (Tue & Thurs 07:30 - 11:30) 01992 555479 x25479 caroline.sayer-thomas@hertfordshire.gov.uk
Sue Nield Performance & Data Manager 07812 322770 01992 588814 x25960/x28814 sue.nield@hertfordshire.gov.uk
Nicola Dodkins Senior Support Officer 01992 555975 x25975 nicola.dodkins@hertfordshire.gov.uk
TBC Senior Support Officer 01992 556915 x56915
TBC Support Officer
Post 16 Support Team: The Foyer, Goldings House, Goldings Crescent, Hatfield, AL10 8TZ Fax: 01707 346610
John Brady Virtual School 16+ Team Manager 07580 744429 01707 281617 x21617 john.brady@hertfordshire.gov.uk
Victoria Baldwin Virtual School Personal Adviser 01438 844874 01707 346610 x21613 victoria.baldwin@hertfordshire.gov.uk
Andrew Kemp Virtual School Personal Adviser West 07580 744234 01707 281612 x21612 andrew.kemp@hertfordshire.gov.uk
Lorraine Thompson Virtual School Personal Adviser North 07812 322959 01707 281613 x21613 lorraine.thompson@hertfordshire.gov.uk
Ayshea Wilson Virtual School Personal Adviser East 079766 12610 01707 281610 x21610 ayshea.wilson@hertfordshire.gov.uk
Tina Welcome Virtual School Personal Adviser North and UAS 07580 744240 01707 346615 x21615 tina.welcome@hertfordshire.gov.uk
Thomas Anderson Virtual School Personal Adviser South 07580 744276 01707 281615 x21616 thomas.anderson@hertfordshire.gov.uk
Gursharen Sandhu Higher Education Coordinator for Care Leavers 07580 744233 01707 281690 x21690 gursharen.sandhu@hertfordshire.gov.uk
Catherine Marks Virtual School Training & Employment Skills Adviser 01707 292349 01707 346611 x21611 catherine.marks@hertfordshire.gov.uk
Tanyaradzwa Machisa Support Officer 01707 281614 x21614 tanyaradzwa.machisa@hertfordshire.gov.uk
Michael Hargreaves Business Administration Apprentice 01707 281690 x21690 michael.hargreaves@hertfordshire.go.uk
North and East: First Floor, Farnham House, Six Hills Way, Stevenage SG1 2FQ (SFAR 114)
Deborah Laurie Education Adviser - Residential & ARC 07812 324615 01438 843058 x53058 deborah.laurie@hertfordshire.gov.uk
Andrew Martin Education Adviser & Phase Lead - Secondary & ESC Broxbourne 07812 324652 01438 843964 x53964 andrew.martin@hertfordshire.gov.uk
Hannah Wright Education Adviser - Secondary & ESC Stevenage, North Herts 07580 744544 01438 843338 x53338 hannah.wright3@hertfordshire.gov.uk
Sarah Withers Education Support Worker - Residential & ARC 01438 843521 sarah.withers@hertfordshire.gov.uk
Hannah Wilson Education Support Worker - Residential & ARC 07812 324335 hannah.wilson1@hertfordshire.gov.uk
Julie Mullen Education Support Worker 07976 612590 julie.mullen@hertfordshire.gov.uk
South and West: Apsley Two, Brindley Way, Hemel Hempstead, HP3 9BF (AP1123) Fax: 01442 453134
Donna Witter Education Adviser - Secondary & ESC Welwyn & Hatfield, Watford, East Herts 07976 612182 01992 556146 x26146 donna.witter@hertfordshire.gov.uk
Marianne Gentilli Education Adviser - Secondary & ESC Three Rivers, Hertsmere 07976 612521 01442 453879 x83879 marianne.gentilli@hertfordshire.gov.uk
Jan Hegerty Education Adviser - Secondary & ESCs Dacorum, St Albans 07812 324489 01442 453320 x83320 janet.hegerty@hertfordshire.gov.uk
John Pope Education Advisor - Secondary & ESC 07812 324287 john.pope@hertfordshire.gov.uk
Elizabeth Kirk Education Adviser - Primary Dacorum, St Albans 07812 324616 01992 555434 x25434 elizabeth.kirk@hertfordshire.gov.uk
Katharine Passmore Education Adviser & Phase Lead - Primary Three Rivers 07812 324594 01442 453514 x83514 katharine.passmore@hertfordshire.gov.uk
Jason Weinrabe Education Adviser - Primary East Herts, Stevenage, North Herts 07812 324658 01442 453864 x83864 jason.weinrabe@hertfordshire.gov.uk
Julie Dallas Education Adviser - Primary Watford, Hertsmere, Welwyn & Hatfield, Broxbourne 07812 324185 julie.dallas@hertfordshire.gov.uk
Melanie Davidson Education Support Worker 07812 324196 01442 451916 x81916 melanie.davidson@hertfordshire.gov.uk
Lesley Harnden Support Officer 01442 453039 x83039 lesley.harnden@hertfordshire.gov.uk
Family Safeguarding
Please contact on mobile or by e-mail
Learning Practitioners
Holly Hutchings Family Safeguarding Learning Practitioner 07812 322420 holly.hutchings@hertfordshire.gov.uk
Roma McReynolds Family Safeguarding Learning Practitioner 07812 322469 roma.mcreynolds@hertfordshire.gov.uk
Bethan Robertson Family Safeguarding Learning Practitioner 07812 271347 bethan.robertson1@hertfordshire.gov.uk Hayley Stone Family Safeguarding Learning Practitioner 07976 611598 hayley.stone@hertfordshire.gov.uk
“I just want to go to university
For comprehensive online training, to study... I just want to have
please contact the Virtual School for good money, a good job,
login details by emailing a good life really.”
virtualschool@hertfordshire.gov.uk Quote from a young
person in care
Virtual School Head
01992 555926
Early Years Settings, Primary Schools
(including SEMH schools)
Education Advisers:
Dacorum, Watford, St Albans: 01992 555434
“Children in care should be
Three Rivers, Hertsmere, Welwyn & Hatfield: a litmus test of how we are
01442 453514 delivering the ambitions for all
Broxbourne, East Herts, Stevenage & children and young people.”
North Herts: 01442 453864
Secondary School (ESCs and SEMH schools)
Design Ref: 0 75 760
Education Advisers:
Dacorum, Watford, St Albans: 01442 453320
Three Rivers, Hertsmere, Welwyn & Hatfield:
www.hertfordshire.gov.uk/virtualschool
01442 453514
Broxbourne, East Herts, Stevenage &
virtualschool@hertfordshire.gov.uk
North Herts: 01438 843964
Manager for Education, Training
& Employment for Care Leavers
01707 346617
Tel: 01992 556915
www.hertfordshire.gov.uk/virtualschool
To request this leaflet in large print,
Braille, audiotape or disk format
please call 0300 123 4043
To request this leaflet in another
2
language, please call 0300 123 4043
What is a Virtual School? What are our priorities? How can we provide support?
The Hertfordshire Virtual School is not a teaching A commitment to empowering early years For children & young people in school:
institution but a way of bringing together the settings, schools, social workers and carers Support with studies
information about children and young people to make education a priority for children Educational resources
who are looked after as if they were in a single looked after. Access to Education Support Workers
school so that their progress can be closely to help overcome barriers to learning
tracked and supported and intervention can be A focus on the ‘Narrowing the Gap’ agenda. Out of school hours activities
targeted in a more strategic way. Study skills and booster classes
An effective leadership and governance
Recognition of achievement - HERTS Awards
structure that maximises all the services of
Advice and guidance on future pathways
CS to improve the educational achievement
Work experience opportunities.
of children and young people looked after.
Children’s Services Social Care staff:
The development of management
Comprehensive training on the education
information systems to inform effective
of children looked after
self-evaluation and improvement planning
Advice, guidance and support from
The role of the Virtual School that will provide a detailed understanding
specialist Education Advisers on raising
of early years and school age Hertfordshire
the achievement of children looked after
To champion the needs of children and children looked after, wherever they are
young people looked after by Hertfordshire Advice, guidance and support from
placed and children of other local
educated inside the county or in other specialist Education Advisers on all
authorities.
local authorities education matters.
Challenge and support for key deliverers –
To ensure that children and young people Hertfordshire Early Years Settings
education providers and alternative providers.
have the best possible education and Inspection advice and preparation for Ofsted.
every chance to realise their potential A responsiveness to the views and Personal Education Planning
feedback from children and young people. support and guidance.
To offer personalised support plans and
interventions to raise attainment and Corporate Parents and Foster Carers:
aspirations for the future Advice, information and guidance to
help the young person get the best out
To robustly track cohort trends
of their education
and target resources effectively to
Courses on how to support learning
promote achievement.
in the home
To offer advice and information to A named Virtual School staff member for
those supporting children that each school
have been previously looked after. Training support - online or taught courses.
3
***Need to UPDATE***Virtual School Priorities 2017-18
1. To support and challenge schools and other educational 2. To use good quality data from all education establishments
settings so that the progress and achievement of children and evidence from research to improve CLA and care leaver’s
looked after (CLA) and care leavers is promoted: progress and inform precision intervention:
Improve the quality and effectiveness of PEPs
Ensure that all schools attended by CLA complete the Improve the Virtual School access to high quality educational
revised CLASEF for 2017-18 data from schools using the ePEP
Compile a report on the use of Pupil Premium Plus from To use technical innovation to improve tracking of
CLASEF 2016-17 and circulate to all schools and DfE to academic progress and achievement
share best practice Develop targeted interventions to improve achievement
Improve partner’s understanding of the challenges to and attainment at the end of Key Stages
learning success e.g. poor behaviour and poor well-being,
through training on:
FASD
Attachment and Trauma 4. To promote effective joint working practice through leadership
Harmful sexualised behaviour and partnership with all relevant stakeholders:
To embed the ‘Outcome Bees’ framework to ensure the aims
3. To build the capacity of stakeholders and partners to prioritise the and ambitions of the Virtual School are focused on the best
educational progress of children and young people looked after: possible outcomes for CLA
To promote the Virtual School ‘Offer’ so that it is understood by
To encourage schools and colleges to train all staff for a whole all partners especially carers
school approach to the understanding of attachment theory – To develop joint working practice with colleagues from social care,
Attachment Aware schools and PALAC (Promoting the SEN, health and schools through shared meetings and shadowing
achievement of looked after children – UCL) To work with the Children in Care Council (CHICC) to develop a
To review, update and deliver training courses for all partners: strategy to promote educational progress for CLA and pupil voice
carers, School Governors, social workers and teachers To create and launch the Virtual School website that includes
To focus on support for transition for CLA at all regular or in- an on-line learning module for Designated Teachers and
year points to provide better support for continued progress School Governors
To be ambitious for the educational outcomes for children 4 looked after and care leavers:
The Hertfordshire ‘Outcome Bees’ Framework
Ensures the aims and ambitions of the Virtual School are focused on the best possible outcomes for children looked
after:
Happy Learners need to:
be healthy be safe be ambitious
e.g. helping learners to adopt e.g. keeping learners safe from e.g. enabling learners to
healthy lifestyles, build their bullying, harassment and other make good progress in their
self-esteem, eat and drink well dangers work and personal
and lead active lives development and to enjoy
their education
be resilient be independent
e.g. ensuring that learners e.g. helping learners to gain
understand their rights and the skills and knowledge
responsibilities, are listened to, and needed for future employment
participate in the life of the
community
5Virtual School Roles and
Responsibilities
Job Title Job Role
• Strategic development
Virtual School Head • The Team Plan
• Members link and Governing Body
Felicity Evans • Partnerships with HCC and the Local
Authority
• Partnership with the national Virtual
School network and other partner
agencies
• Designated Teacher Conference and
leading Designated Teacher termly
briefings
• Budget and strategic commissioning
• Recruitment and workforce planning
• Policy
• Training
• Line management responsibility
• Intervention
Phase Leaders • Data
• Pupil Progress Meetings
• Self- evaluation (SEF)
• Communication with the Virtual School
Governing Body
• Training and raising the profile of the
Virtual School
• The Virtual School offer
• The development of stakeholder
handbooks
• Monitor, challenge, support and
Education Advisers intervention with schools to ensure the
best educational outcomes for CLA.
• Acting as an advocate for the rights of
CLA with a range of partners
• Overseeing Designated Teacher
There is a Primary and support and challenge and school to
Secondary Team school networks
• Training for foster carers, social
workers and designated teachers
Offer advise and information
6 ESWs provide support to individuals
Education Support and groups of young people to
Workers overcome identified barriers to learning,
for example, examination preparation or
Based at Apsley Two at key points of transition
and Farnham House The work of ESWs is identified as part
of the Personal Education Planning
process to provide an individually
tailored programme of support
VS 16+ team
16+ Manager: for the Training for colleges
Education, Training Finance and care leavers in Education,
and Employment of Employment and Training
Care Leavers Higher Education
Leading on residential interventions
John Brady Apprenticeships Opportunities
To provide advice, guidance and support to all
Virtual School professionals, carers and young people in
Personal Advisers respect of education, training and
employment by:
Attending the Year 11 Personal
Education Plans or CLA review to
support and advise on transition plans
into further education, training and
employment
Ensuring where necessary young
people have a full careers information,
advice and guidance interview
Assisting young people (YP) to access
mainstream services independently for
support and advice about education,
training and employment
Advising on all financial matters
Maintaining positive links with local
colleges and training providers to
sustain YP attendance in education
and training
Monitoring YP’s attendance
and progress where they have
given agreement for this
7THE VIRTUAL SCHOOL 16+ SERVICE
The Virtual School 16+ Service plays a vital role in supporting other professionals,
carers and young people who are Care Leavers from Hertfordshire in respect of
education, training and employment. Education and training can be the key to
ensuring young people make the transition to full independence positively and in
employment. The Virtual School will work in partnership with colleagues in social
care, carers, young people, colleges/universities and training providers.
To provide Advice, Guidance and Support to all
professionals, carers and young people in respect
of education, training and employment by:
Attending the Year 11 Personal Education Plans or
CLA review to support and advise on transition
plans into further education, training and
employment.
Ensuring where necessary young people have a full
careers information, advice and guidance interview.
Contributing to a young person’s Pathway Plan
Completing any agreed actions that are allocated
Role and to them at any of the above meetings
responsibilities of Assisting young people to access mainstream
the Virtual School services independently for support and advice
Personal Advisor about education, training and employment.
(College and Advising on all financial matters in relation to
Training provider) education, employment and training and
authorising payments on behalf of young people
Maintaining positive links with local colleges
and training providers to sustain young
people’s attendance in education and training
Monitoring young people’s attendance
and progress where young people have
given agreement for this
Advising and guiding with transition and exit
plans between courses of education, training and
employment
Keeping other professionals and carers up to date
with any relevant information in respect of young
people’s progress, attendance, parent/carers
meetings and any disciplinary action that might be
taking place in their education and training.
8The Role of the Higher Education Coordinator for Care Leavers
When young people are ready the Employment Advisor
can assist them to find work placements and
employment. To access this service social care staff will
be asked to complete a referral and brief assessment of
The Role of the the young person’s readiness for work.
Virtual School
Training and What can be offered:
Employment Skills
Advisor Offer creative workshops to young people to
help them develop employment skills
Support with CV writing
Support with job search and on line and paper
job applications
Work in partnership with internal and external
organisations to create work placements and
apprenticeships for young people
Support with preparation for interviews
Financial assistance to support travel to work
Offer creative employment projects to young people
1-1 support in partnership with social care staff
What will this support
look like?
Not all young people will take up the offers of education, training and employment
for a variety of reasons. The 16+ teams offers the following Pathways in order that
we are clear how we can all support young people back into education, training or
employment. The Personal Education Plan (PEP) needs to be very clear about
whether or not the young person is engaging in education or whether they are likely
to seriously underachieve or fall out of education altogether.
Pathway 1:
Those who can and will engage in education in schools will continue to be the
responsibility of the VS Education Advisers who will support their education using
various intervention strategies. For those who do not wish to remain in school, the
aim is to maximise achievement and ensure they have plans in place for remaining
in education, employment and training (EET) post 16. Discussions with the relevant
post 16 team should be part of this process and it will support all those who will not
wish to stay on at school. A member of this team should be present at the Y11 PEP
and any subsequent reviews.
10The Education Section of the Pathway Plan must ensure continuity of planning and
support between the Year 11 Personal Education Plan and Pathway Plan.
The VS would lead on this pathway – firstly the Education Advisers and then the
post-16 team.
Pathway 2:
In the case of those who are in danger of disengaging either totally or are nowhere
near on target to achieve a minimum number of GCSE’s there needs to be a
shared responsibility between the VS, the Universal Youth Connexions Service and
the CLA team. The aim of this pathway is to ensure that the young person is
supported to become ‘ready’ for education. This will mean dealing with the young
person’s emotional and social needs as well as working directly with the school to
keep them in school or other appropriate provision.
Youth Connexions Service would lead on this pathway – supported by the VS in
terms of advice and guidance about HCC policies, legislation and financial support
available for care leavers.
When the young person is ready to discuss education and to plan for the future – be
it apprenticeships, college or work-based learning then the Virtual School 16 + team
will lead on their educational planning.
Supporting Young People Post-16
As above: there needs to be an assessment of the readiness of the young
person for education. This will be done through the Pathway Planning process.
Pathway 1 – in Education, Employment and Training (EET):
This will be the responsibility of the VS post 16 team. They will work with these
young people to support them in their education - with their enrolment, payment of
fees and dealing with any difficulties that could be disruptive. Achievement as well
as keeping them in education will be a focus. Colleges hold Individual Learning
Plans for young people in the first term and these can be used to update the
Pathway Plan. The Virtual School Personal Adviser will advise social care workers
and foster carers of dates for these meetings. An End of Year 16+ PEP meeting
must be arranged by the social care worker with support from the VSPA to record
progress made during the year and to record the young person’s plans for the next
stage of their education, employment or training. These meetings should take place
between 1st March and 31st May.
11Pathway 2 – Not in Education, Employment and Training (NEET):
This will be the responsibility of the Youth Connexions Universal Service and the
CLA team. The focus will be on readiness for education and dealing with issues that
are working against access to education and employment and training. The post-16
team will support Universal Services in organising introductory days and advice and
guidance in partnership with colleges and training providers.
Supporting Young People Post-18
As above: there will need to be an assessment of readiness for learning for any YP
presently failing in education or NEET.
Pathway 1 – EET:
The Pathway Plan will used to plan future development to plan future developments
including university applications and support. The VS post-16 team will take
responsibility for sustaining this group of young people in EET and providing update
on progress to key workers and carers.
Pathway 2 – NEET:
This group will be the responsibility of the Targeted Youth Support Team (TYS).
Again the focus will be ensuring issues that are preventing access to education are
being dealt with. Advice and guidance and working in partnership with colleges and
training providers will be the responsibility of the post-16 team from the VS.
Support to Hertfordshire Colleges
To offer intensive support to young people during the first term by offering
‘drop in sessions’ in each college.
To attend independent learning planning meetings with the most vulnerable
young person
To support social care worker in completing the end of year 16+ PEP
Assess the young person’s financial needs to ensure they have the required
equipment for courses
Tracking young people as we do in schools
12Virtual School Flow Chart
Care Leavers aged 16-25
PEP: Personal Education Plan
CLA: Children Looked After
VS PA attend all relevant year 11 YP: Young Person
PEPs/CLA reviews and Pathway VS PA: Virtual School Personal Advisor
Plans as agreed appropriate with NEET: Not in Education, Employment or Training
Virtual School Education Advisors. EET: (In) Education, Employment or Training TYS:
Assist YP to identify appropriate F.E. Target Youth Support Team
courses training or employment
VS PA to assist with enrolment, Young person declines offer of
payment of fees and support during further education or training or
transition. Support will remain ongoing at any time becomes NEET
to ensure stability and sustainment of (Monthly NEET Data and names
activity. of young people sent to CLA &
TYS teams)
Social Care Worker/TYS to arrange
VS PA continues to support young a meeting with young person and
Virtual School PA to assist planning
person EET in partnership with TYS
and return to EET.
and CLA worker keeping them notified
of progress and by attending 16+
PEP/Education Planning/Pathway
Planning meeting.
Young person refuses support
remains NEET.
Case worker/TYS identifies issues
that are preventing young person
from accessing EET, resolves them
and makes referral to Virtual
School and invite VSPA to
Pathway Planning Meeting.
13The ePEP Timescale
‘The ePEP must be reviewed each term to ensure that the story of the child’s educational progress
is current and continues to meet the child’s educational needs. It is also to ensure that information
from the PEP is available to feed into the next statutory review of the wider Care Plan’.
“Promoting the education of looked after children” July 2014 DfE Guidance
It is statutory to update the PEP every 6 months; in order to never be at risk of falling outside of
this requirement, we expect every Hertfordshire CLA to have a termly PEP Meeting, which must
be attended by the designated teacher, the foster carer(s) and social worker. In addition, we
would recommend that any other in school (class teacher, 1:1 support worker, mentor) and
external professionals (therapist) who have a significant influence on the young person should be
invited. The social worker will decide if it is appropriate to invite any members of the young
person’s birth family. Where there is a significant need for Virtual School representation then
please invite the allocated Education Adviser.
The meetings can be combined with other statutory meetings, such as CLA Reviews or EHCP
Reviews if all parties agree. This is usually a recommendation for Hertfordshire CLA who reside
outside of Hertfordshire.
When a young person is new to care, the first PEP Meeting must take place within 10 days of
them being brought into care. If this is during the summer, Christmas or Easter holidays, then in
the first instance the social worker can hold an interim PEP Meeting with the allocated Virtual
School Education Adviser; this is also the process if the young person is not currently in an
education setting.
It is essential that the Designated Teacher reviews the ePEP each term to update the attainment
data for the termly Virtual School data report and to review what progress has been made towards
the PEP targets to ensure the pupil is on track. We recommend you update this page during your
termly school assessment point. Designated Teachers and Social Workers must sign off the reviewed
document as if a full meeting has taken place and ensure that the date of the next full meeting is put
into the system to generate the paperwork for that meeting.
The PEP Meeting is chaired by the Designated Teacher and they are responsible for recording the
minutes. There is an agenda guide on ‘The PEP Meeting’ page of the ePEP. In order for the ePEP to
meet the minimum requirements there must be evidence of:
Pupil voice being discussed
The progress and attainment of the young person
How the Pupil Premium Plus funding has been/will be spent
SMART targets
The date, time & venue of the next PEP MeetingePEP Completion Process
Remember to press save at the end of every page
[Sep 2016] PEP MUST BE REVIEWED EVERY TERM
Social Worker Designated Teacher
Welfare Call adds any new CLA onto the ePEP system
1. When the child comes into care, the allocated Social
every Wednesday. You will receive your ePEP log in from
Worker ensures all details are correct on LCS.
Welfare Call if you are a new user.
2. Book the first PEP meeting with the school within 10 days of the
New CLA will be added to your existing ePEP pupils
child coming into care.
by Welfare Call.
New CLA are added to the ePEP system by Welfare Call
1. Log on to the ePEP system and check the PEP meeting
every Wednesday.
date is correct.
New users will receive an ePEP login and your new CLA cases
2. Contact class/subject teachers for guidance to prepare targets
will be added to your existing ePEP caseload.
for accelerated progress in the action plan.
3. Log on to the system and check your caseload is on there. Record
the date of the PEP meeting on the PEP record. Ensure the carer 3. Arrange for completion of Pupil View page.
is able to attend as well. Decide if birth family should attend. 4. In preparation for the meeting, complete sections 2, 3, 4 and 5.
4. Complete the General and Personal section of the ePEP – 5. Attend and lead meeting. Check that details from section 1
ensure that safeguarding section about prohibited contacts is are reflected on school systems.
clear. Once completed, press the ‘click to complete’ button. 6. Complete remaining pages during or after the meeting,
In preparation and following the meeting, the including record minutes and action plan.
Designated Teacher should complete the rest of the 7. After the meeting, press the ‘click to complete’ button.
document.
5. Attend the PEP meeting, Education Advisers are available to discuss Foster Carer
the case prior to the meeting – liaise with them as appropriate. 1. Prior to the PEP meeting, informs child’s social worker of
6. After the meeting, log on and check that the document is any concerns they have regarding education
fully completed.
2. Attend the PEP meeting.
7. If you feel it is appropriate, print a copy and send to birth parents. 3. Contribute to the target setting and the discussion.
4. Maintain contact with the Designated Teacher and Social Worker.
Education Adviser: 1. Quality Assures and finalises the ePEP. 2. Notifies SW or DT if revisions are required.
ePEP Co-ordinator: 1. Uploads the ePEP onto ‘Livelink’. 2. Ensures that logins are sent to the Social Worker and schools.PEP COMPLETION PROCEDURE
KEY FOR RESPONSIBILITIES:
Virtual School Social Worker Designated Teacher Foster Carer
(EA & PEP Co) (SW) (DT) (FC)
SW organises PEP meeting date with DT logs on to ePEP
DT and Carers. Enter date into ePEP and confirms ePEP
date as correct and
completes Section 2
SW logs into ePEP and adds to and ‘Education’. NB
Before the PEP PRESS ‘SAVE’ AFTER
checks the details in Section 1 –
EVERY PAGE
meeting ‘General and Personal’
(SW may consult with relevant EA)
SW presses DT completes
‘Completed’ Section 3 ‘Pupil
button. View’ with young
person
DT updates Section 4
‘Attainment Data’
FC attends the meeting.
DT to lead the meeting recording They contribute to the
minutes of discussion and action target setting and
During the PEP
plan targets in the ePEP using the discussion. (Prior to the
meeting
remaining sections of the ePEP meeting the FC may be
in contact with the SW
to raise any concerns)
After the meeting, DT presses ‘Completed’ FC maintains contact
button to finalise the plan. This should be done with the DT and SW
within 5 school days.
PEP Co uploads the
After the PEP EA Quality Assures and finalises PEP document onto
meeting (revisions to PEP may be required) Livelink.
NB: Targets are to be set at the PEP Meeting; but should be informed by the Class Teacher .
NB: PEP must be reviewed each term and therefore a PEP document is produced termly.
16 Sep 20192019/2020 Protocols for Self-Evaluation review visits
Virtual School for Children Looked After (CLA)
Context
The Virtual School is committed to working together with schools and settings to make a significant
improvement in the outcomes for this vulnerable group of children and young people. Ofsted in the Eastern
Region have prioritised a focus in 2019-20 on how well schools help Children Looked After to reach their
potential. New research evidence from The Rees Centre makes it clear that it is not being ‘looked after’ that is
the cause of educational under-performance (http://reescentre.education.ox.ac.uk/research/publications/).
Nevertheless, the attainment gap between CLA and all other children remains too wide, particularly in Key
Stages 3 and 4. The purpose, therefore, of the CLA School Self Evaluation Form (CLASEF) and visit schedule by
the Virtual School (VS) is to support schools in their improvement plans to not only close the in-school gap
between CLA and their non-CLA peers but also nationally. See latest DfE guidance,
https://www.gov.uk/government/publications/school-and-college-performancetables-2016-statement-of-
intent .
Core Purpose
The core purpose of the CLASEF is to support school leaders, including governors, in improving the outcomes
and attainment levels of CLA both in Hertfordshire and Children from Other Local Authorities (COLA), as well
as Previously Looked After Children (PLAC), who have left care on an Adoption, Special Guardianship or Child
Arrangement Order. Therefore, the focus of the CLASEF and subsequent visits is to review and analyse the
processes that impact on progress and attainment (including the use of Pupil Premium Plus) and to ascertain
whether CLA are making expected or better progress. Visits are tailored to schools depending on the needs of
CLA . It is also the intention that the CLASEF could be used as the annual report to School Governors and can
replace the Virtual School annual Pupil Premium Plus (PP+) audit.
At the start of the academic year school will complete the CLASEF and return Part 1 to the Virtual School by
Monday 26th September. Part 2 is to be completed and returned by 9th December and Part 3 by 23rd March,
2018. This should be formally reviewed by the school during the summer term. The information provided will
be used to tailor support throughout the year from the Virtual School Education Adviser (EA). Schools can
expect contact each term from the VS and visits will focus on areas identified for development through the
CLASEF. Contact for one term a year may be through a telephone or video conference ‘Keeping in Touch’ (KIT)
meeting.
The self-evaluation review visit and KIT will focus on:
updates on key priorities identified in the CLASEF or VS visits
the extent to which PP+ is accelerating progress
how the impact of PP+ and progress of CLA is evaluated by SLT
how data and target setting is actively closing the gap for each individual Hertfordshire CLA
how far the ePEP is a driver for raising progress and attainment, and ensuring high expectations of
the child through the use of data, target setting and action planning (recorded within the ePEP)
how all teachers, in particular Maths and English, are involved in providing assessment
information to the designated Teacher (DT) and their involvement in the use of PP+
issues regarding vulnerable children who may have been identified in an Ofsted Inspection
the rigour of reporting to the school Governing Body
The EA will arrange school visits at a mutually convenient time with the DT. Please ensure the CLASEF and
the ePEPs are updated with the most up to date data on attainment/progress. For guidance on the use of
the ePEP please contact Virtual School: virtualschool@hertfordshire.gov.uk
Further support
During the visit, the school and EAs will identify further assistance that may be available. Schools can contact
their assigned EA or the VS Office on 01992 556915 at any time between visits to discuss additional support as
required.
17The Early Years Pupil Premium
Recent studies show that there is a 19 month gap in school readiness between
the most and least advantaged children. The Early Years Pupil Premium has the
potential to greatly reduce this inequality.
The introduction of the Early Years Pupil Premium for three and four year olds from April
2015 aims to support providers to bridge this gap with additional funding, approximately
£300 for each eligible child. It will be a system in which money follows the child from the
new two year old free entitlement right through to the school-age Pupil Premium. Early
years providers have a key opportunity to maximise this additional funding to improve
children’s outcomes and to boost disadvantaged children’s achievement.
The eligible groups for the EYPP are:
children from low income families (defined as meeting the criteria for free
school meals).
children that have been looked after by the local authority for at least one day.
*children that have been adopted from care in England.
*children that have left care through special guardianship
*children subject to a child arrangement order setting out with whom the child is to
live (formerly known as residence orders)
*These children are called Post-LAC in DfE guidance.
The Early Years Pupil Premium will:
give all early years providers the additional resources in order to provide the best
possible early education to the most disadvantaged children;
give guaranteed additional funding to all providers who take the most
disadvantaged children; and
together with the two-year-old entitlement, it will encourage more of the best
providers to expand into disadvantaged areas.
18The Pupil Premium Plus
for Children Looked After in Years R-11
From 1st April 2018 – Pupil Premium Plus
A notional £2300 per year from April 2018 onwards for every current Children
Looked After
The Virtual School headteacher is responsible for the allocation of the Pupil
Premium Plus funding.
Eligibility has been extended to those who:
o Have been looked after by the local authority for at least one day.
o Have left care under any of the following conditions (these young people
are referred to as Post-LAC in DfE guidance):
Children adopted from care in England
Special Guardianship Orders (SGOs)
Child Arrangement Orders (formerly Residence Orders)
Funding
For current Hertfordshire Children Looked After:
£600.00 will be paid on a termly basis to the young persons’ school on the
submission of a high quality Personal Education Plan (PEP)
The remaining £500.00 will be retained centrally and schools are able to bid for
additional funding.
For Post-LAC:
Parents and carers are asked to self-declare and provide evidence to the
school of their Post-LAC status. This must be completed as part of the January
school census.
£2300.00 will be credited to schools using the same mechanism as for other
Pupil Premium funding.
Further information, including application forms for additional funding and the
Hertfordshire Pupil Premium Plus policy are available on:
https://www.hertfordshire.gov.uk/microsites/virtual-school/policies-and-guidance.aspx
Key questions to consider at the Personal Education Plan Meeting
Is the Pupil Premium Plus spend detailed clearly within the Personal
Education Plan?
If the young person has received funding previously, what has the impact
of this funding been?
Is the PEP action plan completed in sufficient detail to secure improvement?
How has the Pupil Premium Plus funding been used to accelerate progress?
If the funding has been pooled with other pupil premium funding, how has
this benefited the young person?
19Guidance for schools: Reception to Y11
FAQ: Pupil Premium for CLA leaving care:
through adoption, special guardianship or
child arrangement orders (Post-LAC)
Q1: Why are children adopted from care and those who leave
care under a Special Guardianship or Child Arrangement Order
getting a Pupil Premium worth £2300?
Adopted children will have experienced grief and loss and many of them will
have had traumatic experiences in their early lives; 70% of those adopted in
2009-10 entered care due to abuse or neglect. Their needs do not change
overnight and they do not stop being vulnerable just because they are in a
loving home. Their experiences in early life can have a lasting impact which
can affect the child many years after adoption. We therefore believe that
teachers and schools have a vital role to play in helping these children
emotionally, socially and educationally by providing specific support, to
raise their attainment and address their wider needs.
Funding for those adopted from care, leave care under a special guardianship
or residence order will be paid directly to schools.
Q2: What are the eligibility criteria?
From April 2014, maintained schools, non-maintained special schools
and general hospital schools will attract the Pupil Premium for children:
that left care under a Residential Order now called Child Arrangement
Order (under the Children Act 1989);
that left care under a Special Guardianship Order (under the Children
Act 1989);
that were adopted from care in England (under the Adoption and
Children Act 2002);
are in Reception to Year 11;
where the parent self-declares their child’s status to the school,
providing supporting evidence (e.g. an adoption order); and
where the school records on the January School Census that it has a
child on roll who meets the above criteria.
The Schools Census 2015 guidance explains exactly what schools need
to record on the census return and highlights the sensitivities that may
exist around asking parents to self-disclose
(Pupils will be referred to as children adopted from care and post-LAC
(for SGO/RO) throughout the remainder of this document.)
20Q3: Why is the Pupil Premium for children adopted from care and
post-LAC going to schools?
Children adopted from care and post-LAC are no longer looked after and
virtual school heads do not have a role in promoting their achievement.
Individual schools are responsible for the educational outcomes of children
adopted from care/post-LAC on roll and therefore are best placed to decide
how to use the Pupil Premium to support these pupils. Schools may wish to
discuss the measures they are putting in place with the parents and guardians
of the pupils concerned.
Q4: How will children adopted from care and post-LAC access the
pupil premium?
This is money for schools to use. Parents and guardians of children who
have left the care system through adoption, or who are post-LAC, will need
to self-declare their child’s status to the school where their child is on roll.
Parents and guardians will be required to provide evidence to the school,
such as their adoption order. The school can then use that information to
record on their School Census how many children on their roll were adopted
from care or are post-LAC.
Q5: When do schools need to record post-LAC and children
adopted from care on the School Census?
The School Census will fall on the following dates:
Autumn Census - Thursday 3 October 2019 (with an LA Deadline for
Maintained Schools of Friday 4 October 2019).
Spring Census - Thursday 16 January 2020 (with an LA Deadline for
Maintained Schools of Friday 17 January 2020).
Summer Census - Thursday 21 May 2020 (with an LA Deadline for Maintained
Schools of Friday 22 May 2020).
Q6: When should parents and guardians self-declare to the school?
Parents and guardians will need to self-declare to the school their child is on
roll at as soon as possible to ensure that the school records them on the
January Census. Schools will not necessarily be aware that they have
adopted children and post-LAC on roll and so we would encourage
parents/guardians to come forward, rather than relying on the school to
approach them.
Q7: Will parents and guardians need to self-declare again? If so, when?
Parents and guardians will need to self-declare again if their child moves
school. Parents and guardians will need to ensure that they self-declare to the
new school before the next January School Census to ensure that the school
can attract the Pupil Premium funding to which it is entitled.
21Q8: Is the Pupil Premium paid in advance or arrears i.e. when will
schools first receive the amounts for children recorded on the January
School Census?
Schools will receive funding for pupils who are recorded on the January School
Census in the following financial year. For example, pupils recorded as adopted
or post-LAC on the January 2018 School Census will qualify for premium
funding from April 2018 to March 2019 (i.e. 2018-19 financial year).
Q9: What school types attract the Pupil Premium for children
adopted from care/post-LAC?
Mainstream schools and non-maintained special schools that record these
pupils on the January School Census will attract the funding. The Department
will contact General Hospital Schools directly and they will attract funding if
they have children adopted from care/post-LAC on roll.
Q10: Do pupils adopted from care/post-LAC in pre-school or in post-
16 education get the Pupil Premium?
No. The Pupil Premium is additional funding for schools and they attract it for
eligible pupils between Reception and Year 11.
Q11: Do schools have to spend the additional funding they are
getting on the individual child adopted from care?
Schools attract £2300 for every child identified as being adopted from
care/post-LAC on the January School Census. This is additional funding
given to schools to improve the educational and personal outcomes for pupils
who have been adopted from care, including (but not limited to) their
attainment. It is not intended that the additional funding should be used to
back-fill the general school budget nor is it the policy intention that the funding
should be used to support other groups of pupils, such as (for example) those
Q12: What role do parents and guardians have in terms of the Pupil
Premium then?
The role of parents and guardians in their child’s education is crucial and we
expect schools will want to engage with them about the education of the
pupils on their roll, irrespective of whether they attract the Pupil
Premium. However, we would hope that schools would want to take particular
22advantage of this relationship with regards to children adopted from care/post-
LAC, as the school may have only become aware of the child’s status when
they are told this by the child’s parent ahead of the School Census and they
may be unfamiliar with the detail of any barriers to learning that child may be
facing as a result of their history. Schools should, of course, be mindful of the
sensitivities that may exist around the child’s history and ways in which their
experiences prior to leaving care are affecting the child currently.
Q13. Where can schools go for support and guidance on how best to
support the educational and pastoral needs of children adopted from
care/post-LAC?
The Department encourages all schools to use robust evidence when making
decisions about how to spend their Pupil Premium. Schools may contact their
local authority and national organisations such as BAAF and Adoption UK for
support and guidance. The Sutton Trust-Education Endowment Foundation
Teaching and Learning Toolkit is also a useful source of information schools
can draw on.
The characteristics of children adopted from care/post-LAC do not disappear
overnight. Schools may find Virtual School Heads (based within the local
authority) and the designated teacher at the school a valuable source of
information.
23Using Pupil Premium Plus
Useful resources
The effective use of the Pupil Premium
-Targeting the funding well from the outset
-Taking a long-term view: getting it right
-Tailoring interventions to meet individual needs through
systematic tracking of progress
-Intervention targeted to overcome specific barriers to
Learning
A useful toolkit is available from the Education Endowment Foundation. This
has identified the key elements of successful interventions.
www.educationendowmentfoundation.org.uk/toolkit
Effective feedback on learning
Metacognition and self-regulation
Peer tutoring
One to one tuition
Early intervention
ICT
Key adult involvement
Phonics
Oxford:
The Pupil Premium. Making it work in your school.
Oxford School Improvement. (please Google)
Cambridge:
A Pupil Premium. Handbook for Cambridgeshire. Schools
https://www.learntogether.org.uk/resources/Documents/Pupil Premium
HandbookFINAL.pdf
24Tuition Agencies
We know precise one to one tuition can accelerate progress. Below are the main contacts for various tuition agencies that
schools may find useful when sourcing tuition. This list is by no means exhaustive and schools remain accountable for the
quality assurance of tuition. Please note, if schools commission tuition directly, they are responsible for funding. If however,
the Virtual School is supporting the tuition financially, any arrangements must be made through the central office.
Agency Dept Contact Telephone E-mail
Equal Education Tuition Beckie Godfrey 07799 031 433 beckie@equaleducation.co.uk
020 3078 7845
Accounts Paul Singh 07983 446 425 paul@equaleducation.co.uk
Fleet Tutors Tuition Claire Sheerin 01252 386 002 Claire@fleet-tutors.co.uk
Accounts Tracy Jones 01252 386 013 AccountsEmail@fleet-tutors.co.uk
Prospero Teaching Tuition Az Laher 020 7404 6383 (1) Az@prosperoteaching.com
Accounts Oscar Schwenk 020 7404 6383 (3) 6383Oscar@prosperorecruitment.com
Protocol Education Tuition Ruth Bell 020 3219 7700 RBell@protocol-education.com
Accounts Wendy Bishop 020 3219 7770 wbishop@protocol-education.com
Teaching Personnel Tuition Chloe-Leigh Maher 01604 521 215 Chloe-leigh.maher@teaching personnel.com
Accounts Fiaz Anwar 01707 386 346 Fiaz.anwar@teachingpersonnel.com
Winchmore Tutors Tuition Martha Carr 01628 484 249 martha@winchmoretutors.com
Accounts Aaron Menton 01372 940 811 accounts@winchmoretutors.com
Young Education Tuition Kevin Orral 01462 450 373 request@youngeducation.co.uk
Accounts Kevin Orral 01462 450 373 k.orral@youngeducation.co.uk
25Collection of Attendance and Achievement Data
The Hertfordshire Virtual School for Children Looked After has a responsibility to track the
progress of all Hertfordshire Children Looked After.
To support our work in monitoring the progress of all children in care in Hertfordshire we collect
regular attendance data. This is a key Ofsted safeguarding requirement and this data is also
reported termly to the Virtual School Governing Body.
The Virtual School is required to track the educational attainment and progress of all Children
Looked After on a regular basis.
Attendance Data
The company ‘Welfare Call’ is used to collect attendance information for all Hertfordshire schools
and schools out of county where Hertfordshire Children Looked After attend.
Welfare Call may also contact you to collect attendance and/or achievement data for children in
the care of other Local Authorities if they are contracted to do so.
Achievement Data
From feedback we had last academic year from Designated Teachers and the continued
development of our ePEP system, we will be utilising the ePEP system to obtain attainment and
progress data and cease our termly data collection procedure.
From 1 September 2019, best practice would be to update attainment/progress data on the ePEP
system:
in time for the PEP meeting
prior to any Virtual School Education Adviser visit
at any point in the term when new assessment data is available
at the end of each term
The Hertfordshire Virtual School will be exporting data from the ePEP system at the end of each term to
replace our previous data collection procedures.
It is important that any attainment/progress data entered into the ePEP system is saved by
pressing ‘save’ at the end of the section and/or the bottom of the page. This needs to be done
before the login times out.
We will send out reminders to Designated Teachers prior to our end of term ePEP Data Export to
ensure all attainment and progress data is entered but will no longer be making termly data
collection telephone calls or requiring Hertfordshire SIMS schools to submit reports via
AnyComms Plus.
If you have any queries regarding these processes, please contact us on 01992 556915 or via
virtualschool@hertfordshire.gov.uk
26Protocols for the termly review of achievement with
the Designated Teacher
The core purpose of the termly review of Achievement with Designated Teachers (DT) is to
support the DT in improving the outcomes and attainment levels of CLA in their school. Therefore;
the focus of these visits is to review and analyse the processes that impact on progress and
achievement (including the use of Pupil Premium Plus) and to ascertain whether CLA are making
expected or better progress and if not to identify the blockages to achievement.
The intention is that the visit will be both rigorous and comprehensive and a worthwhile exercise
for the DT and the school. Areas covered will be:
The attainment and progress of all CLA in school
Progress is frequently monitored
DT meets with class teachers/ heads of English and Maths/ Form tutors
Teachers and TAs are fully aware of CLA in their class and ensure marking and feedback is
of a high quality
Data provided to the DT by teachers is accurate and up to date
Gaps in attainment between peers and others nationally is narrowing
The use of Pupil Premium Plus (PP+) and its impact
PP+ is well targeted to meet specific academic need
Emerging academic issues and needs are addresses quickly
Progress is accelerating so gaps with other children is narrowing if appropriate or
supporting the young person to meet their academic potential regardless of starting point
The reviews of PEPs are comprehensive and they
Clearly record achievement and progress over the long term
Are linked to EHCPs and Individual Plans (where appropriate)
Show long and short-term targets which are aspirational and SMART
Are regularly updated following assessments and achievement of targets
Show appropriate use of PP+ and the impact it has had
Ensure the Pupil Voice is heard
Show that action planning involves all relevant people and is communicated well.
The criteria are closely linked to the Ofsted evidence form S5 - now a priority in the East of
England.
Further support available to Designated Teachers and schools:
Work with EA individually
Partnering with another local DT
Suggestion of attendance on courses
Membership of the local DT focus group
A Quality Assurance Visit
27Residential Care
Hertfordshire has four residential homes for teenagers, one of which
accommodates children with disabilities. For all staff education is seen as key to
improved outcomes and enhanced life chances for the young people we work
with, most of whom have faced additional challenges and disruptions in their
learning. There is a dedicated Education Advisor for Children Looked After in
Residential Homes who becomes involved at the point a young person is referred
to one of the homes. Where a young person already has a designated Education
Advisor the case is transferred following close liaison between Education Advisors
to ensure that the right package of support is available to young people and
education providers. All young people living in our homes are expected to attend
and engage in education, training or employment; our routines and support plans
are tailored to encourage our teenagers to aspire to be the best they can and to
make the most of their potential.
Prior to moving into the home the education advisors and school, college or
training provider will be invited to attend a placement planning meeting, during
which we will discuss arrangements such as transport, homework support,
additional learning requirements as well as looking at the barriers to education
specific to the young person. We know that communication is key and each
young person has a link worker who is the first point of contact for the education
provider. Regular network meetings are also held in which progress is discussed
and interventions reviewed to ensure that tailored packages of support remain
effective. The service is developing further resources to ensure that all our young
people receive 25 hours of education a week in a way that helps them stay in, or
return to, school or college.
Other Care Settings
Children Looked After can also be placed:
with Local authority foster carers
with Foster carers from an independent fostering agency
With friends and family
As part of a specialist provision, possibly out of county
With parents (in exceptional circumstances and usually where there is
a plan for the child to live with the parent for a ‘trial period’. It will be closely
monitored).
29You can also read
