CELCIS Education Forum October 2018
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This document summarizes the agenda and discussions at a CELCIS Education Forum meeting. The agenda included presentations on working with children in a developmentally informed way, out of authority placements, and updates on CELCIS's education work. Forum members discussed challenges with out of authority placements and how systems, organizations, and individuals need to change approaches. CELCIS will analyze feedback and identify next steps to improve support for children in out of authority placements. The forum also discussed using new Scottish Attainment Challenge Funding to supplement supports for looked after children.
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CELCIS Education Forum October 2018
- 1. celcis.org @CELCISTweets Linda O’Neill, Education Lead Welcome
- 2. celcis.org @CELCISTweets Agenda • Working with children in a developmentally informed way • Scottish Universities Insight Institute Series • Dr Lio Moscardini • Coffee and networking • Out of authority placements • Update on CELCIS Education work • Scottish Attainment Challenge Funding discussion • Future Forum themes
- 3. celcis.org @CELCISTweets Scottish Universities Insight Institute Series: Changing the narrative; developmental needs of looked after children and those who care for them • Partnership approach to working with systems leaders, academics policy makers and practitioners • Deepening understanding of what we would need to be saying and doing differently as individuals, organisations and systems
- 4. celcis.org @CELCISTweets Dr Lio Moscardini How Children Learn
- 5. celcis.org @CELCISTweets Education of children cared for ‘out of authority’
- 6. celcis.org @CELCISTweets Background • Recurring theme of how to effectively and robustly support children who, for a range of reasons, are cared for out with their home local authority • Concerns raised around wellbeing, tracking and monitoring and planning provision and resource allocation • Survey in September 2018 to Forum members
- 7. celcis.org @CELCISTweets Themes from survey respondents • Timing of moves and provision of transition support • Corporate Parenting responsibilities • Individualisation • Process and joint working between agencies • Gaps in policy, legislation and understanding • Tracking and monitoring
- 8. celcis.org @CELCISTweets Question 1: How would you describe the issue? In your groups: • Choose a scribe and timekeeper • Spend 15 minutes discussing and noting down what you think are the main themes or issues for both children and services in relation to out of authority placements We’ll have ten minutes to give brief feedback at the end of this question
- 9. celcis.org @CELCISTweets Question 2: What do we need to be saying and doing differently (individually, organisationally and systemically)? In your groups: • Choose a scribe and timekeeper • Spend 15 minutes discussing and noting down what you think we need to be doing differently. We’ll have ten minutes to give brief feedback at the end of this question
- 10. celcis.org @CELCISTweets Next steps CELCIS will: • Type up and analyse all feedback received and produce a short report with a summary of common themes, issues and opportunities • Suggest next steps to progress this area Forum members: • Please get in touch with any examples of where things are working well or ideas for improvements
- 11. celcis.org @CELCISTweets Update on CELCIS Education Work
- 12. celcis.org @CELCISTweets Educational Outcome Indicators % of all children % of all looked after children % of children in foster care purchased by local authority % of children looked after at home % of children in local authority residential care % of children looked after for part of the year Leaving school with at least 1 qualification at SCQF level 3 or better 98 86 * 67 72 85 Leaving school with no qualifications 2 14 * 33 28 15 In a ‘positive’ post school destination (9 month follow up) 93 76 87 58 75 64 Average attendance 93 91 97 80 86 83 Exclusions (measured in cases per 1000) 27 169 64 238 409 292
- 13. celcis.org @CELCISTweets Care to Achieve: An annual meeting of the major data holders on education outcomes Examples of actions identified: • Create a directory of data sets on looked after children • Find a solution to the particular difficulties in recording SCNs • Support work by SFC and Become on data opportunities of propel • SG statisticians: longitudinal data resource and analysis of aftercare dataset
- 14. celcis.org @CELCISTweets Widening Access to College and University • Round Table on University Access SFC definition of ‘care experience’ ‘The term care experienced refers to anyone who has been or is currently in care or from a looked after background at any stage of their life, no matter how short. This care may have been provided in one of many different settings such as in residential care, foster care, kinship care and looked after at home with a supervision requirement.’
- 15. celcis.org @CELCISTweets Widening Access to College and University • CELCIS / SAAS Quarterly Liaison Meetings • Implementation of the Care Experienced Student Bursary • Survey of Care Experienced Students and Colleges and Universities
- 16. celcis.org @CELCISTweets South Ayrshire School Inclusion project • Background • Four year partnership with local authority • Steering group includes, education (schools, community learning and development), social work, health, elected member, Champions Board etc. • Belmont cluster (6 primary schools, 1 special school, 1 secondary school)
- 17. celcis.org @CELCISTweets South Ayrshire School Inclusion project
- 18. celcis.org @CELCISTweets South Ayrshire School Inclusion project • Phase 1: data gathering • Data gathering sessions • Cluster head teachers, corporate parenting group, steering group, champions board • School visits • Analysis and presentation • Data gathered and collated • Framework / map developed
- 19. celcis.org @CELCISTweets South Ayrshire School Inclusion project Key themes
- 20. celcis.org @CELCISTweets South Ayrshire School Inclusion project • Phase 2: three priority areas • Children’s rights and participation • Champions Board and participatory budgeting • Attendance • Pupils not attending; not attending classes • Transitions • Primary to secondary / from other authorities
- 21. celcis.org @CELCISTweets Parents in Partnership
- 22. celcis.org @CELCISTweets Support for Designated Managers • Aim to provide support and structure to the role of Designated Manager • ‘Practice Profiling’ to describe the core components and essential functions • Trial in Aberdeen and scale up in other authorities
- 24. celcis.org @CELCISTweets Scottish Attainment Funding and Looked After and Learning ‘…funding available of around £8 million for the remainder of this year and £12 million in each of the subsequent two years to supplement funding Pupil Equity Funding and the Challenge Authorities and Schools Programmes and assist the opportunities available for Looked After Children. This government believes that every child in Scotland - no matter their background - should have the very best start in life.’ DFM 26th June 2018 • ‘Looked After and Learning’ PDF download • Or search the Knowledge Bank on the CELCIS website at www.celcis.org
- 25. celcis.org @CELCISTweets Scottish Attainment Fund Plenary • What’s happening on the ground? • What are the plans for the funding? • Are there plans to measure impact or outcomes?
- 26. celcis.org @CELCISTweets Thank you from everyone in the CELCIS Education Team
Editor's Notes
- Intro to Lio Senior lecturer in inclusive education at UoS now a visiting lecturer in other HE’s Chair of board of Paragon Music Sits on ASN first tier of health and education chamber tribunals Respite foster carer Member of steering group around the education angle of the SUII developmental series
- Snapshot of some of the statistics around educational outcomes and represent ‘a moment in time’ Scottish Government’s Education Outcomes for Looked After Children Publication. Annual publication but attendance and exclusions are biennial Important to note that being looked after isn’t a precursor for not doing well in education and some young people do exceptionally well, in spite of the difficult circumstances that they’ve faced. For example, less children than the national average left school without any qualifications and children in foster care have a higher than national average attendance Stark differences in levels of achievement, attendance and exclusions depending on where children live and how long they’ve been looked after Part of year represents children who have either become looked after or have ceased to be looked after within the year – those on the edges of care. These numbers don’t just represent ‘outcomes’ they give us some insight into experience For example – if you are a child looked after at home in a Scottish school you are almost 8 x more likely to be excluded from school than children who aren’t looked after and if you’re a child on the edge of care you’re almost 11 x more likely A looked after child in a Glasgow school is almost 11 times more likely than non looked after child and over 1.5 x more likely than a looked after child in other part of Scotland
- Invited local authorities to collaborate in October 2017; mutual selection process; South Ayrshire chosen in December 2017 Work began in January 2018, convening of Steering Group from wide-range of partners, including education, social work, community learning and development, health, Champions Board, elected member Belmont cluster chosen because it has a relatively high number of looked after children and wide socio-economic demographics
- 129 pupils with care experience across the cluster at the end of 2017/18 school session Fairly evenly split between previously and currently looked after Two-thirds currently looked after away from home
- Phase 1: January – September 2018 Data gathering sessions with key stakeholders – school head teachers, corporate parenting group, steering group, and Champions Board Visits to six schools in the cluster Aim - gather views on key issues within the cluster, and what could / needs to be done differently Data was gathered, sorted and ‘analysed’ to identify key themes / subject areas
- Four broad / interlinked areas: learning environment, learning experience, learner’s journey and learner’s destinations Ten themes Draft action plans developed for all themes Three were prioritised and developed further by action planning group involving key stakeholders from steering group Phase 2 plans developed for workstreams
- Phase 2: 2018/19 academic year Three priority areas: children’s rights and participation, attendance and transitions Children’s rights and participation: champions boards in schools and participatory budgeting model of funding Attendance: improving attendance and school engagement; more flexible / pupil centred curriculum Transitions: enhanced transitions with additional / extra support pre and post transition
- Been continuing our work with North Ayrshire Council on our parental and carer engagement model, PIP Some of our parents experiences Key messages around the importance of relationships, teachers feeling skilled and knowledgeable around their child’s learning and empowering parents Work is continuing to embed in all secondary schools in the area
- Based on national DM survey. DM’s said that they were unclear of role Limited and confusing resources Facilitate a strong and robust network of professionals who feel empowered and knowledgeable to support children
- Our Forum has gone from strength to strength and now has over 300 members Due to our rescheduled conference in March/May, we’ve had one rather than two half day meetings this year Plans for next year to return to two meetings plus our conference based on what members would like to discuss
- New investment very welcome. Spend some time talking about people’s understanding/knowledge Heartened to see Looked after and learning named as a resource Impact/outcomes will be achieved through evidence based interventions and LA&A can help with this