Education Forum Conference, November 2017
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The document summarizes discussions and presentations from a meeting at CELCIS. It includes: - Discussions on how to improve outcomes for looked-after children and engage parents more. - A survey of designated managers in schools found most get information from local memos and social work colleagues, and a fifth found existing guidance on their roles very useful. - CELCIS is working on several projects including supporting care-experienced students' access to further education and a model for parental involvement in schools. - An upcoming conference on corporate parenting was announced.
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Education Forum Conference, November 2017
- 2. celcis.org @CELCISTweets @LindasLearning For discussion From Christine… If you had the resources of The Robertson Trust, how would you spend it to improve outcomes for looked after young people and their families, or those at risk of becoming looked after? From Jean… TBC From Leanne and Tracey… Consider existing barriers to working with parents / carers and ways to promote parent / carer engagement within your organisation.
- 5. celcis.org @CELCISTweets @LindasLearning National Survey of Designated Managers
- 6. celcis.org @CELCISTweets @LindasLearning Who responded? 26 out of 32 local authorities responded to the survey
- 7. celcis.org @CELCISTweets @LindasLearning Description of role 62% 20% 18% Almost two thirds are called designated managers Designated Manager Other Pupil Support Coordinator
- 8. celcis.org @CELCISTweets @LindasLearning Substantive role 0 50 100 150 200 250 300 Depute Head Teacher Head Teacher Other Principal Teacher (Guidance / Pastoral Care / Pupil Support) Principal Teacher (Learning Support) Principal Teacher (Primary school) Head teachers and deputies accounted for almost 90% of responses
- 9. celcis.org @CELCISTweets @LindasLearning Where do Designated Managers get information to help in their role? % Count Local authority memos or briefings 92% 418 School in-service 45% 207 School colleagues 52% 239 Social work colleagues 77% 353 Scottish Government website 30% 138 GTCS 7% 34 Education Scotland website 34% 153 CELCIS website 12% 53 Independent reading 47% 213 Other 11% 50 Total 456
- 10. celcis.org @CELCISTweets @LindasLearning Responsibility for child protection 96% of respondents have responsibility for child protection within their school
- 11. celcis.org @CELCISTweets @LindasLearning Core tasks for Designated Managers ‘Core Tasks’ PDF download Example: • Schools and early years establishments • Communication • Meeting the needs of looked after children and young people • Advocacy
- 12. celcis.org @CELCISTweets @LindasLearning Core tasks for Designated Managers 59% 41% 41% are aware of Scottish Government guidance No Yes
- 13. celcis.org @CELCISTweets @LindasLearning Use of the Core tasks 76% 17% 7% 7% used the guidance regularly Occasionally Once Use regularly
- 14. celcis.org @CELCISTweets @LindasLearning How useful are the Core tasks? 0 10 20 30 40 50 60 70 80 Not at all Partly useful Somewhat useful Very useful A fifth found the guidance very useful
- 15. celcis.org @CELCISTweets @LindasLearning Format of future guidance
- 16. celcis.org @CELCISTweets @LindasLearning Assessment and policy • 92% indicated looked after children were routinely assessed for additional support needs • 88% indicated looked after children were routinely considered for CSP’s • 45% indicated improving experiences for looked after children featured in school improvement plan • 49% indicated their establishment had a policy about exclusion of looked after children • 75% indicated previously looked after children and adopted children were included in support arrangements
- 17. celcis.org @CELCISTweets @LindasLearning Next steps We plan to bring together a range of relevant practitioners, managers and policy makers to discuss and plan: • How the role of the Designated Manager could be uniformly recognised across all schools • How to broaden understanding of how the role is functioning on a more nationally representative and routine basis • How to ensure Designated Managers have access to effective guidance in an useful format
- 18. celcis.org @CELCISTweets @LindasLearning CELCIS update • #GetWriteIn • Care to Achieve • Widening access to further & higher education • SAAS Care Experience Bursary • Parents in Partnership
- 20. celcis.org @CELCISTweets @LindasLearning CELCIS update • #GetWriteIn • Care to Achieve • Widening access to further & higher education • SAAS Care Experience Bursary • Parents in Partnership
- 21. celcis.org @CELCISTweets @LindasLearning Parents in Partnership • Model for parental involvement in schools • Developed in response to closing the attainment gap associated with poverty • Whole school and interagency approach to engaging parents and carers • Renfrewshire (2015-), North Ayrshire 2017
- 22. celcis.org @CELCISTweets @LindasLearning Aims of project • Support parents with the transition from primary to secondary school • Increase the capacity of parents to support their children’s learning at home • Encourage parental involvement in secondary school life • Raise awareness of support services available to families in school and the community
- 23. celcis.org @CELCISTweets @LindasLearning Project outline • 6-8 week programme for parents/carers in S1, attending for half-day each week • As a group, parents and carers attended ‘school subject’ sessions based on lessons experienced by pupils in S1 • These were taught by subject specialist teachers, using S1 teaching methods • Lifeskills sessions from external providers
- 24. celcis.org @CELCISTweets @LindasLearning Renfrewshire evaluation • 37 parents / carers, across 3 schools • Mixed-methods Research questions included: • What were the core components of the project? • What were the benefits for parents, carers and pupils?
- 25. celcis.org @CELCISTweets @LindasLearning Key findings Benefits for parents / carers • Understanding and reassurance around secondary school life and context • Communication with children • Communication with the school Benefits for pupils • Support at home (e.g. reading) • Discussions about school and homework
- 26. celcis.org @CELCISTweets @LindasLearning Young People’s Inclusion Project • Collaborative project between CELCIS and one local authority • Develop and test approaches aimed at improving the experience in education and attainment of looked after children • Underpinned by co-production and active implementation principles • Four year project, funded via the Institute for Inspiring Children’s Futures
- 27. celcis.org @CELCISTweets @LindasLearning Story so far and next steps • Identified number of local authorities across Scotland • Invited each local authority to submit EOI, outlining interest and proposals for project • Submissions reviewed internally by education team / SMT • Currently in discussions with two local authorities; aim to begin in early 2018
- 28. celcis.org @CELCISTweets @LindasLearning Consultation responses • Extending Children’s Rights • Section 70 of the Education (Scotland) Act • Measuring the attainment gap and milestones towards closing it • Fair Funding • Supporting Children’s Learning Code of Practice • Student Support Review • Complex Additional Support Needs 10 year strategy • Additional Support Needs Tribunals • Healthcare needs in schools • Teacher workforce planning • Presumption of mainstreaming • Education Bill
- 29. celcis.org @CELCISTweets @LindasLearning Save the date! Education Forum Conference Thursday 1st March, Central Edinburgh Corporate Parenting
Editor's Notes
- Welcome to everyone and thank you New members and those who have had a long standing relationship with Forum Housekeeping: toilets, fire alarm, mobile phones Introduction to CELCIS team (Education and any other member of CELCIS staff) Ben/Me role – Ben moved over to D&I and Joanne McMeeking now supports the education programme within CELCIS (annual leave) Agenda for the day - variety of inputs and opportunities for discussion, break and tea and coffee and opportunity for networking, update on our work Before we begin acknowledge the purpose of the Forum and the value that it adds Hosted by CELCIS we want it to be a practitioner Forum first and foremost Crucial feedback loop in understanding what day to day looks like for staff working with looked after children and young people and their families We use information from Forum members (collectively and individually) to inform our work and in discussions with government Identify systemic and thematic barriers which can impact on work and experiences and outcomes of children and their families Important to acknowledge before we start today the current education landscape Variety of initiatives and agendas – attainment challenge, PEF, big drive on additional support needs Risk of nuances and needs of our most vulnerable getting lost of homogenised within the ‘poverty’ or wider ‘ASN’ narrative Talk about consultations later but important to acknowledge strain being put on practitioners with Governance review, new structures, consultation and expectations attached to both timescales and impact of attainment challenge and PEF Our hope is that this is time spent adding value to what you do; making connections, broadening understanding and time to reflect on what’s most useful and relevant to you Best evidence and implementation methods and take back into own context where it can make a difference Action packed agenda, endeavour to keep us on time so I’ll introduce Leanne and Graham will introduce Jean and Christine Three 15 minute inputs followed by discussion around a question which will be posed by each of them Leanne is head of education day provision at Harmeny school, colleague Tracey White talking about ________________________________________
- Welcome to everyone and thank you New members and those who have had a long standing relationship with Forum Housekeeping: toilets, fire alarm, mobile phones Introduction to CELCIS team (Education and any other member of CELCIS staff) Ben/Me role – Ben moved over to D&I and Joanne McMeeking now supports the education programme within CELCIS (annual leave) Agenda for the day - variety of inputs and opportunities for discussion, break and tea and coffee and opportunity for networking, update on our work Before we begin acknowledge the purpose of the Forum and the value that it adds Hosted by CELCIS we want it to be a practitioner Forum first and foremost Crucial feedback loop in understanding what day to day looks like for staff working with looked after children and young people and their families We use information from Forum members (collectively and individually) to inform our work and in discussions with government Identify systemic and thematic barriers which can impact on work and experiences and outcomes of children and their families Important to acknowledge before we start today the current education landscape Variety of initiatives and agendas – attainment challenge, PEF, big drive on additional support needs Risk of nuances and needs of our most vulnerable getting lost of homogenised within the ‘poverty’ or wider ‘ASN’ narrative Talk about consultations later but important to acknowledge strain being put on practitioners with Governance review, new structures, consultation and expectations attached to both timescales and impact of attainment challenge and PEF Our hope is that this is time spent adding value to what you do; making connections, broadening understanding and time to reflect on what’s most useful and relevant to you Best evidence and implementation methods and take back into own context where it can make a difference Action packed agenda, endeavour to keep us on time so I’ll introduce Leanne and Graham will introduce Jean and Christine Three 15 minute inputs followed by discussion around a question which will be posed by each of them Leanne is head of education day provision at Harmeny school, colleague Tracey White talking about ________________________________________
- Welcome to everyone and thank you New members and those who have had a long standing relationship with Forum Housekeeping: toilets, fire alarm, mobile phones Introduction to CELCIS team (Education and any other member of CELCIS staff) Ben/Me role – Ben moved over to D&I and Joanne McMeeking now supports the education programme within CELCIS (annual leave) Agenda for the day - variety of inputs and opportunities for discussion, break and tea and coffee and opportunity for networking, update on our work Before we begin acknowledge the purpose of the Forum and the value that it adds Hosted by CELCIS we want it to be a practitioner Forum first and foremost Crucial feedback loop in understanding what day to day looks like for staff working with looked after children and young people and their families We use information from Forum members (collectively and individually) to inform our work and in discussions with government Identify systemic and thematic barriers which can impact on work and experiences and outcomes of children and their families Important to acknowledge before we start today the current education landscape Variety of initiatives and agendas – attainment challenge, PEF, big drive on additional support needs Risk of nuances and needs of our most vulnerable getting lost of homogenised within the ‘poverty’ or wider ‘ASN’ narrative Talk about consultations later but important to acknowledge strain being put on practitioners with Governance review, new structures, consultation and expectations attached to both timescales and impact of attainment challenge and PEF Our hope is that this is time spent adding value to what you do; making connections, broadening understanding and time to reflect on what’s most useful and relevant to you Best evidence and implementation methods and take back into own context where it can make a difference Action packed agenda, endeavour to keep us on time so I’ll introduce Leanne and Graham will introduce Jean and Christine Three 15 minute inputs followed by discussion around a question which will be posed by each of them Leanne is head of education day provision at Harmeny school, colleague Tracey White talking about ________________________________________
- Welcome to everyone and thank you New members and those who have had a long standing relationship with Forum Housekeeping: toilets, fire alarm, mobile phones Introduction to CELCIS team (Education and any other member of CELCIS staff) Ben/Me role – Ben moved over to D&I and Joanne McMeeking now supports the education programme within CELCIS (annual leave) Agenda for the day - variety of inputs and opportunities for discussion, break and tea and coffee and opportunity for networking, update on our work Before we begin acknowledge the purpose of the Forum and the value that it adds Hosted by CELCIS we want it to be a practitioner Forum first and foremost Crucial feedback loop in understanding what day to day looks like for staff working with looked after children and young people and their families We use information from Forum members (collectively and individually) to inform our work and in discussions with government Identify systemic and thematic barriers which can impact on work and experiences and outcomes of children and their families Important to acknowledge before we start today the current education landscape Variety of initiatives and agendas – attainment challenge, PEF, big drive on additional support needs Risk of nuances and needs of our most vulnerable getting lost of homogenised within the ‘poverty’ or wider ‘ASN’ narrative Talk about consultations later but important to acknowledge strain being put on practitioners with Governance review, new structures, consultation and expectations attached to both timescales and impact of attainment challenge and PEF Our hope is that this is time spent adding value to what you do; making connections, broadening understanding and time to reflect on what’s most useful and relevant to you Best evidence and implementation methods and take back into own context where it can make a difference Action packed agenda, endeavour to keep us on time so I’ll introduce Leanne and Graham will introduce Jean and Christine Three 15 minute inputs followed by discussion around a question which will be posed by each of them Leanne is head of education day provision at Harmeny school, colleague Tracey White talking about ________________________________________
- Designated manager – senior member of staff responsible for assessment, planning and coordination for all looked after children Called different things in different places (pupil support, looked after coordinator etc) Our interaction with sector Lack of understanding of role Unsure of resources and lack of resources Lack of consistency of implementation across the country Evidence tells us that role is crucial in improving experiences and outcomes for looked after children and their families Not a stand alone role, multi agency function too Purpose of survey was for us to understand more about the strengths of role, opportunities and inconsistencies
- Sent survey to all schools and heads of service in Scotland including independent, special and secure schools 487 professionals responded to the survey The vast majority of responses were from local authorities (n=445) 5 from independent special schools, including one secure care provider. Most respondents were from mainstream Primary (64%) or Secondary (22%) schools with a small number (7%) from local authority Special Schools and Early Years (3%) providers. 26 local authorities responded to the survey. However, response rates across local authorities varied widely, from 76% of schools reporting in one local authority, to less than 1% in another. Obviously, this has implications for the representativeness of the sample.
- Almost two-thirds of respondents (62%) were the Designated Manager 18% being Pupil Support Co-ordinators 20% of respondents did not identify with either of these titles, preferring to use the title of their substantive role including Head Teacher/Depute Head Teacher, Looked After Children Champion / Co-ordinator , Principal Teacher, and Child Protection Officer / Co-ordinator Implications for children/parents/other agencies etc
- Head Teachers (60%) and Depute Head Teachers (29%) accounted for nearly 90% of all responses Majority (63%) or responses from primary – usually HT in primary suggests that the overall responsibility for supporting looked after children in schools lies with senior members of staff. In remaining cases in primary or secondary schools responsibility would appear to lie with a Principal Teacher Other professionals with overall responsibility included Managers (or Heads) of Early Years Centres, or Faculty Heads.
- This was an ‘all that apply’ question so may contain more than one source most respondents got information on looked after children from local authority memos or briefing papers (92%) 77% from social work colleagues (77%) More than half of respondents got information from school colleagues just under half (45%) got information from school in-service training. Other sources included Education Scotland, Scottish Government, CELCIS and GTCS websites. almost half of respondents undertook some independent reading on the topic; heartening that people are seeking information
- Interested in what other duties DM’s had unsurprisingly, almost all respondents (n=406) also had responsibility for child protection within their school. Of those with child protection responsibilities, just over a third (36%) indicated they shared this responsibility with another colleague, in most instances with a senior member of staff, such as Head Teacher, Depute Head or Principal Teacher. Again unsurprising given majority of schools will have more than one CP coordinator
- This is the guidance document that accompanies the role Sets out a list of tasks and duties associated with fulfilling the role Our experience, and those in the role, document can be difficult to use It’s directive rather than facilitative, some duplication and repetition and quite dense It is, however as started
- Only 41% of those who responded were aware that the document exists We don’t know though whether this is due to the relatively low number who identified with the title ‘designated manager’
- 7% used the guidance regularly 76% occasionally Almost a fifth had only used the guidance once Reasons for this aren’t clear so we need to do some more work to understand
- Only a fifth found the guidance ‘very useful’ although most respondents found the contents at least partly or somewhat useful This would suggest that the guidance is not as accessible and user friendly as it needs to be for practitioners or could be due to the relatively low usage of the document
- strong preference for a poster, which staff could refer to in the workplace as well as a booklet Some interest in a video, perhaps suggesting the need to provide updated guidance in a variety of formats. Respondents also indicated that they would prefer to receive updated guidance directly – either in hard copy format (44%) or as an e-mail attachment (40%).
- A high proportion of respondents (92%) indicated that looked after children were routinely considered for additional support for learning assessments; a similar figure was also returned for co-ordinated support plans (88%). Only 323 respondents indicated their school had a handbook. Of those, only 37% (n=121) included information about looked after children. Only 45% of respondents indicated that the needs of looked after children featured in the school improvement plan (n=175). Almost half of schools (49%) had a policy about the exclusion of looked after children (n=188). Perhaps surprisingly, only 31% of schools have a policy about engaging with parents and / or carers of looked after children (n=117). However, three-quarters of schools included previously looked after children and adopted children in the support arrangements for looked after children (n=305).
- We’ve tried to provide very little analysis or offer explanation for some results We’d like to work together with people to understand this more broadly Looking at a range of ways to bring people together including face to face ‘seminars’, webinars and small working groups Work will begin in January Report published online end of Nov and will send out notice to Forum members and urge to share with networks
- Lastly – exciting news! Save the date and will be opening registration as soon as venue confirmed Will be releasing call for papers – please get in touch if you have something you’d like to present Thanks to those who are helping to plan More details as they are arranged and will keep Forum up to date
- Thank you Any themes emerging Urge people to get in touch with ideas for future inputs, reflections or discussion points Evaluation will be emailed, please complete as it helps us Thanks and safe home and hope to see people at conference in March