LOOKED AFTER CHILDREN - EDUCATION 0-16 by iem58695

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									                                  PORTSMOUTH CITY COUNCIL

                             CHILDREN FAMILIES AND LEARNING

                                          SAFEGUARDING



                                     * * PROCEDURE * *

   YOU SHOULD ENSURE THAT:

         •   You read, understand and, where appropriate, act on this information

         •   All people in your workplace who need to know see this procedure

         •   This document, if printed off Intralink, is properly filed in a place to
             which all staff members in the workplace have access

         •   You are aware that only the version of the policy found on Intralink is
             guaranteed to be the most recent issue



Procedure Number:              52/07/CF

Title:                         LOOKED AFTER CHILDREN –
                               EDUCATION 0-16
Date of Issue:                 29/02/08

Effective Date:                Immediate

Sector:                        Children’s Social Care

Issuing Officer:               Vaughan Tudor-Williams, Senior Manager, Specialist Services

Contact:                       Henry Raison, Looked After Children Education Coordinator

Procedures Cancelled: n/a

Signed:


Name:                          Stuart Gallimore

Designation:                   Head of Safeguarding
Purpose
To raise awareness of the possibilities, issues and challenges around effectively and pro-
actively supporting looked after children and young people in achieving their full education
potential.

Scope
All those within the safeguarding section (Children’s Social Care (CSC)) of the Children
Families and Learning Directorate and corporate parents, as defined in 2003 by the DfES,
covering all Portsmouth City Council employees who have a direct and indirect impact on
looked after children.

Policy
Our policy is to work with service users, the wider community and partner agencies and
organisations to achieve best possible outcomes for children in need through providing or
commissioning services which:

•   support the upbringing of children in their own families;
•   where this is not possible, provide stable, safe and effective alternative care at the right
    time and for the right length of time; and which
•   are responsive to individual needs, circumstances and choice and are based on
    evidence of what works for service users.

Within this context, CSC will place children’s needs and our aspirations for them at the
centre of our policies, procedures and practice.

In respect of the education of looked after children, our policy is to encourage and support
looked after children to achieve to their full potential. This means having high aspirations
for them and appreciating fully that in accordance with the LAC 2000(13) DoH Circular:

“Children In Public care are our children. We hold their future in our hands, and education
is the key to their future. We need to ensure they get the education they need and
deserve”.

Our policy therefore is to ensure that children in care are fully supported to achieve to their
full potential educationally.

In doing this we recognise the important contribution to be made by partner agencies and
organisations, in particular schools and colleagues in the Health services in helping us
achieve the best possible educational outcomes for looked after children. We also
recognise the significant influence that carers (both foster carers and residential care staff)
have on motivating and enthusing children and young people in their care to do well in
education, and the fundamental role played by care managers in coordinating this ‘team
around the child’ to maximum effect.

References to legal, central Government and other external documents:
(For additional list see Appendix 1)

    •   The Children Act 1989 and associated Regulations and Guidance
    •   Quality Protects DoH Transforming Children’s Services ~ 1998
    •   Children (Leaving Care) Act 2000 and associated Regulations and Guidance
    •   DfES and Department of Health Guidance on the Education of Children and Young
        People in Public Care 2000
52/07/CF                                                                                       2
   •   Department of Health Guidance and Regulation on the Health of Children in Public
       Care 2002
   •   National Healthy Care Standards ~ 2003 ~ Entitlements and Outcomes
   •   A Better Education For Looked after children.~ SEU 2003
   •   Every Child Matters ~ Change for Children ~ DfES 2003
   •   “If this were my child” ~ A councillors guide to being a good corporate parent ~
       DfES 2003
   •   The Role of The School in supporting Looked after children ~ TEN policy briefing
       34/2003
   •   The Education Act 2004 (Section 52)
   •   Safeguarding Children In Education DfES 2004
   •   Children Act 2004
   •   “Who Does What” DfES Guidance on education based roles and responsibilities
       towards LAC 2004
   •   DfES Reviewing Officers Guidance Adoption and Children Act 2002 The Review of
       Children’s Cases Regulations 2004
   •   Every Child Matters ~ Change for Children in school DfES 2005
   •   Statutory Guidance on the duty of local authorities to promote the educational
       achievement of looked after children. (DfES 2005)
   •   Supporting Looked after Learners ~ DfES Guidance for Governors 2006
   •   Care Matters ~ Transforming the Lives of Children and Young People in Care DfES
       2006 and the follow up (2007) white paper recommendations

Portsmouth City Council and other references
   • A-Z of education related information relating to the support of looked after children ~
      CD-rom
   • Children and Young Peoples Plan (CYPP). PCC Intranet.
   • The Green Report (the annual audit report on performance indicators on the
      progress of looked after children within the OC 2 cohort) ~ A-Z CD-rom
   • CSC Looked After Children Policy
   • EMAS Policy relating to unaccompanied Asylum Seekers
   • CSC Guidance Procedures in Social care and Wessex YOT
   • CFL – Early Years Development and Childcare Plan ~ PCC Intranet
   • CFL – Strategic Statement on Inclusive Education ~ PCC Intranet
   • CFL – Our Vision and Values ~ A-Z CD rom
   • PCC School Admissions, exclusions integration and transitions processes ~PCC
      Intranet
   • PCC Corporate Parenting Strategy ~ 2007 ~ A-Z CD rom
   • PCC Whole Authority Policy on the Education of Looked After Children

Definitions/Abbreviations
   • Care Manager – generic term used to describe both qualified and unqualified social
       care workers
   • CFL - Children, Families and Learning Directorate
   • CPD – Continuing professional development
   • DfES - Department for Education and Skills
   • DCSF - Department for Children Schools and Families (replaced DfES in 2007)
   • DoH – Department of Health
   • ONE – CFL Education database (previously EMS)
   • EWO - Education Welfare Officer
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   •   ECM 5 – the five outcomes from the Every Child Matters paper
   •   ICT - Information and communication technology
   •   IEP – Individual Education Plan
   •   IRO – Independent reviewing officer
   •   LAC - looked after children (also known as looked after learners, children in public
       care, children looked after)
   •   LALT – looked after link teacher (also known as the “designated teacher”)
   •   PCC – Portsmouth City Council
   •   PEP – Personal Education Plan
   •   PSP – Pastoral Support Plan
   •   Portsmouth 8 – the 8 outcomes chosen by Portsmouth children, which predate the
       ECM 5
   •   OC2 cohort - Children and young people looked after by PCC continuously for over
       one year on 30th September in any given year whose educational and other
       outcomes are reported in the OC2 return to the DCFS.
   •   SEN - Special Educational Needs.
   •   SENCO – Special Educational Needs Co-ordinator
   •   SWIFT – CFL social care database
   •   NEET – Not in education employment or training
   •   NYAS –National Youth Advocacy Service

Delegation
All managers have the responsibility to ensure staff are aware of the contents of this policy
and staff are required to implement it within their sphere of influence.

Authority to vary procedure
Head Of Safeguarding




52/07/CF                                                                                    4
       LOOKED AFTER CHILDREN – EDUCATION AGE 0-16

                                       CONTENTS

1     Introduction

2     Key roles and responsibilities

3     The Personal Education Plan

4     Looked after children and young people with statements of Special Educational
      Need

5     Training and support

6     ICT

7     Data sharing

8     Celebrating success

9     Monitoring effectiveness and policy review



Appendix 1   Further references to legal, central Government and other external
             documents

Appendix 2 PEP template and young persons contribution 0 to 4 + years

Appendix 3 PEP template and young person’s contribution KS 1 & 2

Appendix 4 PEP template and young person’s contribution KS 3 & 4

Appendix 5 Roles and responsibilities of care managers

Appendix 6 Roles and responsibilities of carers

Appendix 7 Roles and responsibilities of Looked After Link Teachers

Appendix 8 Self-assessment tool for Link Teachers




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       LOOKED AFTER CHILDREN – EDUCATION AGE 0-16

1      Introduction
       "Education is our passport to the future, for tomorrow belongs to the people who
       prepare for it today." (Malcolm X)

       Positive educational outcomes are recognised as being a vital element in the
       wellbeing and development of all children. How much more so then in the lives of
       looked after children who can be especially vulnerable as a result of the
       circumstances that brought them into care.

       Young people’s views:

       Some quotes from young people in care in Portsmouth about education and the
       importance of support and attending school:

       “Because if they (LAC) go to school more regularly they can get a job because if you don’t
       get your GCSEs or any qualifications you can’t get a job”.

       “Because the more children get help in these subjects the better they will be at them in later
       life.”

1.2   Definitions of a looked after child
1.2.1 The term ‘looked after’ covers accommodated children and those who are in care
      under a court order or Police protection. This can include those living with family or
      friends, in foster care, in a children’s home, residential school, special school or in
      supported lodgings.

       A child is looked after if they are accommodated for more than 24 hours:
       • by reason of a court order or Police protection
       • by being provided with accommodation, as a support service, in agreement with
          those who have parental responsibility (and with the agreement of the child if
          over 16 years old)

       Being looked after includes the following circumstances:
       • children and young people looked after under an Emergency Protection Order
       • children and young people remanded to the care of the local authority
       • children and young people under criminal supervision with a residence
          requirement
       • children and young people in Police protection – accommodated at the request
          of the Police
       • children and young people receiving respite care
       • children and young people looked after in secure accommodation
       • children and young people remanded, bailed or sentenced in certain
          circumstances

1.3   Key Principals Aims and Objectives.
1.3.1 This policy identifies and clarifies the roles and responsibilities of those directly and
      indirectly involved in the lives of looked after children, identifies procedures that
      offer best practice and sets expectations of service provision and support. The

52/07/CF                                                                                            6
        policy therefore aims to address the issues that impact on the educational success
        of looked after children1. These include:

        •    lack of effective advocacy
        •    lack of stability and continuity due to moves of placement and school
        •    prolonged periods out of school
        •    low expectations
        •    the failure of social services departments, LEAs and schools to gather and
             share information which would help them to plan effectively
        •    pre-care experiences and unmet emotional needs which contribute to low self-
             esteem

1.3.2 What we believe for our looked after children and young people:

        Portsmouth City Council will seek to ensure all corporate parents, directly and
        indirectly involved with looked after children, are aware of their roles and
        responsibilities and will endeavour to ensure these responsibilities are undertaken
        effectively.

        In this regard we will continue to ask the question “would this be good enough for
        my own child?” as a benchmark of suitable support and appropriate progress.

        Specifically we will:

        •    Recognise that looked after children are a potentially vulnerable and
             needy group of young people whose life chances can be adversely
             affected by their experiences prior to and during care periods and
             therefore be pro-active and supportive in our responses.
        •    Understand our responsibility to support our looked after children
             educated at establishments and settings outside the City.
        •    Have high expectation for the educational opportunities and attainment of
             our children / young people and ensure that wherever possible looked
             after children maintain placements in mainstream schools using the
             support already available in that setting.
        •    Understand that in some cases looked after children may require the
             support offered by specialist provision in order to meet their identified
             Special Educational Needs.
        •    Recognise that school and education may be a source of stability and
             security during otherwise turbulent times for looked after children, and
             that regular attendance at early years settings, mainstream or special
             schools, colleges and with training providers, supports the processes of
             ‘normalisation’ for such children.
        •    Understand that for some children and young people the school
             environment can be particularly challenging.
        •    Ensure that birth parents are appropriately involved in all decisions
             around the education of looked after children and young people.
        •    Ensure that all corporate parents will be supported by training and other
             resources and thereby enabled to play their vital part in supporting the
             education of our looked after children / young people.
1
 As identified by (the then) DfES in the statutory guidance on the duty on local authorities to promote the
educational achievement of looked after children under section 52 of the Children Act 2004.
52/07/CF                                                                                                      7
          •   Listen carefully to looked after children so that we better understand and
              respond to their needs, hopes and aspirations.

1.3.3 Inclusive Education Statement:

          As part of an inclusive education strategy PCC aims for ‘everybody to have
          high quality education in his/her community and are participating fully,
          achieving all they can, have happy and positive attitudes’ and attend their local
          mainstream school. However, it is recognised that ‘for some children other
          arrangements will need to be made’.

          Wherever possible, the social and educational needs of looked after children will be
          met through access to universal services within their local community.

1.4       The ECM 5 and Portsmouth 8 outcomes
          This policy impacts on the following ECM outcomes:

      •   Enjoying and achieving
      •   Making a positive contribution
      •   Economic well-being

          This policy impacts on the following Portsmouth Eight outcomes:

          Outcome 1. Having the right to an active say in any development
          Outcome 4. Having succeeded as far as they can in school
          Outcome 6. Having stayed out of trouble
          Outcome 7. Having the opportunity to succeed in achieving their dreams

2     Key roles and responsibilities
2.1   General considerations
2.1.1 The importance and effectiveness of collaborative working has long been
      recognised and each and every person who comes into contact with or offers
      services for looked after children and young people has a part to play in contributing
      to better outcomes. This section summarises key aspects of the roles and
      responsibilities of the professionals and others in direct contact with the child /
      young person. Further details of some of the roles are appended for information
      and there is also further information in section 3 on PEPs.

2.1.2 It is recognised that there is a much wider network of people who influence
      outcomes for looked after children and young people in a variety of ways. These
      include elected members, school governors, professionals from other agencies and
      organisations and strategic managers and policy makers in the City Council. These
      wider roles are described in the PCC Whole Authority Policy on the Education of
      Looked After Children. (This policy will be updated as a result of the
      implementation of the Care Matters White Paper.)

2.2   The care manager
2.2.1 The care manager has a key role to play in ensuring that the child / young person’s
      educational needs, wishes and aspirations are understood and that these are
      planned for in the context of the overall care plan for the child / young person.
      Some of the important tasks the care manager is responsible for, and further details

52/07/CF                                                                                      8
      of other tasks and responsibilities, are contained in Appendix 5. Key aspects of the
      role include:

      •   showing an interest in the child / young person’s education and out of school
          activities by taking time to discuss these regularly with the child / young person
          (including ensuring that someone attends parent’s evenings etc)
      •   having similar conversations with the child / young person’s carers (and parents
          if appropriate)
      •   being aware of how the child / young person is progressing and of key events
          such as SATs etc
      •   advocating for the child / young person in any dispute over educational
          provision
      •   being responsible for ensuring a PEP is in place, recorded and reviewed
          regularly

2.3   Foster Carers
2.3.1 Research and feedback has shown us that carers are one of the most significant
      influences on looked after children and young people and as such they are strongly
      positioned to make a positive impact on improving outcomes. The wider role that
      carers play in this is described in Appendix 6 but the main aspects of the role can
      be summarised as providing a stable and caring home in which education is valued
      and supported and the child / young person is encouraged to achieve to their full
      potential.

2.4   Children’s homes staff
2.4.1 The staff team in a children’s home have specific responsibilities around supporting
      the children and young people in their education and ensuring that education is
      integrated into the care process. Key workers act as role models, advocates and
      mentors for the children and young people. Each children’s home has their own
      age specific education policy document which contains responsibilities of the
      education liaison worker and other team members (see Appendix 7).

2.5   Looked after children link teachers (LALTS)
2.5.1 The LALTs are the prime point of contact in their schools for education matters
      concerning looked after children and young people. They play a vital part in
      disseminating and gathering information and monitoring the child / young person’s
      progress and make a major contribution to the PEP. They may do this themselves
      or some or all of the role may be delegated to another member of staff within the
      school. Further detailed information can be found in Appendix 8.

2.5.2 The link teacher needs to be informed on the care status of child / young persons
      since the PEP forms part of the official child / young person record system but It is
      important to note that such information should be treated on a confidential basis
      within the school.

2.5.3 As an aid to self awareness and their own continuous professional development
      (CPD) a self assessment tool has been developed and this has been devolved to
      schools via the A-Z CD rom and training sessions, see Appendix 9.

2.5.4 LALTs are supported in their role by the Looked After Children Education
      Coordinator who consults with them to identify training needs and to provide
      updates on Government initiatives and national developments around looked after
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      children and young people. Further support is provided through a specific website
      available on PCC intranet that contains information relevant to link teachers.

2.6   The Looked After Children Education Coordinator
2.6.1 The LAC Education Coordinator has a key role to play in supporting looked after
      children and young people to achieve positive educational outcomes in their schools
      / education settings. The role combines direct work with children and young people
      with providing practical advice and assistance to carers, care managers, schools
      and others involved in the education of looked after children and young people.
      Whilst the intention behind the role is to develop the capacity of carers, care
      managers and others working directly with looked after children and young people
      to advocate for them in matters relating to their education, the LAC Education
      Coordinator is often the first point of contact for advice and assistance with
      resolving educational issues.

2.6.2 The LAC Education Coordinator’s role includes:

      •    working with colleagues in partner agencies and organisations to support
           access to, attendance at and maintenance of educational placement;
      •    enhancing academic and social progress through the effective use of Personal
           Education Plans;
      •    tracking pupil achievement and intervening as appropriate, including planning
           with school staff to deliver learning programmes that will have an impact;
      •    ensuring the timely collection of end of key stage outcomes and reporting these;
      •    arranging, attending and advising at meetings about looked after children where
           appropriate and as a result where necessary, modelling, coaching and
           demonstrating strategies and actions that will make a difference to both social
           care and school staff.

2.6.3 The LAC Education Coordinator, therefore, also has an important role to play in
      building the capacity of the key agencies and individuals to support looked after
      children and young people in education. This includes facilitating the support
      network for LALTs, maintaining and updating the “A - Z of Education” and other
      related information (e.g. the LALT website) as well as arranging and contributing to
      training events about education related matters for carers, social care staff, LALTs
      and colleagues in other agencies and organisations involved in supporting looked
      after children and young people as required.

2.6.4 Most neighbouring authorities have similar roles / teams in place and the LAC
      Education Coordinator is part of a regional network for promoting the education of
      looked after children and young people. As such the LAC Coordinator is able to
      advise on contacts in other authorities and also to make representations on behalf
      of Portsmouth children placed out of the city.

2.6.5 The LAC Coordinator also maintains a resource bank of materials (e.g. revision
      guides) to support carers in the role in helping looked after children and young
      people achieve to their potential in education.

2.7   Independent Reviewing Officers
2.7.1 As the independent chairs of looked after children and young people’s statutory
      reviews, IROs have a particular role to play in ensuring that care plans are in place
      and are actioned within an appropriate timescale that takes account of the child /
52/07/CF                                                                                  10
      young person’s needs and understanding. They maintain an independent oversight
      of the effectiveness of the care plan and progress towards achieving aims and
      objectives within it, including those relating to the child / young person’s education.

2.7.2 IRO’s are therefore strongly placed to ensure education planning is a prime
      component within the care plan. This can be achieved by specifically focusing part
      of the review on education attendance, progress and learning outcomes. The PEP
      can be viewed “online” prior to the meeting and a specific focus can then be given
      to achievement in relation to previously agreed PEP targets.

3     The Personal Education Plan
3.1   General considerations
3.1.1 The Government has made Personal Education Plans statutory for all children /
      young people in care and the significance of the PEP process was reinforced by the
      July 2005 DfES Guidance: “Duty to promote the educational achievement of pupils
      in care”. Specific planning for the child / young person’s education is a legal and
      integral part of the overall care planning process and we will ensure each looked
      after child and young person has a Personal Education Plan, completed in a set
      time frame in accordance with the child / young person’s needs and circumstances.
      The plan will be a product of effective joint planning and reflect the child’s
      aspirations and abilities. It should help raise aspirations and achievement and is
      one of the key planning process by which better outcomes for looked after children
      and young people can be obtained.

3.1.2 Setting the paperwork aside – this is a process whereby the adults supporting a
      looked after child / young person and the child / young person themselves plan
      together to ensure that “education” goes beyond merely making sure a school place
      is available – i.e. the process facilitates sharing of information, mutual
      understanding of ability and aspiration and identification of realistic goals and
      targets.

3.1.3 The PEP process is partnership planning that incorporates education into care
      planning. It is therefore a process that should make a significant difference in
      improving educational and other outcomes.

3.1.4 Looked after children must be fully involved with, and consulted about decisions
      made concerning their education. Consultation and discussion around the young
      person’s contribution to the PEP will be seen as an important opportunity to listen
      and respond to their views and their views will be carefully considered and
      recorded.

3.1.5 By their nature PEPs will contain information that is confidential and potentially
      sensitive and it is important that they are handled in accordance with case recording
      guidance, information sharing and data protection requirements.

3.2   Initiating a PEP
3.2.1 The care manager is responsible for ensuring that a PEP is in place and should
      take the following steps to ensure that one is produced:

      •    notify the LAC Education Coordinator that the child / young person has become
           looked after. This could be done in advance of a planned entry into care and in
           any case must be done as soon as reasonably possible after the child / young
52/07/CF                                                                                    11
           person has become looked after. The CA35/36 ‘Notification of Placement Form
           must be used for this purpose. The LAC Education Coordinator will ensure that
           the education information and monitoring system (ONE) is updated accordingly.
           The LAC Coordinator can also provide information on designated teachers as
           well as supply information on school history, academic progress, attendance
           and other matters for children / young people attending Portsmouth schools;
      •    discuss with the child and carer the fact that a PEP will need to be initiated and
           explain the process to them;
      •    contact the school’s designated teacher for looked after children (LALT) –
           preferably by telephone. The purpose of this contact is for the care manager to
           introduce her/himself as the child / young person’s care manager and advise
           that a PEP meeting is necessary and that the PEP paperwork will be posted out
           / e-mailed;
      •    agree with the school an appropriate date, time and venue for the PEP meeting.
           When suggesting a date/time for the meeting, it should be borne in mind that
           most teachers have a full teaching commitment and may not be able to leave
           school and arrive at a meeting until 4pm or later and will not normally be
           available in school holidays.

3.2.2 A PEP will normally be put together as a result of an initial PEP planning meeting
      which will be called by the care manager for the child or another professional
      involved in the child’s case at the request of the care manager. The target time for
      convening the initial meeting is within 20 days of the child / young person first
      becoming looked after. Given school holidays etc this timescale may not be
      achievable in every case but the expectation is that at the latest, there will be a
      functioning PEP in place by the second statutory review of the child / young
      person’s care plan.

3.2.3 A new PEP should be initiated when the child / young person makes the transitions
      from pre-school to primary phase and primary phase to secondary phase. It is also
      likely that if there is an unplanned change of school, a new PEP will need to be
      initiated.

3.3   The PEP meeting
3.3.1 As stated above, the care manager is responsible for setting up the initial PEP
      meeting. He / she is also responsible for making sure that the correct paperwork is
      sent out in advance of the initial meeting (e.g. correct version / element of the PEP
      template). The LAC Education Coordinator will give strong support in this process.

3.3.2 Likewise, the care manager should ensure that the necessary invitations to attend /
      contribute to the meeting are sent out in good time. The PEP meeting should
      involve a small but effective group of individuals who are well placed to contribute to
      and affect outcomes. Invitations to participate in the process should include the
      following:

      •    child/young person
      •    care manager / key worker
      •    the birth parent(s) (where appropriate)
      •    carer / key worker
      •    designated teacher or someone at school who knows the child / young person
           well and has responsibility for their day-to-day education

52/07/CF                                                                                  12
      •    other professionals who may be involved with the child/young person and
      •    the LAC Education Coordinator if available (the LAC Education Coordinator
           should be invited to all PEP meetings where the case is complex and / or
           potentially controversial).

3.3.3 It may not be necessary for all the above to physically attend the meeting providing
      their views are conveyed to the meeting and are taken into account in the planning
      process.

3.3.4 Decisions regarding how the child / young person can best contribute to their
      meeting or their views can best be represented should take into consideration their
      age and circumstances, the circumstances of the care placement, and the issues
      which need to be discussed. In the exceptional circumstance of the child / young
      person not being able or willing to participate in the meeting the care manager
      should ensure that their views are communicated to the meeting – e.g. by the child /
      young person in written form or by an advocate who knows the child young person’s
      views (this could be the carer (or key worker if the child / young person is in
      residential care), the care manager, a NYAS worker etc).

3.3.5 If the decision is not to invite the child / young person to be present this should be
      clearly recorded, including the reason for the decision, in the child / young person’s
      case record.

3.3.6 The care manager should confirm chairing and note taking arrangements in
      advance. The chair is likely to be the either the care manager, head teacher (or
      designate) / LALT or education coordinator for LAC. The chair is responsible for
      ensuring the agreed PEP is written up clearly and accurately and copies are
      distributed to the relevant parties.

3.3.7 Unless the case is unusually complex, the meeting should not take more than one
      hour. The appropriate PEP year sheet should be used to guide the discussion and
      to ensure all the information is completed to make it a useful meeting (see
      Appendices 2, 3 and 4 for the plan templates). To save time, some of the
      information needs to be gathered in advance. Ensure the date of meeting and
      names of those at the meeting and their role in the child / young person’s life are
      recorded on the PEP sheet together with a review date.

3.3.8 The intention is to ensure that the meeting ‘adds value’ to the child / young person’s
      education by focusing on the positives, being creative and producing simple,
      achievable, realistic, and time reviewed (SMART) targets which address any
      barriers to learning and underachievement as well as encouraging and developing
      further areas where skills and abilities are already proven. The meeting should
      therefore:

      •     Incorporate the child / young person’s views at an early stage, as these are
            critically important.
      •     Be focussed and supportive, not anecdotal,
      •     Be a time when adults hold high expectations, even when the child / young
            person cannot hold them for him/herself.
      •     Be positive make it a time when young people can be praised for their
            achievement.

52/07/CF                                                                                   13
      •     Focus on how is the child / young person is progressing in the following areas
            of self-development:

            o Socially ~ social interaction and communication.
            o Academically ~ agree what learning targets are necessary
            o Emotionally and behaviourally ~ consider how their health and well-being
              contributes to educational development.

3.3.9 Also consider / remember:

      •     What is going well and how to celebrate?
      •     What could be done to support learning and who is the best person to do this?
      •     Is the young person making and keeping friends?
      •     Is bullying and an issue?
      •     Does emotional distress/social circumstance affect learning?
      •     What hobbies/clubs does the child / young person belong to outside school?
      •     Does the child / young person show reluctance to learn/complete homework
            (where appropriate)?
      •     Is the child / young person fulfilling their potential and if not why not?
      •     The PEP should help ensure every looked after child has the opportunity to
            participate in ‘out of school hours learning’, including academic, cultural,
            sporting and leisure activities, to broaden their educational achievement and to
            promote confidence self-esteem and emotional well-being.
      •     Keep the focus on how any presenting difficulties can be overcome; who will
            do this, how and when. Remember that positive comments provide the best
            incentive to change.

3.4   PEP reviews
3.4.1 Like any plans, PEPs should be regularly reviewed. The care manager should
      arrange a review meeting at least once every 6 months unless there are other
      robust and agreed plans in place that may make further meetings unnecessary. The
      scheduled LAC reviews will be an ideal forum to focus on and review the PEP and
      targets and in most instances the expectation is that PEP will normally be reviewed
      as part of the LAC review process. The exception to this might be where either the
      education issues or the care issues are particularly complex and merit a review
      meeting dedicated solely to them.
3.4.2 For looked after children / young people with statements of educational need, it
      would make sense to combine the annual review of the statement with the PEP
      review and LAC review if this can be arranged.

3.4.3 Young people tell us that they are concerned about the number of people who
      attend meetings about them and statutory reviews are a particular area of concern
      for them. Therefore careful consideration needs to be given to who physically
      attends the meeting as opposed to submits their view in writing or via a third party.
      Invitations will need to be discussed with the young person and the chair of the
      meeting.

3.4.4 In addition to the regular review frequency, a PEP review may need to be convened
      if there is any significant unplanned change in the child / young person’s education
      provision, care status or placement. Ideally a review called in these circumstances
      will take place within 20 working days of the change taking place.

52/07/CF                                                                                  14
3.5   PEP templates (Appendices 2,3,and 4)
3.5.1 There are 3 separate templates for each of the various stages of the education
      journey:

      •    0 - 4 + age range ~ early years settings
      •    5 -10 age range ~ key stages 1 and 2
      •    11 to 16 age range ~ key stages 3 and 4

3.5.2 Template PEPs are also available within the relevant section of the current CD rom
      version of the A-Z of education related information relating to the support of looked
      after children and young people. A full copy of the A-Z of Education is also to be
      found on the social care and life-long learning network drives.

3.5.3 An integral part of each PEP is the contribution from the child / young person and
      the carer’s / parent’s views. The sections of the electronic version of the PEP are
      colour coded so it is clear who completes each section and it also makes it possible
      to e-mail out the relevant section and thereby help speed up the process.

3.5.4 A copy of each completed PEP must be sent to the LAC Education Coordinator who
      maintains a database of completed PEPs for quality assurance purposes (see 3.6
      below).

3.6   PEP Quality Assurance
3.6.1 Part of the LAC Education Coordinator’s role is to maintain an oversight of the
      quality and consistency of PEPs. This is to help ensure that PEPs are meaningful
      documents that do add value to the planning process and provision of services for
      the child / young person. It will also help ensure that practice issues are identified
      and responded to and appropriate training and development is available to support
      the PEP planning process.

3.6.2 The LAC Coordinator maintains a database of completed PEPs which is accessible
      to a limited range of key professionals. Each PEP is evaluated against a number of
      criteria and aggregated data from this process is used to establish overall quality
      and inform training needs.

4     Looked after children / young people with statements of Special Education
      Need
4.1   As already stated, wherever possible for looked after children and young people
      with a statement of Special Educational Need, the annual statement review will be
      coordinated with the timing for the statutory child care review and /or PEP or PEP
      review meeting.

4.2   To avoid over- planning and help ensure consistency some education-based targets
      arising from the statement review process can be incorporated and form part of the
      education target setting within the PEP.

4.3   A PEP specific to the needs of looked a after children and young people with
      disabilities is under development.



52/07/CF                                                                                   15
4.4   Care managers have an important part to play in contributing the SEN assessment
      process by the submission of the appendix E report and it may be that information
      from a PEP can inform such a contribution.
5     Training and Support
5.1   Training opportunities on how best to support the education of looked after children
      and young people are delivered throughout the year. A detailed database is
      maintained on the attendance and content of each training session delivered and
      this is used to evaluate sessions and plan any improvements / revisions to the
      courses. Specific training sessions are delivered on a regular basis to school
      governors, teachers, carers, the Youth Offending Team, and CFL staff. Information
      on training opportunities is available in training calendars and from the LAC
      Education Coordinator.

6     ICT
6.1   The importance of access to ICT equipment (PCs, laptops etc) as a support to a
      child / young person’s education is recognised. There is an ICT strategy in place to
      help ensure that looked after children and young people have access to ICT
      equipment where they are living which includes a lap-top loan scheme administered
      by the Corporate Parenting Officer. The strategy will be regularly reviewed to keep
      abreast of any developments in respect of using ICT equipment to support on line
      learning.

7     Data sharing
7.1   Given the number of children and young people who are looked after by PCC but
      live and go to school in the area of neighbouring local authorities, it is important to
      maintain good lines of communication with the services that support looked after
      children and young people’s education in those authorities. The LAC Education
      Coordinator provides a point of contact to facilitate this communication and will seek
      to share relevant information around attendance and learning outcomes for
      Portsmouth’s looked after children and young people as appropriate and in
      accordance with the Data Protection Act.

8     Celebration of achievement
8.1   Formal recognition and celebration of achievements by looked after child and young
      people is recognised as an important tool in helping establish a culture where
      education is valued and aspirations are raised. Accordingly, PCC is committed to
      working with schools, carers, birth parents and the wider network of agencies and
      organisations that contribute to supporting the child / young person’s education to
      provide awards ceremonies that give a high profile to education progress at both
      primary and secondary phase levels.

9     Monitoring effectiveness and policy review
9.1   The main mechanism for monitoring the effectiveness of this policy is the “Green
      Report”. This report is produced annually by the Corporate Parenting Officer and
      contains a significant amount of data on the educational attainment of looked after
      children and young people, plus data relating to other important aspects of their
      lives such as health, offending and stability of placement. This data is presented in
      a way that shows trends in performance. It also enables comparisons to be made
      between Portsmouth and national data, and between Portsmouth and other
      comparator local authorities.

9.2   Effectiveness is also monitored through PEPs and individual level data such as:
52/07/CF                                                                                  16
      •    measuring progress using attendance and exclusion data
      •    predictive indicators from the Fischer Family Trust organisation
      •    the creation of personalised learning plans
      •    accreditation and assessment results
      •    progression to post 16 learning and training opportunities and data around
           progress into employment and the world of work

9.3   The review of the content and effectiveness of this policy will also include
      consultation with young people who are or who have been looked after by PCC,
      carers, parents and other service users. It will also include consultation with the
      providers of advocacy services for children and will take into account feedback
      received though general consultation and complaints received during the operation
      of the policy.




52/07/CF                                                                                17
                                      APPENDIX 1

      FURTHER REFERENCES TO LEGAL, CENTRAL GOVERNMENT AND OTHER
                              EXTERNAL DOCUMENTS

  •    United Nations Convention ~ Statement on the (education) Rights Of The Child
       resolution 44/25 of 20 November 1989
  •    Disability Discrimination Act ~ 1995
  •    Data Protection Act ~ 1998
  •    Education and Care Away From Home ~ Borland et al ~ 1998
  •    Department of Health Circular LAC (98) 20 Achieving the Right Balance
  •    UK National Standards for Foster Care 1999
  •    Quality Protects Transforming Children’s Services, Department of Health 1999
  •    The Education of Looked after children ~ Child and Family Social work research
       review Goddard J 2000
  •    The Freedom Of Information Act ~ 2000
  •    National Adoption Standards 2001 and associated practice guidance
  •    National Minimum Standards for Children’s Homes and Children’s Homes
       Regulations 2001
  •    The Special Educational Needs and Disability Act 2001
  •    Choice Protects, Department of Health 2002
  •    National Minimum Standards for Fostering Services and Fostering Service
       Regulations 2002
  •    Adoption and Children Act 2002 and associated Regulations and Guidance
  •    National Minimum Standards for Adoption Services and Adoption Service
       Regulations 2003
  •    Taking Care of Education ~ Harker R, NCB 2004
  •    Guidance on Exclusion from Schools and Pupil Referral Units Oct 2004 (revised
       September 2007)
  •    Going to University from Care ~ Jackson S, LIE 2005
  •    New Relationship with Schools (DfES 2005)
  •    Attachment in the Classroom ~ the links between children’s early experience,
       motional well- being and performance in school. (Heather Geddes – 2006)
  •    Learn the Child ~ Helping Looked after children Learn ~ A good practice guide for
       care managers, carers and teachers. (Kate Cairns and Chris Stanway - 2006)
  •    DCSF Guidance for Local Authorities on Setting Education Performance Targets
       (Looked after children cohort )




52/07/CF                                                                                   18
                    APPENDIX 2



                 Early Years PEP
                (0-5 years of age)



Name: ..................................
 My
  PERSONAL
    EDUCATION
     PLAN




52/07/CF                                   19
                                            APPENDIX 2

DATE PLAN STARTED: …………… ……..(20 days after child becomes looked after)

This plan should be updated whenever there is a change of school or care placement, at LAC reviews ∼
concurrent with care plan (i.e. 28 days, 3 months and then 6 monthly. For out city placements on 3-
month cycle, or at any suitable meetings/reviews e.g. SEN if previously agreed.


Action colour coding:
Green. case holder action/completion. Blue. setting /school action/completion. Brown. carer/child

Key meetings ~ to be arranged by case holder:
Age of child                       Action                                          Date of completion
0-3 years                          Meeting with early years setting practitioner
                                   (if the child has childcare) and carer.
3-5 years                          Meeting with early years setting /school
                                   practitioner and carer.

Age: 0- 3 years
Key Action:
   •   Check early years entitlement and ensure that the child is on a waiting list for early years
       provider(s)
   •   Check Portage and Health Visitor involvement
   •   If attending childcare, contact the provider to initiate PEP (see template on page 6)
   •   After settling period contact setting to discuss Birth to 3 Framework and plan for areas that
       need support
   •   Maintain regular contact with setting and Portsmouth Early Years Team
   •   Discuss the possibility of access to an early years provider for any child who would benefit
       from an earlier intervention


Age: 3-5 years
Key Action:
Case holder to liaise with lead Early Years practitioner in setting or school, parent/carer and any other
people needed to ensure successful transition into school.
Practical arrangements:
   •   Contact Portsmouth Early Years Team to arrange meeting
   •   Ensure admissions procedure for school place has been completed and that the child is
       secured a school place (3 year olds) Link to PCC Admissions Team. (02392 841228).
   •   Discuss Baseline Transfer document and plan for areas of learning that need support (4 year
       olds)
   •   Compile PEP with setting practitioner /school parent/carer involving young person.
   •   Maintain regular contact with setting/school and Portsmouth Early Years Team
   •   Liaise with school practitioners prior to transfer to Year 1 and be aware of Foundation Stage
       Profile achievements.

                                 Notes and action points:

               What needs doing? Who by? and When?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
52/07/CF                                                                                            20
                                            APPENDIX 2
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………..




Personal Information           (to be completed in advance and shared at the meetings)


First Name:                    Other name                    Surname:
Male/Female                                                  DoB:
Name known by (if different)                                 Any notes or other relevant
Address:                                                     information?


Nationality:
Refugee or asylum seeking parents?
Arrival date in UK:?
Details of siblings?


Ethnicity:                          Swift no:
Religion or Faith:                  First Language:          Other Languages:


Legal Status: (underline as appropriate)
Accommodated (S 20). Interim Care Order (ICO). Full Care Order (CO). Child Protection
Order (CPO) Ward of Court.      Other ?…………………………….
Who has parental responsibility? (details) ……………………………………………….
Details of any special educational needs and assessments: (please underline)
Early Years Action (date started) ……………………………..
Early Years Action Plus (date started) ………………………..
Statutory Assessment Initiated (date) ………………………….
Statement (date) and Area Of Need …………………………….
Details of other agencies currently involved with child and reason:


                                  Medical Information:
     (details of special dietary needs, visual /hearing impairments, physical limitations,
                                    anxieties, allergies etc)

Date of Medical Assessment:



52/07/CF                                                                                     21
                                            APPENDIX 2


                         People involved in this plan

Title /Name               Address                                  Tel:                           Attended
                                                                                                     Y/N
Case holder


Parent/Guardian/Carer


Portsmouth Early
Years Service

Setting /School
Practitioner
Child


Other




              Child/Young Person’s View - Form A (i) to be shared at this point
                         (To be attached to the completed Personal Education Plan)


               Parent/Carer View - Form A (ii) to be shared at this point
                         (To be attached to the completed Personal Education Plan)




Setting / School Information
Name of Setting/ School
Address:

Tel /fax number:
Registration / DfES number:                             Person In charge………………………..

Contact person (if different)                           Childs Attendance Pattern……………….




                             Contacts and Responsibilities
                  Responsibility                             Person responsible             Contact Details
                                                        (please underline or                     Tel No:
                                                        highlight)
Who is the first point of contact for setting/ school   Parent/s          Case holder
in an emergency?                                        Foster Carer      Other (specify)

For receiving and responding to setting/school          Parent/s          Case holder

52/07/CF                                                                                             22
                                        APPENDIX 2


communications?                                       Foster Carer    Other (specify)

For attending parents’ events and setting/school      Parent/s     Case holder
meetings?                                             Foster Carer  Other (specify)

For giving permission for setting/school trips?      Parent/s      Case holder
                                                      Foster Carer   Other
                                                     (specify)
For signing home/setting- school agreements?         Parent/s      Case holder
                                                      Foster Carer   Other
                                                     (specify)

For taking responsibility for significant medical    Parent/s        Case holder
issues e.g. vaccinations?                            Foster Carer     Other (specify)

For receiving setting/school reports?                Parent/s        Case holder
                                                     Foster Carer     Other (specify)

Who brings and collects child from setting/          Parent/s        Case holder
school?                                              Foster Carer     Other (specify)


Are there any issues concerning contact with          YES                               NO
parents and / or others?
(If yes please amplify)




Contact nature and frequency:



                                        Identified needs:
                                  Aspects of the Birth to Three Framework
                                from carer and setting / school information.

Aspect                                              Commentary

A Strong Child


A Good
Communicator


A Competent
Learner




A Healthy Child



52/07/CF                                                                                     23
                                    APPENDIX 2

Summary of PEP                      Who by?                                               When by?
targets/action points:

Educational related target

Out of hrs learning target

Emotional well being target




People to be included in the PEP/ transition planning meeting for a four year old child
Looked After Children School contact:

Teacher:

Early Years Service Foundation Stage Advisory Teacher:

Admissions team:
Date Registered / School Place confirmed with School:


Case holder:

Team:




Date of plan: ……………….


Signed by: ……………………………..




People involved in this plan

           Title                            Name and contact details                         Attended
                                                                                                Y/N
Young person

Case holder

Carer

Parent/Guardian

Teacher


Other(s)

52/07/CF                                                                                         24
                                     APPENDIX 2




Early Years Transition Plan

                                                                          Yes                No
Baseline and Transfer Record completed?

Baseline and Transfer Record passed to:                                               Date
                                          Carer
                                          Parent/Guardian
                                          School
                                          Other (specify)
                                          Progress in Foundation Stage:    Identification of areas of
                                                                           learning in need of support
                                                                           and targets/action points
Personal, social & emotional                         Pre-school                    Pre-school
development




                                                            Yr R                      Yr R




Communication, language & literacy                   Pre-school                    Pre-school




                                                            Yr R                      Yr R




Mathematical Development                             Pre-school                    Pre-school




52/07/CF                                                                                          25
                                 APPENDIX 2


                                                Yr R         Yr R




Knowledge and Understanding of the            Pre-school   Pre-school
world




                                                Yr R         Yr R




Physical Development                          Pre-school   Pre-school




                                                Yr R         Yr R




Creative Development                          Pre-school   Pre-school




                                                Yr R         Yr R




Attendance in school or at setting   ………………. %




52/07/CF                                                                26
                                APPENDIX 2

Please sum up progress made by the child and detail any developmental concerns
that you currently have:
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

Details of action taken to address concerns:
………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………


Who will do this? ………………………………………… When By ?…………………….



Date of next review………………………………….


Copies to:
…………………………………..
………………………………….
………………………………….
…………………………………
…………………………………




52/07/CF                                                                     27
                                            APPENDIX 2
                                            FORM A (i)

          Child’s comments: e.g. what child says/draws/contributes
(prompts for questions:- What do they enjoy doing and or playing with? Who are their friends?
What is their favourite part of the day? Do they like the place of learning? What do they find
difficult?)


I like / enjoy school         I don’t know/ don’t mind school       ldon’t like school at all




(Use more sheets if needed)




Signed by child/carer………………….

Dated………………………………..

52/07/CF                                                                                         28
                                           APPENDIX 2


                                           FORM A (ii)

                          EARLY YEARS PARENT/CARER VIEWS

Name of Child……………………………….. Date of placement……………..


Issues and concerns (please mark with ‘X’ as appropriate)


                                                   No               Occasional           Frequent
                                                concerns              issues             concerns
Attendance
Reading
Handwriting
Spelling
Mathematics
Other subjects
Personal organisation
Behaviour (home)
Relationship with staff/adults
Relationship with peers
Victim of bullying
Bullying others
Setting /School to home communication



What do you think are this young person’s strengths?


How does the young person feel about the setting /school placement?


Do you think there is anything the setting / school, social care, yourself or someone else could do to
improve or support their education or social progress? If so, please tell us.




Signed…………………………….                                              Today’s date………………




52/07/CF                                                                                           29
                                         APPENDIX 3




 Education
 Key Stage 1 and 2

Name: ……………………

                              MY
                            ERSONAL
                             DUCATION
                              L AN



Date plan initiated …………………….

Date* of review (s) …………………….
*Whenever change of school or care placement, at LAC reviews ∼ concurrent with care plan (i.e.
28 days, 3 months and then 6 monthly. Out city placements on 3 month cycle), or at any suitable
meetings/reviews e.g. SEN if previously agreed.


52/07/CF                                                                                          30
                                                     APPENDIX 3



         This part will be completed                       This part will be                          This part will be
         prior to the meeting by your                      completed prior to the                     completed, with you, at
         case holder                                       meeting by your school                     the meeting

                                                   Personal Information
                                 (Case holder completion prior to the meeting)
First Name:                              Middle Name                           Surname:
Name known by (if different):
DOB:                                     Ethnicity:           Interpreter support needed?           SWIFT no:
                                                              Yes/No (contact EMAS if Y)


Religion:                                First Language:                                     Other Languages:


Legal Status: (underline as appropriate)
Accommodated (S 20)             Interim Care Order (ICO)            Full Care Order (CO) Other (please specify)
Who has parental responsibility? ................................................................
Medical/Health Matters:
e.g. any concerns re: over/under eating, over/under weight, anxiety, has disturbed sleep pattern, tobacco user


Current address:                                     Current School/ Education provider:



Phone number:                                        Phone number:
E mail address:                                      E mail address:

Yr group:                          Key Stage:        Date of school admission:         Previous School/Provider



                                           People involved in this plan
                                           (To be completed at the meeting)

           Title                                        Name and contact details                                  Attended
                                                                                                                     Y/N
Young person
Case holder
Designated
Teacher/School
representative
Carer/Key worker
Parent/Guardian
Other representative
and designation




52/07/CF                                                                                                             31
                                              APPENDIX 3


         Key Stage 1 & 2 Young Person’s View - Form B (i) “This is me!” to be
                             shared at this point
                         (To be attached to the completed Personal Education Plan)


   Key Stage 1 & 2 Parent/Carer View - Form B (ii) to be shared at this point
                         (To be attached to the completed Personal Education Plan)




                        Contacts and responsibilities - Please circle
                               (To be completed at the meeting)
                  Responsibility

Who will……                                               Parent/s   Foster   Case      Res.        Other
                                                                    Carer    holder    Home        (Specify)

Be will be the first point of contact for school in an
emergency?
Give permission for school trips?
Sign Home school agreement?
Receive and respond to school communications?
Attending parent’s evenings?
Receive school reports?
Ensuring homework monitored?
Take responsibility for significant medical issues?
e.g. vaccinations, dental appointments
Are there any issues concerning contact with
parents or others? If so, please specify


                            Key Information – Heath & Social Care
                              (Case holder completion prior to meeting)

Care Placement
Date of first care placement:                             No. of care changes in past 12 months:


Case holder
Number of changes of case holder in past 12
months:


Previous School Placement (Names of schools attended and dates since coming into care)
Name of School and Local Authority       From (month & year)        To (month & year)




Time without a school/full-time provision
at date of meeting




52/07/CF                                                                                           32
                                                                       APPENDIX 3


                                                         Key Information – Education
                                                  (School completion prior to the meeting)


SEN Code of Practice                                   U.P.N
(Please indicate by an ‘X’)

      No additional support                             School Action                       School Action Plus                         Statement (S) & date and
                                                            (SA)                                 (SA+)                                 date of A/R



Supporting Plans (please indicate appropriately and attach)
Plan name                              Yes/No            Date Started                                                                    Review Date
Individual Education Plan

Pastoral Support Plan

Behaviour Support Plan

Other (Please specify)


Attendance (please indicate by an ‘X’)                                                      Please note 86% or less is equivalent to 25 days
                                                                                                      missed per academic year.
                                                                                           100%            95+%            87+%             85+%            75+%            -75%
Attendance achieved by the young person this
academic year
                                                                                                              Yes                                              No
Is the young person attending school full time?
Is the young person receiving full time provision?
Has the young person received any fixed term
exclusion (s)?
If “yes” number of days of exclusion(s) this
academic year (1 day = 2 sessions)
Any concerns on lateness to/from school?

Pattern of attendance? (e.g. often late mornings, never misses a Friday)



Preferred learning style of pupil (Please underline): Visual, Auditory, Tactile/Kinaesthetic, other?

Any comments about learning?

.........................................................................................................................................................................................
.........................................................................................................................................................................................
.........................................................................................................................................................................................
.........................................................................................................................................................................................
.........................................................................................................................................................................................



52/07/CF                                                                                                                                                                 33
                                            APPENDIX 3



Emotional well-being skills                                               Skills for learning
                                   (School completion prior to meeting)
                 Please indicate strengths/difficulties (by an ‘X’) using the following number code
                 1 finds this difficult      3 an occasional problem                         5 a strength
                                        1       3      5                                              1     3    5
Appears to be accepted by group                            Listens well in class

Can identify and manage own                                Asks appropriate questions
emotions
Able to take turns and share                               Follows instructions
Able to express views                                      Is able to wait for attention from
appropriately                                              teacher
Able to take into account views                            Uses equipment safely and
of others                                                  sensibly
Offers to help others                                      Can work alone, in a pair or
                                                           group
Can accept disappointment or                               Can ignore classroom disruption
the unexpected
Able to initiate and participate in                        Does not initiate disruption
conversation
Able to give and receive praise                            Can remained focussed on task
Confident in meeting new people                            Efficient in finding way round
                                                           school
Able to interpret body                                     Able to take responsibility for
language/facial expression                                 actions
Any other indicator (s)




Academic Profile                                           Name:
(School completion prior to meeting)

Foundation stage profile/record of achievement
                                                                       Brief summary of progress
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge and understanding of the world
Physical development
Creative development




52/07/CF                                                                                                    34
                                APPENDIX 3


Please use this section to evidence gifted and talented progress and/or advanced
learning levels:




What is being done to promote learning further and differentiate the curriculum?




52/07/CF                                                                           35
                                              APPENDIX 3



Key Stage 1                  Reading       Writing       Spelling     Eng (Total)       Maths          Science
Results
(level and sub-level)
Teacher Assessment
Reading age:              Date of test:                                   Name of test:
Spelling age:             Date of test:                                   Name of test:
Other measure of progress at this stage:


Key Stage 2                  Reading      Writing        Spelling     Eng (Total)       Maths          Science
Results
(level and sub-level)
Teacher Assessment
Reading age:              Date of test:                                   Name of test:
Spelling age:             Date of test:                                   Name of test:
Other measure of progress at this stage:



                                  Is homework an issue? (See below)

                        YP’S PERSPECTIVE              CARER PERSPECTIVE             TEACHER PERSPECTIVE
                    Always     Some       Never      Always   Some      Never       Always     Some      Never
                               times                          times                            times
Is homework
regularly given?
Does it get
done?
Is it done well?



                                 Targets for the next 6 months
                             (To be completed at the meeting)
Use the questions below to help identify up to 3 key targets to be reviewed at the next PEP
meeting
                                                                                         Yes             No
Does the young person have good school attendance?
Does the young person attend school full time?
Does the young person have age appropriate skills in reading?
Does the young person have age appropriate skills in writing?
Does the young person have age appropriate skills in speaking & listening?
Does the young person have age appropriate skills in numeracy?
Does the young person have strength in a particular subject area?
Any homework target?




52/07/CF                                                                                               36
                                    APPENDIX 3



                                     PEP Targets

Section 1
        Learning              Action required      People responsible      Success Measure




Section 2
       Well-being             Action required      People responsible      Success Measure




Section 3
            Other             Action required      People responsible      Success Measure




Where Portsmouth child is educated in out city school who will ensure effective PEP
monitoring and how?

Name:……………………………………………

Designation:………………………………………………………...

Name:…………………………………………...

Designation:…………………………………………………………


How will this be achieved?




52/07/CF                                                                              37
                                                        APPENDIX 3


           Extended School and Out of School Hours Learning (OSHL)
                                           (to be completed at meeting)

                                                                                                             Yes                 No
Is membership of a Public Library current?
Are any out of school activities attended?
If the answer to either of these questions is ‘No’ please set targets.


Library Target                                              Action required                                 People responsible




OSHL Target                                                 Action required                                 People responsible




Please list below the clubs/activities attended by the young person (including awards, merits etc)
                       Club / Activity                            Awards / Medals /Commendations




Year 6 Planning
                                                                       Additional people to be invited to PEP review
If the young person is in year 6 record here the names
of additional people who should be invited to the PEP
review e.g. representative from receiving secondary
school, ELSA etc.

The year 6 transition plan should be agreed at the
PEP review (appendix A)



Signed ......................................................................... Dated ..................................................


Review Date……………………………………………….




52/07/CF                                                                                                                        38
                                              APPENDIX 3


                                   FORM B (i) - THIS IS ME!

                     KEY STAGE 1 & 2 YOUNG PERSON’S VIEWS


My Name:………………………….. I like to be called:…………………. My date of birth ……………


                   In school the thing I like doing best   The thing I dislike most in school is:
                   is:
                   ………………………………………….                       …………………………………………………
                   …………………………………………                        ………………………………………
                   …………………………………………                        …………………………………….
                   …..                                     .
                                                           Because?……………………………….
                   Because? ………………………                      …………………………………………………
                   …………………………………………                        …………………………………………………
                   …………………………………………                        …………………………………………………
                   …………………………………………
                   ………

I find………………………………………………… very difficult or really hard.
Because…………………………………….………………………………………………………….
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
This is the thing that makes me worried or angry
…………………………………………………….……………………………………………………..
Because………………………………………………………………………………………………..



My friends in school                                                 When I’m at home I like to:
are: ……………………….                                                      …………………………………..

………………………………..                                                       ……………………………………

and the adult in school I get                                        ……………………………………
on best with
is…………………………


                                 Is there anything you are           The thing would like to get better
                                 worried about? If so please         at: ……………………………
                                 tell us………………………                    ……………………………….
                                 ………………………………                        ……………………………….
                                 I find it easy/difficult to get     I hope ……………………will help
                                 ready for school (please            me with that.
                                 underline one)



Signed…………………………….                                         Today’s date………………………


52/07/CF                                                                                            39
                                        APPENDIX 3



                                          FORM B (ii)

                      KEY STAGE 1 & 2 PARENT/CARER VIEWS

Name of Child……………………………….. Date of placement……………..


Issues and concerns (please mark with ‘X’ as appropriate)

                                                  No              Occasional           Frequent
                                               concerns             issues              Issues
Attendance
Reading
Handwriting
Written work
Spelling
Mathematics
Other subjects
Homework
Personal organisation
Behaviour (home)
Relationship with staff/adults
Relationship with peers
Victim of bullying
Bullying others
School to home communication
Journey to and from school



What do you think are this young person’s strengths?


What do you see are the most positive benefits from school?



How does the young person feel about school and education in general?


Do you think there is anything the school, social care, yourself or someone else could do to improve
or support their education or social progress? If so, please tell us.




52/07/CF                                                                                        40
                                     APPENDIX 3

                                                                          1             3     5

                                                                (low concerns)   some       (high)
How does the child deal with stress?
Does the child provoke stress in others?
Does the child relax and do they find it easy?
Do they use food, drugs, alcohol for soothing or stimulation
How does the child deal with shame?
Do they like to be in control?
Can they accept praise blame?
Can they accept responsibility for own actions?
Do they get bored easily?
Can they express feelings in words and do they show their
feelings?
Do they provoke anger in others?
Do they find it hard to concentrate /remember things?
From past or short term?
Do they put themselves at risk?
Do they hurt themselves?
Do they enjoy life?
Do they find the company of others enjoyable?
Do they express/verbalise their feelings?
Has the child suffered loss? Recently or previously?
Are they able to enjoy new experiences?
Are they often sad irritable withdrawn?
Do they seem self-absorbed?
Do they suffer physical conditions relating to stress
Any other general comments?




If you rate your concerns as high or with more “yes” than “no” responses you may have
identified that your child has attachment disorder /difficulties. In which case please talk to
you case holder to find out what this means and what strategies can be employed to
support you and the child/young person.




52/07/CF                                                                                          41
                                            APPENDIX 4



    Education
    Key Stage 3 and 4


Name: ……………………

                    My
                   ersonal
                        ducation
                           lan


Date plan initiated ……………………… (20 days after child enters care)

Date* of review (s) ………………………..
* Whenever change of school or care placement, at LAC reviews ~ concurrent with care plan review (i.e. 28
days, 3 months and then 6 monthly. Out city placements on 3 month cycle), or at any suitable
meetings/reviews e.g. SEN if previously agreed.




52/07/CF                                                                                              42
                                                        APPENDIX 4


This part will be                             This part will be                             This part will be
completed prior to the                        completed prior to the                        completed, with you,
meeting by your case                          meeting by your                               at or before the
holder.                                       school.                                       meeting.

                                                  Personal Information
                                  (Case holder completion prior to the meeting)

First Name:                                          Middle Name:                         Surname:
Name known by (if different):
DOB:                                                 Ethnicity:     Interpreter support needed?               SWIFT no:
                                                                    Yes /No (contact EMAS if Y)
Religion:                                            First Language:                      Other Languages:
Legal Status: (underline as appropriate)
Accommodated (S 20) Interim Care Order (ICO) Full Care Order (CO) Other (please specify)
Who has parental responsibility? ………………………………. Date into care. ……………………………
Medical /Health Matters:
e.g. any concerns re: over/under eating, over/under weight, anxiety, has disturbed sleep pattern, tobacco user.


Current address:                                                  Current School/ Education provider:



Phone number:                                                     Phone number:
E mail address:                                                   E mail address:

Yr group:                           Key stage:                    Date of school admission:            Previous school/provider:




                                            People involved in this plan
                                            (To be completed at the meeting)
                      Title                                       Name and contact details                          Attended
                                                                                                                       Y/N
Young Person
Case holder
Designated Teacher/School rep
Carer/Key Worker
Parent/Guardian
Other school representative and
designation
Other person




52/07/CF                                                                                                              43
                                         APPENDIX 4


  Key Stage 3 & 4 Young Person’s View - Form C (i)) to be shared at this point
                       (To be attached to the completed Personal Education Plan)


    Key Stage 3 & 4 Parent/Carer View - Form C (ii) to be shared at this point
                       (To be attached to the completed Personal Education Plan)


                       Contacts and responsibilities ~ Please circle
                                (To be completed at the meeting)
                 Responsibility.

Who will…….                                           Parent/s   Foster   Case       Res.        Other
                                                                 Carer    holder     Home       (specify)
Be the first point of contact for school in an
emergency?
Give permission for school trips?
Sign Home school agreement?
Receive and respond to school communications?

Attend parent’s evenings?
Receive school reports?
Ensure homework monitored?
Take responsibility for significant medical issues?
e.g. vaccinations, dental appointments.
Are there any issues concerning contact with
parents or others? If so, please specify:




                            Key Information – Health & Social Care
                            (Case holder completion prior to the meeting)

Care Placement
Date of first care placement:                          No. of care changes in past 12 months:

Case holder
Number of changes of case holder in past 12
months:


Previous School Placement (Names of secondary schools attended + dates since coming into care)
Name of School and Local Authority From: (month & year)            To: (month & year)




52/07/CF                                                                                        44
                                              APPENDIX 4


Time without a school/full-time
provision at date of meeting




                                    Key Information – Education
                                  (School to complete prior to meeting)
SEN Code of Practice (please         U.P.N
indicate by an ’X’)

No additional support                School       School Action Plus        Statement (S) & date and
                                     Action              (SA +)                   date of A/R
                                     (SA)




Supporting Plans (please indicate appropriately and attach)
Plan name                                     Yes/ No            Date Started         Review Date
Individual Education Plan

Pastoral Support Plan

Behaviour Support Plan

Other (Please specify)



     Attendance (please indicate by an ’X’)           Please note 86% or less is equivalent to 25 days
                                                                missed per academic year.
                                                    100%    95+%     87+%      85+%     75+%      - 75%
Attendance achieved by the young person this
              academic year
                                                               Yes                        No
Is the young person attending school full time?
Is young person receiving full time provision?
Has the young person received any fixed term
exclusion (s)?
If “yes” the number of days of exclusion this
academic year. (1 day = 2 sessions)
  Any concerns on lateness to / from school?


Any pattern of attendance? (e.g. often late mornings, never misses a Friday.)




52/07/CF                                                                                       45
                                                APPENDIX 4



Emotional well-being skills                                                  Skills for learning
                                      (School completion prior to meeting)

                   Please indicate strengths/difficulties (by an ‘X’) using the following number code
                   1 finds this difficult      3 an occasional problem               5 a strength

                                           1     3       5                                              1     3       5
Has good range of friends                                    Listens well in class
Talks about future and career                                Good organisation skills
Can identify and manage own                                  Asks appropriate questions/seeks
emotions appropriately                                       assistance
Well developed sense of identity                             Follows instructions and seeks
                                                             help when needed
Able to express views                                        Is able to wait to seek help from
appropriately                                                teacher
Able to take into account views of                           Uses equipment, including
others                                                       computers, safely and sensibly
Offers to help others                                        Can work alone, in a pair or group

Has resilience and adapts to                                 Can ignore classroom disruption
change
Able to initiate and participate in                          Does not initiate disruption
conversation
Able to give and receive praise                              Can remained focussed on task

Confident in meeting new people                              Efficient in finding way round
                                                             school
Able to interpret body non-verbal                            Shows learning initiative /
communication                                                completes homework
Able to take responsibility for                              Able to set own goals
actions
Any other indicator (s)?

                                         Pupil Attainment Profile
                                  (School completion prior to meeting)
Key Stage 2 information        Reading     Writing   Speaking    Spelling                     Maths          Science
                                                    & Listening
Results
(level and sub-level)
Teacher Assessment
(where appropriate)
Reading age:                 Date of test:                                   Name of test:
Spelling age:                Date of test:                                   Name of test:




Key Stage 3 Information        Reading         Writing       Speaking       Spelling        Maths           Science
                                                             & Listening
Results
(level and sub-level)


52/07/CF                                                                                                     46
                                            APPENDIX 4


Teacher Assessment

Reading age:                Date of test:                                       Name of test:
Spelling age:               Date of test:                                       Name of test:

Key Stage 4 and/or College based learning programme (e.g. ESOL, NVQ or other)

Subject                     Award                       Target Grades             Predicted Grades




Is homework /coursework an issue? (See below)

                      YP’S PERSPECTIVE               CARER PERSPECTIVE          TEACHER PERSPECTIVE
                   Always      Some         Never   Always   Some       Never   Always    Some         Never
                               times                         times                        times
Is homework
regularly given?
Does it get
done?
Is it done well?


                                             Targets for Term
                                    (to be completed at the meeting)

   Use the questions below to help identify 3 key targets to be reviewed at the next PEP
                                         meeting

                                                                                         Yes            No

Is a full time school timetable being accessed?
Is school attendance good? (i.e. at least City Average)
Is there a favourite or particularly strong subject area?
Is there a need for support in a core curriculum area?
Is there a need for support in another curriculum area?
Is a computer used at home to complete school and course work?
Have Option choices been made?
Has careers guidance been received?
Is a Connexions PA involved?

52/07/CF                                                                                          47
                                               APPENDIX 4


Is the work experience placement organised? And what are the preferences?
Is there a Pathway Plan into post 16 opportunities? If so, date of plan



                                                        PEP Targets
Section 1
Learning                          Action Required                    People Responsible                Success Measure




Section 2
Well-being                        Action Required                    People Responsible                Success Measure




Section 3
Other                             Action Required                    People Responsible                Success Measure




Where a Portsmouth child is educated in an out of city school who will ensure effective
PEP monitoring and how?

Name: ..................................................................... Designation .............................................

Name: ..................................................................... Designation .............................................


52/07/CF                                                                                                                   48
                                                    APPENDIX 4


How?




                Extended School and Out of School Hours Learning (OSHL)
                                              (to be completed at the meeting)

                                                                                           Yes              No
Is membership of a Public Library current?
Are any out of school activities attended?
If the answer to either of these questions is ‘No’ please consider setting targets.

Library Target                                         Action required                      People responsible




OSHL Target                                            Action required                      People responsible




Please list below the clubs/activities attended by the young person (including awards, merits etc)
Club / Activity                                                                         Comments




Signed ..............................................................................


Dated ............................................................. Review date …………………………




52/07/CF                                                                                                   49
                                    APPENDIX 4


                               FORM C (i) - THIS IS ME!

                  KEY STAGE 3 & 4 YOUNG PERSON’S VIEWS


My name:                             My Date of Birth: ………………………

I like to be called: …………………………



               In school the thing(s) I like   I sometimes find
               doing best is/are               …………………………….              hard.
               ……………………………………
               ……………………………………                  Because ……………………
               ……………………………………                  ………………………………………
               ……………………………………                  ………………………………………
               ……………………………………                  …………………
               ……………………………………
               …………………………………..                 To help me improve I think I
               Because                         need……………………………….
               ……………………………………                  ………………………………………
               ……………………………………                  ………………………………………
               ……………………………………                  ………………………………………



               When I’m not at school I like   My friends at school are
               to:                             :………………………………………
               ……………………………………                  ………………………………………
               ……………………………………                  ………………………………..
               ……………………………………                  and the adult in school I get on
               …………………………….                    best with is…………………………



The one thing I would like to get better at in school is:
………………………………………………………………………………………………….

because………………………………………………………………………………………



Anything else you would like to mention?
~ such as what you want to do when you
leave school or your work experience plans
or part time jobs you may have .


Signed:                                                    Dated:



52/07/CF                                                                          50
                                          APPENDIX 4


                                          FORM C (ii)

                       KEY STAGE 3 & 4 PARENT/CARER VIEWS

Name of young person cared for …………………………Date of placement………………..


Strengths and concerns (please mark with an ‘X’ as appropriate) of Name:
                                          No               Occasional                Frequent
                                      concerns              concerns                 concerns
School Attendance
Reading
Writing
Mathematics
Science
Other subjects
Homework
Personal organisation
Concentration skills
Behaviour (home)
Behaviour (school)
Relationship with staff/adults
Relationship with peers
Victim of bullying
Bullying others
School to home communication
Has and maintains good friends
Journey to and from school
Appropriate emotional responses                                                  If “yes” please use
                                                                                   obverse of form

What do you think are this young person’s strengths?

What do you think are this young person’s ambitions?

Has this young person talked about a career or a college course?

How do you think the young person feels about school and education in general?

Do you think there is anything the school, Social Care, yourself or someone else could do to improve
or support education or social development of this young person. ?

Please tell us …………………………………………………………………………………………



52/07/CF                                                                                        51
                                     APPENDIX 4


Continuation carer’s contribution sheet; ~ (continued)

                                                                       1            3      5
                                                                    (low concern)       (high concern)
How does the child deal with stress?
Does the child provoke stress in others?
Does the child relax and do they find it easy?
Do they use food, drugs, alcohol for soothing or stimulation?
How does the child deal with reprimand?
Do they like to be in control?
Can they accept praise / blame?
Can they accept responsibility for own actions?
Do they get bored easily?
Can they express feelings in words and do they show their
feelings?
Do they provoke anger in others?
Do they find it hard to concentrate /remember things?
From past or short term?
Do they put themselves at risk?
Do they hurt themselves?
Do they enjoy life?
DO they find the company of others enjoyable?
Do they express/verbalise their feelings?
Has the child suffered loss? recently or previously?
Are they able to enjoy new experiences?
Are they often sad irritable withdrawn?
Do they seem self-absorbed?
Do they suffer physical conditions relating to stress
Any other general comments?




If you rate your concerns as high or with more “yes” than “no” responses you may have
identified that your child has attachment disorder /difficulties. In which case please talk to
your case holder to find out what this means and what strategies can be employed to
support you and the child/young person.


Signed………………………………………..                                   Date …………………………………




52/07/CF                                                                                        52
                                       APPENDIX 5
                       RESPONSIBILITIES OF CARE MANAGERS

Care managers are expected to:

   •   Show a personal interest in the child’s/young person’s education, supporting and
       encouraging him/her to achieve to his/her maximum potential.

   •   Ensure that the overall care plan and specific placement plan(s) for the
       child’s/young person address his/her educational needs so that he/she obtains
       maximum benefit from his/her educational opportunities. This can mean
       commissioning or co-ordinating services.

   •    Work to promote stability and continuity for the child/young person in his/her care
       and educational placements, especially in examination years.

   •   Advise the child/young person (and his/her parents if appropriate) of their rights and
       expectations in relation to education and advocate for them.

   •    Ensure that a Personal Education Plan is in place and reviewed regularly. PEPs
       should be a process completed between children / young people, care managers,
       carers and looked after link teachers. These plans should address the educational
       part of care plans, reviews and planning meetings.

   •   Ensure that where a change of placement necessitates a change of school, the new
       school place is agreed before the placement move or (in the case of unplanned
       changes) within 20 days of the change happening.

   •   Work within the CFL directorate to ensure that finding suitable educational provision
       for any child/young person without an appropriate educational placement is seen as
       an urgent priority.

   •   Ensure that the relevant school (through the Looked After Link Teacher) and the
       CFL Directorate are informed as soon as possible of a child/young people who
       becomes looked after and of any subsequent change of placement thereafter. This
       can be initially by telephone, but notifications of placement forms (CA35/36) must
       follow on.

   •   Inform schools/educational placements of significant events in life of the child/young
       person such as court cases or contact visits.

   •   Ensure that Looked After Link Teachers and/or other representatives from
       education are invited to reviews/planning meetings where appropriate. As much
       notice as possible should be given when issuing invitations and meetings where the
       child/young person is present should be held outside of school hours.

   •   Ask the LALT to provide written educational information if they are unable to attend,
       such as records of attendance and attainment, IEPs and PSPs.

   •   Help ensure the child/young person knows the name of the school Looked After
       Link Teacher before they attend a new school and also how they can help him/her.
52/07/CF                                                                                      53
                                      APPENDIX 5


      Help him/her to consider whom they can go to in school if they prefer it not to be the
      Looked After Link Teacher (head of year, form tutor, pastoral head etc) and ensure
      that this is clear in the PEP.

  •   Contribute actively to the statutory assessment process leading to a Statement of
      Special Educational Need and wherever possible attend annual reviews, failing
      which submit a written report to the meeting.

  •   Ensure that the relevant educational information such as date and reviewing of
      PEPs is entered into the client record system, and other appropriate paperwork and
      that this information is kept accurate and up-to-date.

  •   With carer(s) where appropriate, attend school open evenings and other school
      meetings as required to support the carer and young person.

  •   Ensure that in all appropriate circumstances children are supported in seeking
      involvement with other agencies and advocacy services such as NYAS.




52/07/CF                                                                                  54
                                       APPENDIX 6

                       RESPONSIBILITIES OF FOSTER CARERS

Foster carers are expected to:
   • Ensure that you obtain at early stage full information regarding the child’s
       educational history and current provision

   •   Forward any relevant information with the child / young person if they move on from
       being placed with you.

   •   Ask about the child’s/young person’s Personal Education Plan (PEP). Ensure you
       have a copy and it is up to date.

   •   Be involved in the discussions and target setting involved in the PEP.

   •   Liaise with care managers and other relevant people in relation to education issues.

   •   Contact the school immediately a child/young person is placed with you to alert
       them of your involvement and where appropriate to the sensitivities of the issues
       share with them any relevant information.

   •   Where there is a change in the child’s/young person’s education provision arrange
       to visit the school and introduce yourself to the Looked After Link teacher (LALT).
       Asking for all the things a parent would expect e.g. school prospectus, policies,
       uniform, timetables, behaviour policy etc.

   •   Find out about or initiate discussions around a home school agreement, which will
       give you information on expectations and responsibilities.

   •   Ensure that your cared for child/young person attends school every day with their
       timetable, equipment, and in uniform.

   •   Act as an advocate on behalf of the child/young person and intervene immediately if
       any problems occur, seeking help or support from the care manager or appropriate
       person. Notify the school as early as possible during the first day of an absence
       and supply the school with evidence of child/young person’s illness in line with the
       school absence policy.

   •   Where appropriate, according to their age and ability, accompany the child/young
       person to school.

   •   Maintain regular contact with the school and do your utmost to attend parent’s
       evenings and school functions such as plays and sports days.

   •   Encourage the child/young person to participate in school and any after school
       activities.

   •   Check with the child/young person how things are at school and discuss education
       regularly.

52/07/CF                                                                                   55
                                      APPENDIX 6


  •   Have high expectations for the educational attainment of your child/ young person.

  •   Encourage the child/young person to join a library and read to them or listen to
      them reading to you.

  •   Encourage child/young person to adopt a “healthy lifestyle” and empower them to
      make informed choices around this.

  •   Encourage the child/young person to enjoy music and play musical instruments and
      educational games.

  •   Build a supply of child and young person’s books (these should include books that
      are anti-racist and anti-sexist and include books relevant to the experience of being
      looked after)

  •   Ensure that the child/young person has a quiet place to study and do homework.

  •   Encourage them to do it and offer help where appropriate.

  •   Where appropriate ensure you see the homework diary to help ensure homework is
      up to date.

  •   Read to or with the child and young person and show reading as a pleasurable
      experience by acting as a role model and discussing reading material and books.

  •   Encourage the child and young person to watch educational programmes and
      videos and go on outings to places of interest.

  •   Help the child/young person to use everyday situations as an opportunity to
      promote learning.

  •   Celebrate success and reward the child and young person when they do well.

  •   Be understanding and supportive and encouraging when things are not going well.

  •   Encourage the child and young person to do well educationally, have high
      expectations and if age appropriate help the young person consider a career and
      training opportunities and consider further or higher education.

  •   Ensure that holidays are not taken in term time and remember that any exceptional
      requests for this event need to submitted in advance through the care manager for
      consideration by the Safeguarding Director for consideration.




52/07/CF                                                                                 56
                                         APPENDIX 7

                Template Education Policy for
              Children’s Homes in Portsmouth
Principles:

The manager and staff of ~ (name of)~ Children’s Home believe that a good
education is crucial to a young person’s life chances, and that this is particularly
true for young people who are looked after.

Accordingly we will endeavour to give the young people who live at~ (name of)
~ as much support and encouragement in this area as possible.

We will do this by actively promoting a positive view of education, monitoring the
young peoples progress in their education setting, encouraging, supporting them
with homework and other learning opportunities, both in and outside the education
setting.

Ethos
Staff at the home will aim for the following:

   •   Encourage children to do well in their education, and make it clear to them that it
       has a high priority.
   •   Take a regular and ongoing interest in what is happening at the young person’s
       school, and regularly, discuss progress, achievements and concerns with them.
   •   Regularly monitor and encourage education setting attendance.
   •   Help the care manager ensure there is a Personal Education Plan available within
       the time scales set out in the guidance (20 working days) and support the aims and
       objectives that are contained therein.
   •   Regularly attend parents evening or other school events as appropriate and as
       described in the PEP and care plan.
   •   Advocate for and support the young people in our care in matters relating to their
       education.
   •   Set aside a quiet place for children to complete their homework and help ensure
       distractions are minimised.
   •   Have a regular time each day when the completion of homework is the priority.
   •   Have access to computer facilities to assist children in the completion of homework.
   •   Make sure that planners and homework diaries are signed and checked regularly
       according to the school policy and home school agreement (where applicable).
   •   Ensure that children are correctly dressed for school, according to a school’s policy.
   •   Help ensure there is suitable educational equipment available for school and home
       use.




52/07/CF                                                                                   57
                                      APPENDIX 7



Staff responsibilities

The Manager will:
  • Establish an ethos and environment that encourages children and young people to
     value education, as well as expect staff to have a positive attitude to education,
     encouraging, monitoring and supporting the young people in their care.
  • Ensure that the children home’s policy is regularly reviewed in line with good
     practice, developments and guidance from central government and Portsmouth City
     Council.

The education liaison worker ~ responsibilities ~
  • Liaise with the appropriate PCC officers over potentially challenging issues, such as
      exclusions, attendance and admissions to school, and consider and plan how best
      to support the education of young people out of school.
  • Have a broad overview of the education of each young person within the home as
      well as have responsibility for the home’s educational resources, reading material
      and computer(s).
  • Try and keep informed of issues and developments in education and learning and
      advise other staff as appropriate.

Resources:
  • Help maintain a children’s home library in consultation with staff members and the
     designated LAC Librarian to ensure that each home can offer:

           o A wide range of books readily available in the home library (mixed ability and
             reading ages and high interest titles).
           o Reference books.
           o Comics / graphic novels /hobby and other magazines / newspapers / audio
             tapes
           o Education material and resources relevant to individual interests.
           o Books and games which encourage participation / learning / concentration.
           o School brochures, career and college information and material.
           o A range of stationary items to enable learning.
           o Basic knowledge of how to use the computer.
           o Basic knowledge on how to access the Internet.
           o Relevant education resources to support learning at all the appropriate key
             stages.

Other activities:
   • Encourage links to and work with the children’s LAC librarian.
   • Ensure the computer is maintained and kept fully operational.
   • Ensure that Internet access is monitored and a suitable security system is installed
      that will prevent accessing unsuitable Internet sites.

With support from the staff team:
   • Ensure there is attitude that supports a “structured learning environment” for those
      not in school
   • Make creative use of existing resources to engage children constructively.
   • Promote a expectation that schools are encouraged to supply relevant work for
      children who have been excluded and that children are encouraged to complete this
      work and it is returned to school for marking.

52/07/CF                                                                                 58
                                       APPENDIX 7


   •   Encourage staff to act in a way a “good parent” would in promoting education and
       learning opportunities. (“Would this situation be good enough for my child?”)
   •   Maintain the education attendance sheets and ensure they are sent to the relevant
       staff each month.
   •   Assist the manager of the children’s home in the production and updating of the
       Children’s Homes Education Policy document and ensure it is relevant to the needs
       and abilities of the resident group.
   •   Have on display throughout the home examples of work completed by the Children.

In consultation with individual key / link workers:
    • Promote and encourage completion of Personal Education Plans within set time
      frame and involving all relevant parties.
    • Help ensure PEPs are reviewed and updated where necessary (at key stage
      changes and school moves)
    • Maintain an up to date list of relevant link teachers, education welfare officers and
      other relevant corporate parents.
    • Maintain regular communication with schools via the: head teacher, link teacher,
      head of year/ pastoral support manager /SENCO as appropriate.
    • Attend parent evenings and other school events.
    • Encourage and monitor attendance at after - school activities and homework clubs.
    • Promote and assist children with homework and study/assignment tasks.

Also:
   • Maintain positive links with the educational representatives in other units and share
      good working practices.
   • Be involved with other organisations which could assist in the promotion of
      education/learning and emotional development
   • Promote and engage in strong advocacy and early intervention for children who
      appear to be struggling to achieve in the school system.
   • Promote initiatives that make learning a rewarding task e.g. book- token incentives
      /school bonus payments /award ceremony nominations etc.
   • Bring to the attention of the unit manager any education related issues that could
      adversely affect the learning processes of children.
   • Encourage children in their consideration of post 16 choices and link with the
      education employment and training advisor worker in Young Persons Support
      Team.
   • Link with the designated Education Psychologist on education and learning related
      issues that need further analysis.

The key worker will:
  • Encourage the birth parents to take an interest in their child’s education in line with
      any agreed plan for contact between the child and their parents.
  • Ensure there is a current school or education setting timetable easily accessible to
      the pupil and rest of the staff.
  • Where a pupil has a SEN statement ensure there is available a copy of the
      statement and contribute to the review process by attending or submitting reports
      as appropriate.
  • Accompany a young person to an initial visit or general /specific interview at school.
  • Attend parent’s evenings and other school events as necessary.
  • Become acquainted with and keep up to date copies of school brochures, behaviour
      and dress regulations policies and ensure that the young person follows them.
52/07/CF                                                                                 59
                                       APPENDIX 7


  •   In consultation with the young person, case holder and parents, as necessary,
      provide the school with appropriate background history to aid them with the
      education of the young person.
  •   Ensure that the education of a young person is treated as a priority at the statutory
      review, and that there is a current Personal Education Plan in place and the targets
      are monitored.
  •   Ensure that children in academic years 10 and 11 have an appropriate and up to
      date Career Action Plan / Pathway / Transition plan and have had an interview and
      or involvement with the Connexions service and any action points are followed up.
  •   Build positive relationships with school staff and regularly share good news as well
      as the not so good.
  •   Sign and monitor homework diaries and be supportive on any emerging issues.
  •   Hear a child of primary age read each day and also seek opportunities to read to
      the child as an encouragement. For secondary age children use age and ability
      appropriate methods to similarly encourage reading.
  •   Help ensure school staff are sensitive to the needs of the pupil and in particular are
      aware of any family history, contact issues, significant dates that could trigger
      anxiety and distress.
  •   Be a positive role model and be enthusiastic about learning and share interests,
      hobbies and passions.
  •   Have the highest possible expectations for the young person and look out for
      evidence of particular gifts and talents so they can be encouraged and developed
      both in and outside school.
  •   Try to anticipate and talk through any actual or potential concerns the pupil may
      have about school arising from tests and exams, social interaction and bullying.
  •   Ensure that the young person is properly equipped for school.
  •   Use everyday engagement opportunities such as unstructured time, games,
      shopping, and activity trips as an opportunity to practice and develop learning.




52/07/CF                                                                                  60
                                              APPENDIX 8

               RESPONSIBILITIES OF LOOKED AFTER CHILDREN LINK TEACHERS

           School link teachers (LALTS) should:

           •   Act as advisor and disseminator of LAC relevant information to all school
               staff and governors.
           •   Ensure school policies take account of the needs of LAC.
           •   Consider issues of confidentiality and share information sensitively and
               appropriately with staff according to the wishes of the individual child.
           •   Attend training on LAC relevant matters.
           •   Act as advocate by ensuring staff are aware of issues facing LAC, and where
               relevant, the secondary school link teacher for the YOT.
           •   Recognise and reward attainment and achievement.
           •   Promote high expectations of LAC across the school.
           •   Keep a list of all LAC attending the school.
           •   Transfer information and PEPs (Personal Education Plan) at key stage
               transition and other school moves both in and out of city.
           •   Prepare data for PEPs Statutory Looked after children Reviews, Annual
               Special Educational Needs Reviews, or other review meetings.
           •   Return data as required to the Local Authority.
           •   Ensure LAC have chosen someone in school whom they can talk with.
           •   Ensure that the school carries out any commitments / actions undertaken in
               a PEP / Care Review / IEP / Statement / PSP meeting, or other planning
               mechanism.
           •   Ensure attendance issues are shared with the school Education Welfare
               Officer.
           •   Be aware and alert for issues such as bullying, discrimination, and difficulties
               outside school, and the potential impact on schooling.
           •   Ensure new LAC, or returnees after long absences, have a smooth induction
               with additional support if needed.
           •   Review the progress, attendance and attainments of LAC.
           •   Encourage LAC to use all school facilities (academic and other) and become
               involved in extra-curricular and social activities.
           •   Raise concerns with school management about blocks or barriers to LAC.
           •   Advocate on behalf of LAC on matters relating to school discipline and
               exclusions.
           •   Ensure carers have copies of school policies, timetable, uniform lists, etc.
           •   Attend (or ensure appropriate representation) planning meetings / reviews /
               care planning meetings / PEP meetings and provide necessary educational
               information or submit reports if unable to attend.
           •   Help ensure all LAC have a Personal Education Plan and this is regularly
               reviewed.
           •   Contact carers / care manager / or other support services where relevant
               between reviews and /or ask for the review to be brought forward if there are
               concerns.
           •   Raise attendance issues with carers, education welfare officers, care
               managers and key workers in residential homes on a pro-active basis.

           LALT Self assessment profile:
           PCC has developed a suggested LALT self-evaluation process (Appendix 9) that can
           be used to reflect on and identify progress around the responsibilities held by link
           teachers. This in turn can feed into the CPD process.



52/07/CF                                                                                      61
                                            APPENDIX 9

                    THE LINK TEACHER SELF EVALUATION PROCESS

This self-evaluation process by the LALT is suggested to help schools to focus on the issue of
raising the education outcomes of vulnerable pupils, especially looked after children. In doing so it
will enable the school to be inclusive and meet the outcomes of “Every Child Matters”.

Also:
   •    It will assist the LALT to determine priorities for their own professional development.
   •    It will enable them to contribute to the school’s overall self-evaluation process.
   •    It will enable them to refine their contribution within the context of provision across the
        school for inclusion.

Evidence

Lac link teachers who review their practice will find it helpful to be familiar with key documentation
and guidance in support of their judgements.

Such materials could include:

   •    The school’s inclusion policies and procedures.
   •    DfES Guidance relating to the education of and better outcomes for LAC.
   •    Evidence from observations of vulnerable pupils’ learning, data concerning their progress
        and/or samples of work.
   •    Details of relevant staff training attended /delivered.
   •    Evidence of tracking vulnerable pupils’ progress and resulting actions.
   •    Information relating to extra curricular activities or curricular enrichment.
   •    Evidence of what looked after children say about their own learning.
   •    Current procedures relating to child protection issues.

The Self-Evaluation

 (Tick the paragraph, which best applies)

        There is little planning in place and strategies are absent or at the early stages of
        development. The LALT is uncertain of role. The school is having little or no positive
        impact on standards and LAC under-perform academically and have low attendance.
        School staff are not confident about which pupils are looked after and there are no current
        PEPs.




   Comments …………………………………………………………………………



        The LALT is aware of roles and responsibilities but not yet fulfilled more than a few. Some
        aspects of planning are in place, others are being developed; although may need some
        support. There are the beginnings of a positive impact on standards and most looked after
        learners make at least “satisfactory” progress. Some PEPs are in place and being
        reviewed.




52/07/CF                                                                                              62
                                               APPENDIX 9

        Comments………………………………………………………………………….



            All the above are in the process of being embedded. The LALT is confident in the role and
            aware of priorities. There is a good grasp of strategic planning around LAC and across the
            school there is an understanding about Corporate Parenting. There is evidence of a good
            impact on standards and LAC pupils generally make good progress. The school has a
            current PEP for every LAC. Awareness is enhanced by having participated in appropriate
            professional development.




        Comments……………………………………………………………………….


            The LALT role is clearly defined and understood. There is a good understanding by a
            range of staff about the difficulties that might be faced by looked after children (e.g.
            attachment issues) as a result of professional development. The voice of LAC is
            encouraged and forms the basis of their regularly reviewed PEP. There is an excellent
            grasp of whole-school issues /strategic planning and a high impact on standards. Looked
            after learners make demonstrable progress that is at least in line with their peers, attend
            well and have opportunities to participate in out of school hours learning.




        Comments……………………………………………………………………….



Development Plan

     Where there is clear scope for improvement a clear, time limited, development plan should be
     written. The following more detailed review will support this process.




     52/07/CF                                                                                         63
                                               APPENDIX 9


      THEME 1: Management and Ethos
                      Prompts:                            Inadequate   Satisfactory   Good   Outstanding
                                                              1            2           3         4

I support my colleagues to plan effectively to include
the participation and learning of LAC


I maintain a focus upon the progress of LAC pupils,
disseminate this information to staff and contribute to
the school’s inclusion and Ofsted self-evaluation
processes.


I ensure school policies take into account the needs
of LAC and ensure governors are aware of school
responsibilities around LAC.


I keep up to date on governmental developments and
local initiatives that impact on the education of LAC,
participating in relevant training, where possible.


Evidence / Comments:




      52/07/CF                                                                                        64
                                          APPENDIX 9


      THEME 2: Information, Documentation and Support

                      Prompts:                            Inadequate   Satisfactory   Good   Outstanding
                                                               1             2         3          4

I ensure school staff are aware which pupils are
looked after and use this information sensitively.


I ensure that every LAC has a current and regularly
reviewed PEP and this information is shared
appropriately as the pupil changes school, or moves
through key stages.


I ensure that teachers identify and support those
LAC pupils who have additional educational needs,
e.g. by ensuring adjustments are made to teaching
to ensure that pupils participate in and enjoy their
lessons.


I monitor end of year progress data for LAC and use
the information as part of the target setting and pupil
progress review process.

Evidence / Comments:




      52/07/CF                                                                                        65
                                           APPENDIX 9


      THEME 3: Individual Advocacy – in school
                      Prompts:                          Inadequate Satisfactory   Good   Outstanding
                                                           1            2          3          4


I ensure the school implements relevant education
action points arising from LAC meetings.


I ensure each LAC has access to a suitable adult in
school, who they have agreed will help mentor and
support when appropriate.


I take a lead role to ensure that a positive learning
environment is created in which vulnerable pupils
feel safe and want to learn. This includes
contributing to the school’s positive inclusion ethos
and challenging bullying, racist or unacceptable
towards (or by) LAC.


I take a pro-active role in monitoring and responding
to unauthorised school absences, internal truancy and
repeated incidents of lateness.


I ensure LAC pupils have good access to ICT.


I raise concerns with my school management team
on any systemic blocks and barriers to learning.


I encourage all LAC to access extra curricular
activities and take part in out of school hours
learning opportunities.


I advocate on behalf of LAC on matters of discipline
and inclusion. This could mean collecting and
convening meetings and expressing the pupils views
on some matters.

Evidence / Comments:




      52/07/CF                                                                                    66
                                             APPENDIX 9

Further Prompt (secondary colleagues only):
I make sure that the school offers LAC the
opportunity to develop skills for the workplace and
for the development of their future social and
economic well being.

Evidence / Comments:




      52/07/CF                                            67
                                          APPENDIX 9



      THEME 4: Advocacy Outside School
Prompts:                                                 Inadequate Satisfactory   Good   Outstanding
                                                             1           2          3          4

I raise concerns with the Local Authority when any
issues have been unable to be satisfactory resolved
within the school.


I ensure carers have information on the school
profile behaviour policy, uniform matters, school time
table and the carer/care manager are aware of any
in school issues, as soon as practicable.


I attend or ensure school representation at LAC
reviews and other out of school meetings.


I ensure there is a positive home / school
relationship with the carer.


When required I chair PEP and/or other LAC related
meetings effectively and ensure there are good
outcomes for participants and the LAC pupil.

Evidence/Comments




Key Priorities Identified:


*



*



*




      52/07/CF                                                                                      68
                                APPENDIX 9

Actions:
        School/Self             Local Authority       When by ?




Overall        Evaluation   4             3       2               1
Grade:



Signed ……………………………Co Signed (if applicable)………………………………………..


Dated    ………………………………..Review date ………………………………….




        52/07/CF                                                      69

								
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