Agenda item

[To receive an update on the educational outcomes of children and young people in care in 2018]

Darren Martindale, Service Manager: Vulnerable Learners and Virtual School Head presented the Virtual School Head Annual Report 2018. The report outlined the concept of the Virtual School as being a model by which all children and young people in care were viewed as if they attended the same school with the Virtual School Head as the head teacher. It was noted that the report followed on from an update presented at the last Corporate Parenting Board meeting and provided a fuller picture of the attainments achieved by Wolverhampton’s children and young people in care and how the Wolverhampton Virtual School had supported their progress.

It was clarified that the statutory guidance stated that children and young people in care should attend schools that were rated good or outstanding by Ofsted. It was noted, however that when schools converted to academies, they were not Ofsted rated until another visit following conversion had taken place; this sometimes affected the data.

In respect of the Turnabout programme, it was reported that there had been learning intervention to encourage improved reading and writing skills, self-confidence and positive behaviour. Progress was reviewed before and after the intervention and positive feedback had been received, examples of which appeared in the report.

In respect of a KS4 group that had taken part in the exercise, it was noted that they were not interested initially but became fully engaged as the exercise progressed. By the end of the day, each had delivered a speech in front of the group.

In relation to the Aspire2Uni (A2U) Programme, it was outlined that undergraduates had been employed to act as mentors to children and young people on an ongoing basis to focus on educational progress. Regular university visit days were held that focused on specific subjects such as science, technology, engineering and mathematics (STEM), art, theatre, etc. 20 children had graduated from Children’s University, for which there had been a graduation ceremony with caps and gowns.

Attention was drawn to the statistics in paragraph 5.4 which showed that 72% of children and young people in care were at the expected standard in both English and maths which was agreed to be an exceptional outcome.

Attendance was reported to be high with the number of exclusions being stable compared to last year’s figures. 10% of children and young people in care were reported as consistently not attending, with one permanent exclusion. It was noted that great care was taken to avoid permanent exclusion where possible.

The attainment of the early years and foundation stage cohort was found to be excellent. It was noted that the Key Stage 1 and Key Stage 2 were achieving figures above national average. The out of City cohort were lower in many areas, but it was anticipated that this discrepancy would even out. It was reported that 18% of Key Stage 4 pupils were achieving grade 4 in mathematics and English (which was equivalent to a C grade under the old grading system) which was above the national average of 16.2% and 12 Care Leavers had begun studying for an undergraduate degree.

The Youth Offender Team (YOT) had been focusing on education engagement and 76% were reported as fully engaged.

It was noted that overall, there were many positive areas and it was felt that there was a sound understanding of areas of improvement.

In response to query on advocacy for the prevention of school exclusions for children and young people in care, it was noted that the Service Manager: Vulnerable Learners and Virtual School Head held the responsibility, working in conjunction with the Principal Educational Psychologist. It was noted that schools had a statutory responsibility to support children and people in care. If a cared for child was excluded, it was noted that the service was able to liaise with the headteacher to get the decision rescinded if appropriate. Training was being to schools and governors to challenge exclusions and gain an improved appreciation of social and emotional mental health issues and understand the behaviours driving exclusions.  

A concern was raised in relation to personal education plan (PEP) figures being so low. It was thought that the introduction of a new application form system may be affecting figures as the process transitioned over from the paper applications. It was anticipated that, once the electronic PEPs were fully embedded, figures would improve. It was reported that training sessions were being rolled out and user guides circulated to assist service users. A monthly social worker ‘clinic’ had been established for this purpose.

Resolved:

            That the Virtual School Head Annual Report 2018 be noted.