A B C D E L R R B L F G H I J L B B R L K L M N O R L R R B P Q R S T B L R L R U V W X Y R B B L R Objectives Enfield To disseminate some of the learning from London Fostering Achievement ID: 548275
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A Little Brain Gym!
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Objectives
:
Enfield
To disseminate some of the learning from London Fostering Achievement
To consider how such learning can help colleagues from further and higher education to best support Care Leavers Slide4
Enfield
A
programme of activity delivered by The Fostering Network in partnership with Achievement for
All
The aim was to
improve educational outcomes for fostered children in
London
The work included: 32 training sessions delivered to carers, social workers, designated teachers and virtual schools across London local authorities, direct
work with 27 London schools,
10 Education Champions working in 5 boroughs and
a website for foster carers and other professionals
www.londonfosteringachievement.org.uk
What was London Fostering Achievement?
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Who is here today?
Enfield
Why London
Fostering Achievement?
The Fostering Network survey – what foster carers said:
41% said teachers didn’t understand the foster carer
role
60% agreed that more contact between foster carers and teachers would better support a looked after child’s education
70% said that it would help if teachers had a better understanding of looked after
childrenSlide6
Learning Outcomes for Looked After Children 2014:
At
age 11
, Looked After Children attain
31 percentage points
below all other childrenAt age 16, Looked After Children attain 40 percentage points below all other children
Looked After Children with SEN also achieve less well than their non-LAC peers with SEN. Approximately
66.6%
of Looked after Children have some form of special educational need compared to approximately 15% of all other children
Approximately 29% of Looked after Children have a Statement of SEN or Education, Health & Care Plan compared to approximately 3% of all other childrenSlide7
Many LAC and CL DO
achieve highlySlide8
Lessons from London Fostering Achievement
Partnership working is key
Use the mechanisms already established for identifying barriers to learning and resolving issues
Understand our Looked After Children and Care Leavers and their educational pathways Slide9
Partnership Working:
Know Who’s Who in the life of a CLA or CL
Do you know who’s who in the life of a Child Looked After and Care Leaver?
Foster Carer
Key Worker
The Designated Teacher
Social Worker
Personal
Advisor
Virtual School Headteacher Care Leavers’ Team What would help to improve
your getting to know them?Slide10
Partnership Working:
Communication
How do we establish good communication lines and what may be the barriers to communication?
Respecting the wishes and privacy of the young person
Slide11
Partnership Working:
Providing Multi-Agency SupportLFA Masterclass
Widening ParticipationResearch on what worksSlide12
Established Mechanisms:
The Personal Education Plan
What is the Personal Education Plan?
When?Who participates?The child or young person’s voice?The content: Short and long term goals, current, projected and target attainment, barriers to learning, transition, enrichment, funding
Outcomes: Targets and SMART action planSlide13
Established Mechanisms:
The Pathway Plan
What is the Pathway Plan?When?Who participates?Lessons from the PEPSlide14
Understanding CLA and CL
and their educational pathways
Attachment TraumaCare and Education placement breakdownSEN dataAP dataUnaccompanied Asylum Seeking Children & Young People
Qualifications …… GCSEs/BTECS/A’Levels/Access Sixth Form and further education providers Slide15
What will you do next?
How can you take the LFA lessons of:
Partnership WorkingUsing established mechanisms andUnderstanding the young people and their educational journeys before reaching you
and use it in your work in educating Care Leavers? Slide16
Article 39 of the United Nations Convention on the Rights of the Child
Enfield
Article 28 of the UN Convention on the Rights of the Child
asks that all States
“
recognize the right of the child to education …
”
We have a duty to support that fundamental human right.