PEP and Pupil Premium Workshops May 2014 Virtual School for Cared for Children Cheshire East...
-
Upload
oswin-lloyd -
Category
Documents
-
view
213 -
download
0
Transcript of PEP and Pupil Premium Workshops May 2014 Virtual School for Cared for Children Cheshire East...
Agenda
Welcomes and IntroductionsAim and objectivesLocal Authority perspective and prioritiesPEP process – duties of schools and othersData collection systemsAction planningBreakSharing of school practice Quality Assurance Next steps and agreed actions
Aim and Objectives
AimTo ensure that the PEP process operate in a
consistent and high quality manner and leads to excellent support and improved achievement for cared for children.
ObjectivesShared understanding of the responsibilities and
operational issues regarding PEPsKnow how use of Pupil Premium should be
reflected in the PEPRecognise how PEP quality can be assessed and
improved
Role of the Designated Teacher
‘Duty to promote the Educational Achievement of looked after children’
Achieved byRemoving barriers to admissionMonitoring progress – academic and socialReviewing attendance and exclusionsEnsuring additional (SEN or GAT) are metCheck that school policies do not hinderReview impact of teaching and learning policiesUtilise Pupil Premium to support achievementMaking the PEP a clear record and plan for each
child
PEP overview
Basic information should be provided by SW/VSMay be written by DT with other staffProvide history of education, support and
impact Identify educational needs and use of PP Include short/long term actions and milestoneFacilitate the views of the child Include rigorous monitoring procedure Identify accountability for making plans happenThe PEP is a ‘living’ document. It provides
continuous record of the child’s educational progress and aspirations and reflects the individual planning on how to support them.
Key changes and impact
Responsibility of VS to monitor and track progress, supporting and challenging schools to find new ways to meet each child’s needs
VS now assess each case and identify the support needs of the child
Support will be targeted and available for those in greatest needs
Greater focus on action planning and monitoringPEPs to be held each term from SeptVS may not attend every PEP meeting but will
provide information and support where needed and is available throughout.
What is data??
“Data beats emotions”
“Errors using inadequate data are much less than those using no data at all.”
“It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts.”
“What gets measured (and clearly defined) does get done.”
Why do we need to collect the data?
90,000 cared for children nationally and growing350+ cared for children in Cheshire EastClose the gap – “the educational achievement of
looked after children as a whole remains unacceptably low”
Up to 50% of Cheshire East children receive their education in provision/schools outside the boundaries of Cheshire East
Like any good parent the Local Authority needs to know exactly how our children are progressing/what their educational targets are/how we can help them
Cheshire East
Local authorities are parents to these children. Virtual schools are at their most effective where corporate parenting is strong and challenges and supports the virtual school effectively.
In Cheshire East - Children’s Services are committed to improving the educational achievement of all cared for children.
Nationally - England
OFSTED and the Government/Department for Education – all authorities have to report on educational performance of their cared for children.
Outcomes for children looked after by local authorities in England
https://www.gov.uk/government/publications/outcomes-for-children-looked-after-by-local-authorities-in-england-31-march-2012
So what do we collect?
Early Years – information on the EY PEPs
KS1 – KS3 – information on KS1/KS2/KS3 PEPs Section B
- Welfare Call termly collection on Reading Writing and Maths plus questions about whether the pupil is making nationally expected progress in English and Maths
- record on spreadsheet to report to Corporate Parenting
- report KS2 results to DfE
So what do we collect?
KS4 – information on KS4 PEP Section B
- termly collection on GCSE/KS4 courses and subjects plus questions about whether the student is making nationally expected progress in English and Maths
- record on spreadsheet to report to Corporate Parenting
- report to DfE KS4 results – entered for GCSE/number of A* - G/number of A* - C/ number of A* - C including English and Maths
What do we need from providers/schools?
Accurate assessments of child’s levels/progress/development
Requests for information returned as promptly as possible
Termly returns (Data Return) plus information recorded on PEP updates 3 times per year. The termly returns (Data Return) will be the VS data sweep.
Precise target setting Interventions to assist
improvement/progress/development
The role of the Designated Teacher? – information and data
Liaise closely with Data Manager at school
Liaise closely with the Heads of Department/subject staff/class teachers of the Cared for Children on roll
Challenge staff/question staff about how the student can be helped to improve/what interventions are needed/details about areas for development or improvement
The role of the Designated Teacher?- PEPsAn effective PEP can be used to asses the impact of
the teaching and learning and progress towards targets
Provide detailed information for the PEP – attendance/subject staff comments/FFT B/current levels or grades/target levels or grades/most likely levels or grades/level of entry
Ensure a log of interventions is keptEnsure barriers and actions are recorded on the PEP
Section A and review the actions at next PEP
The role of the Designated Teacher?- the student/childSupport the pupil/student to understand
targets/interventions/expectations
Ensure the pupil/student feels secure with his/her learning
Ensure targets, aspirations and expectations are appropriate to the individual student’s abilities
Stress to the pupil/student the importance of progress rather than raw grades
The role of the Designated Teacher?- you are so important
You are the vital link between subject staff/class teachers
Never underestimate how important you are
Contact the Virtual School if ever you think we may be able to help
Thank you for ALL you do.
The most valuable commodity I know of is information
Gordon Gekko, Wall Street (1987
Promoting the Educational Achievement of Looked after Children and Outcome Indicators
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/276468/educational_achievement_of_looked_after_children.pdf
https://www.gov.uk/government/publications/outcomes-for-children-looked-after-by-local-authorities-in-england-31-march-2012
Quality Assurance
To Quality Assure the PEPs we asked the following four questions:
“To what extent is the PEP filled in completely and with sufficient detail to allow a conclusion about the child’s experience to be drawn?”
“How appropriate are the actions to support the progress of each child and are they sufficiently detailed so that the impact can be monitored?”
“Based on the information provided, is the school responding appropriately to meet the needs of the child?”
“Using the information provided and your professional judgement how you would RAG rate the educational experience of the child and therefore the level of support needed?”