2. celcis.org @CELCISTweets
Agenda
• Working with children in a developmentally informed
way
• Scottish Universities Insight Institute Series
• Dr Lio Moscardini
• Coffee and networking
• Out of authority placements
• Update on CELCIS Education work
• Scottish Attainment Challenge Funding discussion
• Future Forum themes
3. celcis.org @CELCISTweets
Scottish Universities Insight
Institute Series:
Changing the narrative; developmental needs of
looked after children and those who care for them
• Partnership approach to working with
systems leaders, academics policy makers
and practitioners
• Deepening understanding of what we would
need to be saying and doing differently as
individuals, organisations and systems
6. celcis.org @CELCISTweets
Background
• Recurring theme of how to effectively and
robustly support children who, for a range of
reasons, are cared for out with their home
local authority
• Concerns raised around wellbeing, tracking
and monitoring and planning provision and
resource allocation
• Survey in September 2018 to Forum
members
7. celcis.org @CELCISTweets
Themes from survey respondents
• Timing of moves and provision of transition
support
• Corporate Parenting responsibilities
• Individualisation
• Process and joint working between agencies
• Gaps in policy, legislation and understanding
• Tracking and monitoring
8. celcis.org @CELCISTweets
Question 1:
How would you describe the issue?
In your groups:
• Choose a scribe and timekeeper
• Spend 15 minutes discussing and noting
down what you think are the main themes or
issues for both children and services in
relation to out of authority placements
We’ll have ten minutes to give brief feedback at
the end of this question
9. celcis.org @CELCISTweets
Question 2:
What do we need to be saying and doing
differently (individually, organisationally and
systemically)?
In your groups:
• Choose a scribe and timekeeper
• Spend 15 minutes discussing and noting
down what you think we need to be doing
differently.
We’ll have ten minutes to give brief
feedback at the end of this question
10. celcis.org @CELCISTweets
Next steps
CELCIS will:
• Type up and analyse all feedback received
and produce a short report with a summary
of common themes, issues and opportunities
• Suggest next steps to progress this area
Forum members:
• Please get in touch with any examples of
where things are working well or ideas for
improvements
12. celcis.org @CELCISTweets
Educational Outcome Indicators
% of all
children
% of all
looked after
children
% of children in
foster care
purchased by
local authority
% of children
looked after at
home
% of children in
local authority
residential care
% of children
looked after
for part of the
year
Leaving school
with at least 1
qualification at
SCQF level 3 or
better
98 86 * 67 72 85
Leaving school
with no
qualifications
2 14 * 33 28 15
In a ‘positive’
post school
destination (9
month follow up)
93 76 87 58 75 64
Average
attendance
93 91 97 80 86 83
Exclusions
(measured in
cases per 1000)
27 169 64 238 409 292
13. celcis.org @CELCISTweets
Care to Achieve:
An annual meeting of the major data holders on
education outcomes
Examples of actions identified:
• Create a directory of data sets on looked after children
• Find a solution to the particular difficulties in recording
SCNs
• Support work by SFC and Become on data opportunities of
propel
• SG statisticians: longitudinal data resource and analysis of
aftercare dataset
14. celcis.org @CELCISTweets
Widening Access to College
and University
• Round Table on University Access
SFC definition of ‘care experience’
‘The term care experienced refers to anyone who has been or
is currently in care or from a looked after background at any
stage of their life, no matter how short. This care may have
been provided in one of many different settings such as in
residential care, foster care, kinship care and looked after at
home with a supervision requirement.’
15. celcis.org @CELCISTweets
Widening Access to College
and University
• CELCIS / SAAS Quarterly Liaison Meetings
• Implementation of the Care Experienced Student Bursary
• Survey of Care Experienced Students and Colleges and
Universities
16. celcis.org @CELCISTweets
South Ayrshire School
Inclusion project
• Background
• Four year partnership with local authority
• Steering group includes, education (schools,
community learning and development), social
work, health, elected member, Champions
Board etc.
• Belmont cluster (6 primary schools, 1 special
school, 1 secondary school)
18. celcis.org @CELCISTweets
South Ayrshire School
Inclusion project
• Phase 1: data gathering
• Data gathering sessions
• Cluster head teachers, corporate parenting group,
steering group, champions board
• School visits
• Analysis and presentation
• Data gathered and collated
• Framework / map developed
20. celcis.org @CELCISTweets
South Ayrshire School
Inclusion project
• Phase 2: three priority areas
• Children’s rights and participation
• Champions Board and participatory budgeting
• Attendance
• Pupils not attending; not attending classes
• Transitions
• Primary to secondary / from other authorities
22. celcis.org @CELCISTweets
Support for Designated Managers
• Aim to provide support and structure to
the role of Designated Manager
• ‘Practice Profiling’ to describe the core
components and essential functions
• Trial in Aberdeen and scale up in other
authorities
24. celcis.org @CELCISTweets
Scottish Attainment Funding and
Looked After and Learning
‘…funding available of around £8 million for the
remainder of this year and £12 million in each
of the subsequent two years to supplement
funding Pupil Equity Funding and the Challenge
Authorities and Schools Programmes and assist
the opportunities available for Looked After
Children. This government believes that every
child in Scotland - no matter their background -
should have the very best start in life.’ DFM 26th
June 2018
• ‘Looked After and Learning’ PDF download
• Or search the Knowledge Bank on the CELCIS
website at www.celcis.org
25. celcis.org @CELCISTweets
Scottish Attainment Fund Plenary
• What’s happening on the ground?
• What are the plans for the funding?
• Are there plans to measure impact or
outcomes?
Intro to Lio
Senior lecturer in inclusive education at UoS now a visiting lecturer in other HE’s
Chair of board of Paragon Music
Sits on ASN first tier of health and education chamber tribunals
Respite foster carer
Member of steering group around the education angle of the SUII developmental series
Snapshot of some of the statistics around educational outcomes and represent ‘a moment in time’
Scottish Government’s Education Outcomes for Looked After Children Publication. Annual publication but attendance and exclusions are biennial
Important to note that being looked after isn’t a precursor for not doing well in education and some young people do exceptionally well, in spite of the difficult circumstances that they’ve faced.
For example, less children than the national average left school without any qualifications and children in foster care have a higher than national average attendance
Stark differences in levels of achievement, attendance and exclusions depending on where children live and how long they’ve been looked after
Part of year represents children who have either become looked after or have ceased to be looked after within the year – those on the edges of care.
These numbers don’t just represent ‘outcomes’ they give us some insight into experience
For example – if you are a child looked after at home in a Scottish school you are almost 8 x more likely to be excluded from school than children who aren’t looked after and if you’re a child on the edge of care you’re almost 11 x more likely
A looked after child in a Glasgow school is almost 11 times more likely than non looked after child and over 1.5 x more likely than a looked after child in other part of Scotland
Invited local authorities to collaborate in October 2017; mutual selection process; South Ayrshire chosen in December 2017
Work began in January 2018, convening of Steering Group from wide-range of partners, including education, social work, community learning and development, health, Champions Board, elected member
Belmont cluster chosen because it has a relatively high number of looked after children and wide socio-economic demographics
129 pupils with care experience across the cluster at the end of 2017/18 school session
Fairly evenly split between previously and currently looked after
Two-thirds currently looked after away from home
Phase 1: January – September 2018
Data gathering sessions with key stakeholders – school head teachers, corporate parenting group, steering group, and Champions Board
Visits to six schools in the cluster
Aim - gather views on key issues within the cluster, and what could / needs to be done differently
Data was gathered, sorted and ‘analysed’ to identify key themes / subject areas
Four broad / interlinked areas: learning environment, learning experience, learner’s journey and learner’s destinations
Ten themes
Draft action plans developed for all themesThree were prioritised and developed further by action planning group involving key stakeholders from steering group
Phase 2 plans developed for workstreams
Phase 2: 2018/19 academic year
Three priority areas: children’s rights and participation, attendance and transitions
Children’s rights and participation: champions boards in schools and participatory budgeting model of funding
Attendance: improving attendance and school engagement; more flexible / pupil centred curriculum
Transitions: enhanced transitions with additional / extra support pre and post transition
Been continuing our work with North Ayrshire Council on our parental and carer engagement model, PIP
Some of our parents experiences
Key messages around the importance of relationships, teachers feeling skilled and knowledgeable around their child’s learning and empowering parents
Work is continuing to embed in all secondary schools in the area
Based on national DM survey. DM’s said that they were unclear of role
Limited and confusing resources
Facilitate a strong and robust network of professionals who feel empowered and knowledgeable to support children
Our Forum has gone from strength to strength and now has over 300 members
Due to our rescheduled conference in March/May, we’ve had one rather than two half day meetings this year
Plans for next year to return to two meetings plus our conference based on what members would like to discuss
New investment very welcome.
Spend some time talking about people’s understanding/knowledge
Heartened to see Looked after and learning named as a resource
Impact/outcomes will be achieved through evidence based interventions and LA&A can help with this