Agenda item
Brent Virtual School for Looked After Children - Annual Report 2015/2016
The purpose of the annual report is to outline the activity and impact of the Brent Virtual School during the academic year 2015-16. The report includes details of the educational outcomes of our Brent looked after children who had been in care for a year or more. It reflects on the impact of our activities and identifies areas of future development to achieve improved outcomes for our looked after children.
Minutes:
Janet Lewis (Virtual School Head) introduced the Brent Virtual School for Looked After Children Annual report 2015/2016, which outlined the activity and impact of the Brent Virtual School during the academic year 2015/2016. The report included details of the educational outcomes of Brent looked after children, reflected on the impact of activities undertaken and identified areas of future development to achieve improved outcomes for looked after children (LAC). Members’ received a presentation which set out the key messages from the report. The committee heard that Key Stage 1 results exceeded the national outcomes for all children in reading, writing and mathematics, whilst the Key Stage 2 results fell three per cent below the national average. The Key Stage 4 results were the best achieved in the last few years with seventeen per cent of the LAC cohort achieving five A-C grades, including English and Mathematics. This was in line with the 2015 national outcomes for LAC. Positive trends were identified for the post-16 cohort in respect of the numbers in education, employment and training. In concluding the presentation, Janet Lewis drew members’ attention to the priorities for the Virtual School in 2017, in particular the work to raise awareness in schools of the impact of attachment issues, which would be the focus of the schools’ conference.
In the subsequent discussion, the committee questioned the reasons underpinning the increase in fixed term exclusions and sought further details of the support provided by the Virtual School in such cases. Members emphasised the importance of tackling poor attendance and endorsed mentoring by other LAC or care leavers with relevant experience. Further details were sought of the alternative provision available in the borough, the quality checks undertaken by the Virtual School of such provision, and whether any LAC attended 14-16 college provision.
Responding to the queries raised, Janet Lewis advised that the reasons behind fixed term exclusions varied according to the child but generally when LAC/young people acted out it was in a demonstrably visible way. The Virtual School would challenge exclusions and if there was a risk that an exclusion could lead to a child falling behind with their learning, other options would be negotiated such as an onsite exclusion, or reduced timetable. Janet Lewis further advised that schools were also encouraged to give the Virtual School pre warning with any behavioural difficulties in order to allow early discussions to take place. Attendance issues were not taken lightly but unfortunately it was recognised that it was the one form of control most easily exercised by LAC. It was important to build a relationship with the child and there were many success stories around attendance but sometimes this was more difficult. It was an issue which required all involved in a child’s care to address, including foster carers and the schools. The Virtual School did offer a range of mentoring services but it was recognised that peer mentoring could be a very powerful tool and this would be further explored.
Janet Lewis outlined the alternative provision available, noting that the Pupil Referral Unit (PRU) was in place for secondary age children, though this mostly accommodated children who were permanently excluded. Smaller alternative provision was available in neighbouring boroughs. It was the responsibility of the school to find, monitor and pay for an alternative provision placement and it was important to ensure schools remained accountable for this. There was some use made of 14-16 college provision but it had been variable in its success. It was important for a child to be able manage their behaviour in what was seen as an adult environment of a college. The Virtual School worked closely with providers and the Inclusions Service to quality assure alternative provision. An online curriculum was provided currently and work was underway to commission an educational resource tailored to the needs of Brent’s LAC.
Members commended the robust defence offered by the Virtual School in support of LAC facing exclusion and reiterated the need to ensure that poor attendance was tackled as far as possible.
RESOLVED: that the Brent Virtual School for Looked After Children Annual report 2015/2016 be noted.
Supporting documents:
- FinalBVSAnnual Report 201516, item 8. PDF 928 KB
- Appendix1Arvon Writers' Week Report, item 8. PDF 291 KB
- Appendix 2, item 8. PDF 299 KB
- Appendix 3, item 8. PDF 117 KB
- Appendix4, item 8. PDF 191 KB