PEP and Pupil Premium Workshops May 2014 Virtual School for Cared for Children Cheshire East Council.

PEP and Pupil Premium Workshops

May 2014

Virtual School for Cared for ChildrenCheshire East Council

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.

Data collection systems

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?”

Quality Assurance

Activity :

In pairs Quality Assure two PEPs from your Key Stage.

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