For children and young people of school age who are looked-after or in need

The results that we would expect: Improvements in attendance, educational, social and personal achievement to bring their educational outcomes close to national averages.

Outcomes that would be seen and experienced:

• Children feel that their efforts at school are supported and valued by their parents and carers.
• Barriers to attendance and achievement are identified quickly and accurately and children and their parents or carers feel involved in finding the solutions.
• Parents, carers and children are active participants in drawing up PEPs or strategies for maximising the likelihood of educational achievement.
• If excluded children and their parents feel involved in multi-agency planning towards rapid return to appropriate schooling.
• Carers of looked-after children and the child’s key worker would both have a detailed knowledge of the child’s attendance, ability and attainment.
  

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Strategic Actions and Indicators table for Objective 4:

Strategic Actions:	Indicators:
1. Development of Corporate Parenting Strategy, including LAC / Education Champion post Celebrating achievement scheme Implementation of BV review Improved access to work experience Exclusion and admissions policies Developing role of IRU	Strategy in place and implementation timetables agreed
2. Care leavers / Connexions Rapid Improvement Group	RIG operating and reporting to CSMB
3. Children’s Trust CSN Strategy, including: Comprehensive CAMHS planning JAT links to Children’s Centres and Extended Schools Strengthened Pathway Planning around Autistic Spectrum and emotional and behavioural needs (including ADHD) Development of integrated assessment and service delivery arrangements including pooled budgets	Strategy in place and reporting to Board
4. Preventative Strategy	Strategy consultation carried out and final version ready for approval

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Locality Actions and Indicators table for Objective 4:

Locality Actions:

Indicators:

1. Fieldwork Teams Ensuring use of PEPS and participation School Action Planning, Strengthen joint work with schools to support prevention and parent / carer involvement Ensure effective local links with Educational psychology and educational welfare staff are in place Integrated assessments linked to speeded up access to named key worker and appropriate health & education resources for children with disabilities Ensure effective Pathway Planning to provide education plan linked to Connexions PAs and future options are in place Work to implement Quality Protects good practice priorities 2. Independent Review Unit Ensure maximum input from parents, carers and children / young people Ensure PEPS are fully used and are up to date 3. Resources Develop a support for education plan in each residential unit Ensure effective strategies are in place to support foster carers participation with schools and their children’s educational development are in place Work to implement the Quality Protects good practice priorities 4. Business support / SACS Develop joint monitoring and reporting arrangements with education, including systems to monitor ongoing attainment

Percentage of children looked-after receiving acknowledgement of achievement through Devon celebration programme Percentage of looked-after children with access to computers at home Percentage of black and minority ethnic children who missed 25 days or more in the school year for any reason Attendance and exclusion statistics Achievement levels at key stages and in exams Continuation in learning (full-time education or work with training) post 16. Percentage of looked-after children with up to date PEPs at reviews Percentage of children in need with multi agency school action plans

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The key partners that can help us achieve these changes:

• Parents and carers, including residential workers.
• Schools: special school staff, PSME tutors, designated teachers, sports and creative activity staff, SENCOs, education welfare oficers & other specialist advice & support staff.
• Connexions and youth service.
• Mentors, including peer mentors and additional tutors.
• Sports, arts and leisure services.
  

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What research tells us about what can help us achieve these changes:

• Good interagency assessments and sharing of information - involving everyone in the decisions, the existence of up to date PEPs and other school action plans.
• Supporting education in the home setting - buying books, helping with homework, celebrate achievements.
• Training staff to meet special educational needs - raising awareness of the importance of education to children’s futures.
• Supporting parents to enable them to develop their skills and work in partnership with schools and other agencies - establish how kinship carers can be helped support their children’s educational outcomes.
• Close working between social services and all parts of the LEA and school system.
• Integrating thinking about creative and sporting activity with school planning.
• Placement and/or school stability and support through transitions between schools.