Ensuring educational stability in key stage 4

Purpose

We recognise the importance of education and the critical impact any potential placement moves can have at key stage 4, therefore we want to improve educational outcomes for children in care by reducing the incidence of any moves at key stage 4, in order to maintain and deliver consistent education provision.

What we know

Moving schools multiple times has a devastating influence on pupil’s grades and the numbers of children affected is set to grow, according to a wide-ranging report published by the RSA in 2013 called Between the cracks. This report evidenced, that when compared to their peers, the attainment of pupils who move school in-year is markedly lower.

Only 27% of pupils who move schools three times or more during secondary school achieve the equivalent of 5 GCSE’s (grades A* to C) compared to the National average of 60%. Results in English and maths for children at key stage 2 dropped 12% following one in-year move, 17% for two moves and 25% for three moves.

Disproportionate numbers of children with multiple school moves come from ethnic minorities or are in the care system. Moreover, in-year moves are more likely to be clustered in lower attaining schools and in more disadvantaged localities.

Layer upon layer of additional challenges are laid on top of these pupils because of their background, circumstances and the schools they attend.

Part of this is further multiplied by the process of moving schools, which leads to disadvantaged pupils, more often than not, ending up in schools with lower levels of attainment.

In addition, there is often a delay in starting at a new school, exam boards and curriculum cannot be matched and schools are reluctant to admit a child in year 11.

The Care Planning, Placement and Case Review (England) Regulations 2010 states:

‘Avoidance of disruption in education
10. (1) Subject to paragraphs (2) and (3), if C is a registered pupil at a school in the fourth key stage,
a decision to make any change to C’s placement, that would have the effect of disrupting the
arrangements made for C’s education, must not be put into effect until it has been approved by a
nominated officer.’

In Devon, it is agreed that it is the responsibility of all those involved with the child, including the social worker, area learning advocate, PEP coordinator, IRO and fostering, to share intelligence regarding the stability of the placement, so that measures can be put in place as early as possible to maintain the placement for the child.

We want to work in partnership with all key professionals to contribute to a placement stability meeting which will look at what is needed and additional resources to be provided, to maintain the placement and prevent breakdown.

What to do

Where a child or young person is at risk of a placement move in key stage 4 the responsible key stakeholders and partner agencies should be made aware immediately, by the school, education provision or allocated social worker.

A placement stability meeting will be convened to include all key professionals involved with the child or young person, this must include the parent or carer. This is required within 72 hours of notification of disruption.

The school or education provision will be required to present any issues, to the placement stability meeting, ensuring detailed facts and timescales are included.

The parent or carer or allocated social worker will be required to ascertain the views and wishes of the young person to be considered within the placement stability meeting with the independent reviewing officer.

The Virtual School area learning advocate will work with the designated teacher, social worker, carers and the educational psychologist to develop a support package to ensure that the child remains at the school.

There will be a full understanding of the child’s educational needs and attainment to guide any decision on the placement move.

Foster carers must consider the critical importance of placement stability at this time and look at what is required to prevent/delay disruption.

Care planning and permanency decisions must consider key stage 4 attainment and stability to avoid, where possible, making decisions that could lead to disruption around this time and or delay any such disruption.

Where there are safeguarding risks and identified protective issues, a risk assessment is required and must consider all factors and measures possible to maintain stability and avoid disruption, where safe to do so.

Where possible, continuity with existing education and provision must be considered, even if address of placement has to be changed, due to extenuating circumstances and or risk assessment. This includes additional resources, for example, taxi or day care.

We will always want to ensure that a placement move for any reason, is a last resort and cannot be prevented, avoided or delayed with or without additional temporary resources.

Decision making

The Locality Director will recommend any decision resulting from the placement stability meeting and discuss this with the Virtual School Headteacher.

Where it is impossible to maintain educational provision or placement and the proposal is that the child’s needs will be better met by moving, or there is no option, the Locality Director will seek approval from the Chief Officer for Children’s Services or the Deputy Chief Officer (Head of Children’s Social Care) to agree placement move.

Wherever possible, the child’s new placement will be close enough to enable the child to continue at their current school to ensure continuity of education.

Process

1. School, area learning advocate, social worker or other professional become aware that the child’s placement has become unstable and potentially may give notice.
2. Information is shared with all professionals who support the child including virtual school, IRO, placements, fostering, school and social worker.
3. A placement stability meeting is called by the social worker within 72 hours of notification. All agencies involved with the child will be invited. The views of the child will be gained by the social worker and the child may attend the meeting.
4. Foster carers will consider what is needed to stabilise the placements and a plan will be prepared.
   1. Where carers agree to a placement continuing: Additional support is agreed with placements and fostering to maintain the placement and, if necessary, in school as well, coordinated by the virtual school. Risk assessments will be completed where necessary to address any safeguarding concerns.
   2. Where carers give notice of placement ending: Maximum effort will be made to keep the child in the area to maintain the school place. DCC Transport Policy will be followed for transport to or from school. This transport is a social care responsibility.
5. Review plan and ongoing monitoring by Virtual School.