1. Children and Young People's Plan

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

1.1 Hampshire's Children and Young People's Plan will include outcome measures which contribute to both national and local targets to improve the educational achievement of looked after children and narrow the gap between their achievements and those of other children

1.11 Provision of a school place or other full time education provision within 20 days for those children who are out of school

1.12 Individual attendance data for CLA to be collected termly and analysed by the Area Co-ordinators from the Team for the Education of Children in Care (TECiC)

1.13 Regular monitoring of children and young people not attending school through CLASP (Children Looked After Support Panel)

1.14 Disapplication from SATs and GCSEs to be registered with the TECiC

1.15 Develop pilot work led by the TECiC supporting year 6 and year 11 children with their transition to the next phase.

1.16 Referrals from social workers and teachers to the TECiC for additional work to support those children at risk of exclusion

1.17 Monitoring of exclusion data

1.18 Routine appeals by the TECiC of all perm exclusions

Felicity Roe

Rachel Hughes

_ Reduction in the numbers of children without a school place

_ Increased numbers of children looked after who sit exams

_ Average attainment levels of CLA increase year on year

_ Increased numbers of CLA progressing to full time education and training and gaining level 2 qualifications

1.2 Needs assessments will be carried out in full consultation with all relevant partners and will be fine grained enough to look at outcomes for children looked after

1.21 Establishment of a core data set for CLA with established baselines and targets for improvement

1.22 Employment of a data specialist dedicated to monitoring outcomes for CLA

1.23 Increased use of the Fischer Family Trust data to inform proactive interventions when children are underachieving

Felicity Roe

Paula Guy

TECiC

_ Monitoring of performance taking place at district/borough council level

_ At least annual outcome reports available to schools and local integrated teams

2. The Role of the Director of Children's Services and Lead Member

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

2.1 Narrow the gap in educational achievement between children looked after and their peers by improving the stability of their lives.

2.11 Kinship/Friends and Family carers are actively sought for children in the first instance

2.12 Permanence through legal routes such as Residence Orders, Special Guardianship or Adoption. For others long term fostering or residential care will be pursued.

2.13 Work with DfES consultancy during 2006 to assist in planning for the achievement of higher targets for placement stability.

Cllr Hindson

John Coughlan

Pam Robinson

_ Increased % of CLA living in foster care

_ Increased % who achieve permanence outside of the care system

_ 80% of children under 16 who have been looked after for 2.5 years or more to have been in the same placement for the past two years.

2.2 Systems and structures in place will enable children to be supported so that they achieve their full potential

2.21 Improve multi-agency support to foster carers beyond the standard working day

2.22 Formal supervision and review meetings with carers

2.23 Improve the choice of placements for children through increasing the capacity, range and skills of foster carers and developing the residential service in order to meet the needs of those who need to live in a residential environment

2.24 Ensure that full education details are entered into and regularly updated on the electronic SWIFT system so that education information forms part of the core information module held on each child.

Sue Kocaman

Gill Horrobin

Social Care Teams

_ Choice of placements available to meet diverse needs

_ Multi-agency support available to foster carers around the clock

2.3 The Lead member for Children's Services endorses a policy to support the needs of CLA which can be used to raise awareness at every tier of the management structure.

2.31 New HCC policy which demonstrates our commitment to improving outcomes for CLA

Cllr Hindson

Rachel Hughes

Policy in place

2.4 Protocols and procedures will support a shared understanding of Hampshire's role as a corporate parent in meeting the best educational interests of children wherever they are placed

2.41 Establishment of a Scrutiny Committee

2.42 Multi agency launch of the policy and action plan and subsequent awareness raising seminars

Sue Kocaman

Rachel Hughes

Scrutiny Committee established and operating

2.5 The Council will regularly monitor the educational outcomes for children.

2.51 Adoption of the Local Government Association (LGA) and Audit Commission toolkit for scrutiny

2.52 Establishment of a key dataset to be monitored through Scrutiny Committee

2.53 Presentation of academic achievement data to Schools Monitoring Panel

2.54 Expansion of the role of CAPLAC (Corporate Action Partnership for Looked After Children)

Cllr Hindson

Share D'all

Colin Hardy

Rachel Hughes

The work of local Performance Actions Groups (PAGs)

2.6 The County Policy details how any difference of opinion within the local authority about how to best secure the child's educational needs are carefully managed and resolved in his/her best interests.

2.61 Extension of the role of CLASP to be the forum to `reconcile' differences of opinion about the education plans for children and young people child

2.62 CLASP to encourage more child/young person participation in decisions

2.63 Exploration of alignment of budgets

John Coughlan

Rachel Hughes

3. Supporting educational achievement and aspirations

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

3.1 A pre-school Personal Education Plan (PEP) will be devised which considers suitable educational opportunities for under 5s and gives foster carers maximum support to take advantage of a pre-school place.

3.11 Design and roll-out of a pre-school PEP which takes account of the foundation curriculum from 2yrs 9 months

3.12 Awareness raising with social work teams of the value of early years education and develop link with Children's Centres

3.13 Development of an `abridged' portage course to develop foster carers awareness of the value of early years education and children development issues

Janet Hoff

Social Workers

Jennie Polyblank

Sue Kocamen

The % of CLA accessing early education is the same as the Hampshire average

3.2 A suitable person will mediate on behalf of a child if he/she faces problems at school

3.21 The child's carer in the first instance, the Social Worker and/or the Team for the Education of Children in Care to act as advocates for a child

3.22 Automatic appeal against permanent exclusions

3.23 Consideration of the use of Connexions Pas and/or targeted youth support to work with children and young people and support them to better represent their views.

Foster Carers

Social Work teams

Rachel Hughes

_ Reduction in the number of exclusions

_ Questionnaire returns on the experiences of school

3.3 High quality out of schools hours learning to be made available to all CLA.

3.31 Promotion of Out of School Hours Learning (OSHL) to be included in the PEP

3.32 Develop links with the Extended schools initiative to enable access to opportunities and overcome barriers to participation

3.32 Concessions on access to music opportunities to be explored with the Music Service

3.33 Free Entry to HCC Country Parks

Gill Horrobin

Sue Kocaman

David Wright

3.4 Providers of fostering services and children's homes will follow at least the National Minimum Standards in promoting the education achievement of children.

3.41 Review in house provision against minimum standards

3.42 Use Reg 33 inspections to focus on Hampshire's own children's homes

3.43 Contracting process to reflect high priority for educational achievement

3.44 Ensure all new external providers are assessed against the minimum standards before placement is agreed

Sue Kocamen

Gill Horrobin

Sandra McDine

Steve Fallowfield

_ All contracts to include this issue.

_ Audit of Reg 33 inspections and confirm adherence to the minimum standard

3.5 Children's homes and fostering services including those in the independent sector will have clear written education policies.

3.51 All children's homes will be supported through the education link meetings to develop an education policy and action plan to promote regular school attendance, high quality homework and reading support

3.52 All residential units to be visited by an Inspector from the Inspection and Advisory Service and a report written detailing good practice as well as areas for improvement

3.53 All foster carers to adhere to the education policy of the fostering service

Gill Horrobin

Steve Fallowfield

Sue Kocaman

_ Hampshire Inspection and Advisory Service (HIAS) reports

_ Improvements in the number of children attending school

3.6 Placement in a Children's Home will enable resident children to enjoy and achieve in education and out of school learning.

3.61 The process of identifying an appropriate residential placement must, as far as possible ensure that disruption to the child's education is minimised.

3.62 If existing educational provision cannot be maintained then any care placement must be able to facilitate the securing of appropriate educational placement and reintegration of the young person into school.

3.63 In the event of seeking a placement to meet the educational needs of the young person and/or those needs are recognised through a joint funding agreement, placement will only be made with organisations with DfES approval or registration

3.64 All `in-house' provision to attain and maintain high commitment to supporting young people through in and out of school learning.

3.65 All non county residential placements to adhere to the County contract specification with regards to promoting the educational needs of children placed.

Gill Horrobin

Steve Fallowfield

Sandra McDine

Social Care Team Managers

_ All resident young people in school

_ High attendance rates

_ Engagement in out of schools hours activities

_ Commission for Social Care Inspection (CSCI) reports

3.7 Care leavers are encouraged and supported to engage in further and higher education, by having a pathway plan and have access to personal and welfare support.

3.71 Transition issues are discussed at the PEP meeting in year 10 to enable CLA to fully access 14-19 learning opportunities

3.72 Care leavers have access to a personal advisor for support as well as specialist advice from training, education and employment advisors

3.73 Every care leaver 16 - 21 has a Pathway Plan which highlights education, employment and training

3.74 Specialist Training, Education and Employment Support Workers in each Care Leavers team

3.75 Financial incentives given to all students who do not qualify for an Education Maintenance Allowance (EMA)

3.76 Liaise with schools and colleges to ensure all possible support given  

3.77 Purchase course related items and clothing

3.78 Attend parents evening or other education related meetings

3.79 Pay for transport (including a number of students who have been bought bikes)

3.710 Provide Mentors who can support education

Care Leavers Team

TECiC

_ Increased numbers of care leavers engaged in education training and employment to improve from 57.7% to 70% by 2008

4. Securing appropriate education

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

4.1 A care placement will not be made without arranging provision of full time education at the same time, unless a placement is made in an emergency for the child's immediate protection.

4.11 Joint commitment by Children's Services staff to the planning of education placements to support changes of living arrangements for children.

4.12 Presumption of stability of education placement when a change of care placement is made

4.13 Immediate liaison with TECiC and a joint partnership which prioritises the educational arrangements

4.14 Planning for changing a school placement should routinely be led by the social worker and involve the child, parents, carers and relevant education professionals

CSDMT

Social Care Teams

TECiC

CLA to be provided with full time education within 20 days

5. School admissions

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

5.1 Social Care and other key staff to be made aware of the admissions guidance and be able to use it confidently to obtain a school place with minimum delay.

5.11 Circulation of guidance and `Hard to Place Pupils Protocol' including any changes through the Education and Inspections Bill

5.12 The Admissions Team to provide advice and liaise with schools over admissions difficulties

5.13 All schools to be challenged by the Admissions Team if schools consistently refuse to admit Children Looked After.

5.14 Regulations require that CLA will be given top priority for all admissions from 2007 but, where this does not happen and it is in the best interests of the child, the school will be directed to admit.

5.15 The Admissions Team to lodge objections to the Independent Schools Adjudicator if admission authority schools do not conform to the requirements of the Code of Practice Guidance.

John Clarke

Alex Munro

Rachel Hughes

TECIC

Children are admitted into schools within 20 days

5.2 The Admission Forum will agree arrangements to admit some children looked after above the admission number during the year

5.21 Through membership of the Admissions Forum a member of the TECiC will provide advice and ensure that the needs of CLA are being considered

5.22 A member of the admissions team will continue to be a member of the CLASP panel

5.23 A protocol has been agreed with all secondary schools (primary to be agreed for 2006) giving `hard to place status' to all children looked after. The protocol facilitates placing pupils in schools even when the admission number has been reached

Alex Munro

Children to be placed within 20 days

6. Personal Education Plans (PEPs)

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

6.1 The Care Plan, of which the PEP is an integral part, will be made before the child becomes looked after or in the case of an emergency placement within 14 days. The PEP will then be reviewed six monthly or at any time due to a change of circumstance

6.12 Social Workers to ensure that a PEP is in place and available for the first statutory review at 28 days.

6.13 If a child moves care placement and has to change school or is permanently excluded a PEP will be initiated by the social worker and supported by the TECiC

Pam Robinson

Social care teams

_ PEP is in place within 14 days of a child becoming looked after and available for the first statutory review (28 days)

6.2 All pre-school children and children of compulsory school age will have an effective and high quality PEP which links into other relevant plans

6.21 Independent Reviewing Officers (IROs) to routinely monitor both the existence and quality of PEPs including ensuring that key people have contributed towards its development

6.22 Awareness raising with IROs about the quality requirements of a PEP

6.23 IROs to request that the PEP is re-written if it fails to properly reflect the child's needs

6.24 The quality of PEPs to be added to the Children's Services Quality Practice checklist

6.25 PEPs will link into Individual Education Plans (IEPs) and Annual Reviews but will not be substituted or replaced by either of these

6.26 Social Workers to send Special Educational Needs (SEN) Officers a copy of the PEP and PEP review for their files

Social Care teams

Rachel Hughes

Independent Reviewing Service

100% of CLA to have a PEP in place

6.3 Social workers will develop the PEP with the child views and aspirations at its centre.

6.31 As a minimum the PEP meeting should involve the child, the social worker, the carer (parent) and the teacher.

6.32 Every child to be consulted about their views in the formation of every PEP

6.33 The PEP will always take into account other plans for the child taking into account current identified educational needs

6.34 A specific section is identified in the PEP to take into account the aspirations of every child and link with relevant agencies to promote and support this.

Pam Robinson

IROs

Social Workers

Level of child's participation in the PEP

6.4 The PEP should be developed with the involvement of relevent education professionals and other relevant persons and agencies.

6.41 Designated teachers (DTs) to be routinely involved in the development of a PEP. The DT will always be sent a copy of the most recent PEP when a child joins the school and have a copy of the reviewed and updated PEPs of current pupils on roll.

Social Care Team Managers

DTs to hold copied of all PEPs for children who are looked after on roll at their school.

6.5 For children leaving care the PEP is maintained as part of the preparation and review of the Pathway Plan and builds on the young person's educational progress

6.51 Every care leaver 16 - 21 has a Pathway Plan which highlights education, employment and training Specialist Training, Education and Employment Support Workers in each Care Leavers team

Care leavers Advice and Support Service (CLASS) Team Managers

100% of care leavers to have a Pathways plan in place

7. Actively supporting schools and raising their awareness about the needs of looked after children

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

7.1 Schools and their governing bodies will be made aware of the duty and the key reasons why looked after children as a group underachieve in education

7.11 Annual distribution of achievement data to all schools for the CLA cohort compared to the Hampshire averages

7.12 Dissemination of the Governor Guidance on their duties with respect to CLA including being published on the website

7.13 Article about the educational issues for CLA to be included in the Governor Magazine

7.14 Awareness raising sessions as part of the `Including the Vulnerable' module and dedicated training on the issues for CLA

Janet Sheriton

Rachel Hughes

Annual report to schools

7.2 Relevant members of staff in schools and school governors will have access to the statutory guidance and understand the powerful role they play in improving the life chances of CLA

7.21 Statutory guidance issued as part of a schools communication and paper copy sent to the Chair

7.22 Designated teacher conference featuring detailed information and distribution of the guidance

7.23 Work with the Inspection and Advisory Service in order to effectively challenge and support schools.

7.24 List of 10 key questions for School Improvement Partners to ask when they visit schools

John Clarke

Strategic School Improvement Managers (SIMs)

Janet Sheriton

Rachel Hughes

School Improvement Partner (SIP) reports to contain details about the performance of children looked after attending their schools.

7.3 All Hampshire schools will have a designated teacher who is suitably trained and equipped to support the looked after children in their schools

7.31 Development of a role specification of a designated teacher

7.32 Area Network meetings for DTs

7.33 Explore job shadowing opportunities between schools and social work teams

7.34 An up to date list of designated teachers will be kept in order to assist with internal communications and networking

7.35 Social workers to inform the school that a child has become looked after

7.36 Social workers to send up to date copies of the PEP to the DT and each Stat Review

John Clarke

TECiC

_ All schools to have a DT

_ DT list available for wider use

8. Supporting looked after children who are in custody

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

8.1 Children subject to a full care order who offend and receive a custodial sentence remain looked after and Hampshire has a continuing responsibility to review the PEP as part of the care plan

8.11 Social workers to ensure that the Stat Review and PEP processes are kept up to date whilst the child is in custody

8.12 Social Workers to routinely inform the TECIC of any custodial sentence to facilitate effective liaison with the receiving establishment

8.13 TECiC to forward any relevant educational records

8.14 Head of Education at Swanwick Lodge to send weekly update of residents to the TECiC

8.15 All young people to have a discharge plan which includes education provision

Pam Robinson

Social Care Team Managers

Head of Education at Swanwick Lodge

TECiC

YOT

PEPs in place

8.2 Children who are detained have previously been accommodated under section 20 of the Children Act 1989 do not remain looked after, However, this status may resume on release so need to be planned for effectively.

8.21 Social Worker to inform the TECiC of any child admitted to custody who has been previously on a section 20

8.22 TECiC to liaise with the receiving institution and social worker to plan for release in case of their CLA status resuming

8.3 For children placed in secure accommodation for his/her own welfare Hampshire will liaise directly with the secure unit to ensure that they meet their statutory responsibilities to promote the educational achievement of their child.

8.31 Protocol between the TECiC and Swanwick Lodge

8.32 Weekly updates on new secure admissions to Swanwick Lodge sent through to the TECiC

8.33 Monthly visits by the team manager of the TECiC to Swanwick Lodge

Pam Robinson

Head of Education at Swanwick Lodge

TECiC

9. Providing training, development and support for carers and local authority staff

WHAT

HOW

Designated Lead +

Others Involved

ASSOCIATED TARGETS

9.1 Hampshire carers understand that supporting children looked after to attend school regularly and succeed in education is one of their primary tasks

9.11 Co-delivery of an education module of training to foster carers

9.12 Bespoke Family Learning course being developed and delivered to carers of children of all age groups

Jennie Polyblank

Sue Kocaman

TECiC

_ 3 bespoke family learning courses delivered

_ 1 specialised RRR course delivered in a Children's Home

_ 1 Creative Play course delivered for pre-school children and their carers

9.2 Carers will be consulted to establish what their needs are in supporting the educational success of the children and young people for whom they care

9.21 TECiC attendance at the Foster Carers AGM to obtain views

9.22 Feedback through reviews

9.23 Feedback from Educational Psychology (EP) support surgeries

9.24 Page on the TECiC website dedicated to carers

Jennie Polyblank

Sue Kocaman

TECiC

Dedicated session at the Foster Care Network AGM

9.3 Social workers acknowledge and act on the need to share in celebrating the child's achievements

9.31 Annual Prizegiving events for CLA and care leavers for both academic and personal achievement

9.32 Financial rewards for achievements in GCSE and A levels

9.33 Children to be encouraged to keep a record of their achievements

Rachel Hughes

Social Care Team Managers

3 Annual Prizegiving events for primary, secondary and care leavers.

9.4 There is appropriate recruitment, training and support for primary carers and social workers to help them provide the necessary educational support to the children looked after for whom they care.

9.41 Education training modules for foster carers delivered throughout the year

9.42 Foster Carers encouraged to undertake NVQ level 3

9.43 The training strategy group to consider these requirements as part of their priorities and include in the annual training programme

9.44 The TECiC to design and distribute a generic leaflet about educational issues pertinent to carers which is accessible for those carers who do not participate in formal training programmes.

The Fostering Service

Hampshire Training and Devp Unit

TECiC

Increased numbers of foster carers undertaking NVQ 3.