EDUCATION STANDARD POLICY & PROCEDUREsmartfuse.s3.amazonaws.com/4a303ebd56daa8dd74bcfa44797838e2/... · Xxxx Policy/procedure: Issue date: Version No: 1.0 Status: Approved Review

Xxxx Policy/procedure: Issue date: Version No: 1.0

Status: Approved Review date: Page 1 of 17

EDUCATION STANDARD

POLICY & PROCEDURE

Children’s & Young People’s Residential Services



Policy Control/Monitoring

Version: 1.0

Approved by:

(Name/Position in Organisation)

Date:

Accountability:

(Name/Position in Organisation)

Chief Executive, Percy Hedley Foundation

Author of policy:

(Name/Position in organisation)

Barbara Bolam

Head of Residential Services

Date issued: August 2015

Revision Cycle: Annual

Revised (Date): August 2016

Target audience:

All staff within Children & young People’s Residential

Services

Amendments/additions

Replaces/supersedes:

All previous residential policies and procedures



Associated Policies:

(insert hyperlinks)

Associated National Guidance

Children’s Wishes and Feelings standard

The quality and Purpose of Care Standard

The Enjoyment and Achievement Standard

The Health and Well-being Standard

The Positive Relationships Standard

The Protection of Children Standard

The Leadership and Management Standard

The Care Planning standard

The Children’s Homes (England) Regulations

2015

Promoting the Health and well-being of Looked

After Children

Working Together to Safeguard Children 2015

The Children Act 1989 Guidance and Regulations

March 2010

Document status This document is controlled electronically and shall be deemed an uncontrolled documented if printed. The document can only be classed as ‘Live’ on the date of print. Please refer to the staff login section of the internet for the most up to date version.

Equality Impact Assessment

This document forms part of Percy Hedley’s commitment to create a positive culture

of respect for all staff and service users. The intention is to identify, remove or

minimise discriminatory practice in relation to the protected characteristics (race,

disability, gender, sexual orientation, age, religious or other belief, marriage and civil

partnership, gender reassignment and pregnancy and maternity), as well as to

promote positive practice and value the diversity of all individuals and communities.

As part of its development this document and its impact on equality has been

analysed and no detriment identified.



Version Control Tracker

Version Number

Date Author/

Title Status

Comment/Reason for Issue/Approving Body

Roles & Responsibilities

The following roles will have specific areas of responsibility for this policy:- (add/delete as appropriate)

Role

Responsibility

Chief Executive

Overall responsibility to ensure this policy conforms to current guidelines and best practice. Ensuring resources and infrastructure are available to allow its implementation. To achieve a safe working environment which includes Safe storage of medicines, correct documentation and safe administration.

Director of Human Resources Department

Ensure effective implementation of this policy. Ensure a current list of all policies is available to all staff. Review dates of policy reviews and notify accountable person of policy.

Head of Service/Head of department

Ensure effective implementation of this policy. Ensure a current list of all policies is available to all staff. Review dates of policy reviews and notify accountable person of policy.

Training Development Officer

Support line managers to develop training needs analysis and develop training plan for staff identified as requiring training. Procure and evaluate training and development to enable staff to provide safe care with medication. Provide an overview to the exec team on current position of training and development across the organisation.

Health and Safety Manager Monitor incidents and complaints and near misses in relation to this policy. Report to audit committee. Provide risk assessment training to staff to support this policy.



CONTENTS

1. Introduction

2. Purpose

3. Scope

4. Definitions/Abbreviations

5. Principles

6. Monitoring and Compliance

7. Education, Health Care Plans

7.1 Education procedure

7.2 EHC Plans for 19 – 25 year olds

8. PEP (Personal Education Plans)

9. Pupil Premium

10. Personal Budgets

11. Virtual Head of Schools

12. Use of Data and Record Keeping



1. Introduction

The Children and Families Act 2014 takes forward the coalition government’s

commitment to improve services for vulnerable children and support strong families.

It reinforces wider reforms to ensure that all children and young people can succeed,

no matter what their background.

The new Special Educational Needs and Disability Code of Practice will play a vital

role in underpinning the major reform programme. The hope is that children/young

people who have a disability and special educational needs will be picked up at the

earliest point with support and services available to them in a timely manner and that

parents/carer’s participate as fully as possible in decisions, and are provided with

the information and support necessary to participate in those decisions.

Local Authorities and their local health partners have been working together to

prepare for the new arrangements, to jointly plan and commission services for

children/young people who have special educational needs or are disabled. Those

children/young people with more complex needs will have an integrated assessment

and where appropriate single Education, Health and Care plan for their support.

It is also expected that Local authorities must ensure that the EHC plan review at

Year 9, and every year thereafter, includes a focus on the transition to adult care and

that support is well planned. It should be integrated with the annual reviews of the

EHC plans and reflects existing special educational and health provision that is in

place to help the young person prepare for adulthood.

2. Purpose

Residential Services recognises the importance of maximising each child/young

person’s educational and personal development through the provision of a 24 hour

curriculum which is characterised by breadth, balance relevance, differentiation and

continuity. Individual planning and ongoing monitoring of children/young people’s

progress is recorded within individual personalised files.



3. Scope

This policy will apply to employees working within Children’s & Young Peoples

Residential Services and employed by the Foundation under a contract of

employment.

This document will be made available to all employees who are engaged in

Residential Services who will then be expected to familiarise themselves with the

principles covered within this policy.

4. Definitions /Abbreviations

VSH (Virtual Head of Schools) The virtual head of school is an officer of a local authority who leads a virtual team that tracks the progress of children/young people looked after by the local authority.

PEP (Personal Education Plan) An element of a care plan maintained by a local authority in respect of a Looked after child, which sets out the education needs of the child.

Pupil Premium The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Pupil premium funding is available to: local authority maintained schools, including special schools and pupil referral units

( PRUs)

Personal Budgets A personal budget is an amount of money identified by the local authority to deliver provision set out in an EHC plan where the parent/ young person is involved in securing that provision. The funds can be held directly by the parent/young person or managed on their behalf by the local authority, school/college.

EHC Plans (Education, Health Care Plan) An EHC [plan details the education, health and social care support that is to be provided to a child/young person who has SEN or a disability.



5. Principles

The guiding principles of the policy are:-

The home will give appropriate attention to each child/young person’s special

needs identified in their Statement of Special Educational Statement /

Education, Health and Care plans (EHC).

Provide maximum opportunities that are tailored to meet children/young

people’s individual needs.

Ensure specialist support and equipment is available for each child/young

person as required.

Celebrate each child/young person’s achievements and record progression.

To work in partnership with school to ensure consistent approaches.

Ensure a smooth transition into adulthood which includes careful planning and

preparation at an early stage.

Establish and maintain strong working relationships with parents, outside

agencies and other professionals to facilitate a holistic approach to each

child/young person’s development.

6. Monitoring and Compliance

Overall responsibility for the operation of the policy lies with the Registered Manager/

Head of Residential Services. The effectiveness of the policy will be formally

reviewed and monitored as a minimum on a 12 basis to ensure that it continues to

meet the requirements of The Foundation, the specific service area and that it

reflects best practice and statutory legislation as appropriate.



7. EDUCATION, HEALTH CARE PLANS – GUIDANCE

From 1st September 2014 transitional arrangements will be in place to support the

changeover from a Statement of Special Educational Needs to EHC Plans

(Education, Health Care Plans). The EHC plans aim to provide more substantial

help for children/young people through a unified approach that reaches across

education, health care and social care needs.

The Children and Families Act 2014 places a statutory duty on Local Authorities to

work with one another to assess local needs with a view to making sure that services

work together where this promotes children and young people’s wellbeing or

improves the quality of special educational provision. The whole process of EHC

needs assessment and EHC plan development must be carried out in a timely

manner. A local authority has 6 weeks to decide whether or not to carry out an EHC

assessment. The assessment process must take no more than 20 weeks.

The following principles and requirements apply to local authorities and those

contributing to the preparation of an EHC plan:

Decisions about the content of EHC plans should be made openly and

collaboratively with parents, children and young people. It should be clear how

the child/young person has contributed to the plan and how their views are

reflected in it.

EHC plans should describe positively what the child/young person can do and

has achieved.

EHC plans should be clear and concise, understandable and accessible to

parents/carers, children/young people, providers and practioners. They should

be written so they can be understood by professionals in any local authority.

In preparing the EHC plan the local authority must consider how best to

achieve the outcomes sought for the child/young person. The Local Authority

must also take into account the evidence received as part of the EHC

assessment.

EHC plans must specify the outcomes sought for the child/young person.

Outcomes in EHC plans should be SMART targets.

Where a young person or parent is seeking an innovative way to receive their

support services – particularly through a Personal Budget, but not exclusively

so – then the planning process should include the consideration of those

solutions with support and advice available to assist the parent or young

person in deciding how best to receive their support.



EHC plans should show how education, health and care provision will be

coordinated wherever possible to support the child/young person to achieve

their outcomes. The plan should also show how the different types of

provision contribute to specific outcomes.

EHC plans should be forward looking – for example, anticipating, planning

and commissioning for important transition points in a child/young person’s

life, including planning and preparing for their transition into adult life.

EHC plans should have a review date. (which should link to other regular

reviews, including the child in need plan or child protection plan reviews if

appropriate).

7.1 EDUCATION - PROCEDURE

All staff members within residential services must have high educational

aspirations for the children/young people in their care.

Recognise the value of schooling not only to promote educational attainment,

but also personal, social, emotional and behavioural development, and to act

as a spring board for future life successes.

Be committed and enthusiastic about the challenge of working together with

children/young people, their families and those professionals involved with

them, to support school attendance and encourage educational achievement.

Most importantly, all staff members within Residential Services recognise their role

as corporate parents and aim to act and think in a way towards the children/young

people they work with which is “at least what a good parent would do”.

To this end all staff within Bradbury View will adhere to the following guidance.

EDUCATIONAL GUIDANCE FOR RESIDENTIAL SERVICE STAFF

Creating the Right Ethos

Make Education a priority Display individual child/young person’stimetable

Show a keen interest in schoolwork on a daily

basis. Be informed Know who the key contacts are in school.

Display term dates and teacher training days.

Have high expectations Monitor progress and identify areas for development.

Encourage children/young people to have goals and plan for the future.



Dedicated education space Have space where children/young people can study.

Provide books and specialist resources to support education.

Have a computer with internet access.

Celebrate success and attainment Provide rewards

Give praise and encouragement at every opportunity.

Acknowledge achievements

Share success with family and relevant professionals.

Day to day support

Preparation for school Establish a morning routine to prepare for school.

Have correct uniform and personal equipment ready etc. Voca / I Pad.

Be aware of any problems that may arise

Make contact with school if you think there may be a problem on a particular day.

Be available during the day Be available to take phone calls.

Be available to go in if necessary.

Return from school Take a genuine interest in what the child/young person has done.

Ask to look at diaries, check for homework and any requests for the next day.

Homework Encourage and support the completion of homework/individual programmes.

Offer direct assistance by sitting with the child/young person to help them complete the work/take part in a task e.g. physiotherapy.

Offer indirect assistance by arranging educational activities.

Build up knowledge of subjects the children/young people are involved in.

Don’t be afraid to ask other members of staff for guidance about an unknown subject.

Be aware of other supports available Encourage participation in out of school clubs and activities.

Ask for help from a tutor if you feel a child/young person studying for exams may benefit.



That bit extra

Educational activities Organise visits to galleries, museums, theatres and sporting events.

Play games such as scrabble/lego?

Read together – magazines books etc

Help with revision for exams Know when the exams are and what will be in them.

Work out a revision timetable.

Help the young person get organised and structure their revision.

Make sure other residents respect and understand the pressure the young person doing exams may be under.

Help prepare for the future Know what the aspirations are for each young person.

Collect information that may help with planning for the future, such as prospectuses or job related literature.

Ensure Connexions are involved with young people.

Attend events Know when the consultation events are and make sure the young person has a representative to go.

Even if staff from the home do not attend get copies of reports, targets etc

Attend concerts, plays, fairs etc. if this is what the young person wishes.

Keeping Informed

Have a copy of the PEP to hand Be involved in the PEP meeting.

Encourage the young person wherever reasonably possible to be involved in the meeting.

Know what the key educational, training or work issues are for each young person.

Be aware of the targets in the PEP.

Know what the role of residential staff is in working towards these targets.

Know who is involved Work in partnership with all professionals supporting the education of each young person.

Know who the key support staff are in school and what his/her roles are.

Know which outside agencies are involved and



what their role is, such as RHELAC Team, Connexions, and Educational Psychology Service.

7.2 EHC PLANS FOR 19 – 25 YEAR OLDS

Young people with EHC plans may need longer in education in order to achieve their

outcomes, and make an effective transition into adulthood. However, this position

does not mean that there is an automatic entitlement to continued support at age 19

or5 and expectation that those with an EHC plan should remain in education until

they are 25. A local authority may cease a plan for a 19 – 25 year old if it decides

that it is no longer necessary for the EHC plan to be maintained. Such

circumstances include where the young person no longer requires the special

educational provision specified in their EHC plan.

8. PEP (Personal Education Plan) - PROCEDURE

It is the responsibility of the Social Worker to ensure that the PEP (Personal

Education Plan) or Pathway Plan is up to date. The PEP is an integral part of the

child/young person’s Care Plan and a statutory requirement, it records what needs to

happen for the child/young person to enable them to fulfil their potential.

It will be staff’s responsibility to ensure that children/young people who are looked

after by the local authority have the right to enjoy the same choices and access to

educational opportunities as all other children/young people have. The PEP is the

key to ensuring that children/young people:-

Have their educational needs identified.

Have support established to enable them to reach their educational targets.

Can decide whether they want their teacher to attend their Statutory Review.

Have an ongoing record of their education.

It is the responsibility for the social worker to arrange a date for the PEP within 7

days, to occur within 20 days of a young person coming into residential or changing

to a new school. The PEP should be updated after 3 months and then every 6

months on the same time scale as the Statutory Care Reviews. For pupils with

Special Educational Needs, good practice would link SEN reviews with PEP reviews

and therefore reduce the number of meetings required.



The PEP covers four areas:-

1. An Achievement Record (academic or otherwise)

2. Identification of developmental and educational needs – short and long term

development of skills, knowledge or subject areas and experiences.

3. Short term targets, including monitoring of progress.

4. Long term plans and aspirations – targets including progress, aspirations and

career Plans.

9. PUPIL PREMIUM – GUIDANCE

Pupil Premium (PP) was introduced by the government in April 2011. A fundamental

factor of academic achievement is poverty. Material deprivation can influence

educational outcomes by reducing the educational resources that families can

provide and by adversely affecting the home environment. Deprivation is commonly

associated with other factors which can influence children’s outcomes: SEND, ill

health, family stress, low levels of parental education and parental involvement in

their child’s education, low levels of cultural and social capital and low aspirations.

As a result there is a wide gap nationally between the attainment of children/young

people from deprived backgrounds including children who are looked after. Pupil

Premium is given as a fixed amount. The Department for Education has stated that

schools: ‘are free to spend the pupil premium as they see fit’. However, as with all

public money the school will be required to spend the grant for the purpose that it

was intended and will be held accountable.

Within Residential / short break services the home will work in partnership with the

school to identify any gaps in provision for children/young people who are looked

after.

10. PERSONAL BUDGETS – GUIDANCE

Young people and parents/carers of children who have EHC Plans have the right to

request a personal Budget, which may contain elements of education, social care

and health funding. A Personal Budget is an amount of money identified by the local

authority to deliver provision set out in an EHC plan where the parent/young person

is involved in securing that provision. Local partners must set out their joint

commissioning arrangements for agreeing Personal Budgets. They would need to

agree a formal approach to making fair and equitable allocations of funding and

should set out a local policy for Personal Budgets that includes:



A description of the services across education, health and social care that

currently lend themselves to the use of personal Budgets

The mechanisms of control for funding available to parents/carers and

young people including:

Direct payments – where individuals receive the cash to contract,

purchase and manage services themselves.

An arrangement – whereby the local authority, school or college holds the

funds and commissions the support specified in the EHC plan (these are

sometimes called notional budgets)

Third party arrangements – where funds (direct payments) are paid to and

managed by an individual or organisation on behalf of the child’s parent or

the young person.

A combination of the above.

11. VIRTUAL SCHOOL HEADS (VSH) - PROCEDURE

It will be the keyworkers responsibility to make contact with the Virtual School Head

in relation to a child who is deemed to be Looked After and in receipt of residential

services. The new Children and Families Act makes the role of the Virtual School

Head a statutory requirement for each local authority. All local authorities must have

a virtual school head (VSH) in charge of promoting the educational achievement of

the children looked after by the authority that appoints them. The Virtual School

Head gives extra funding called Pupil Premium to assist in raising education from

reception to year 11. Amount given will depend on age. The school will be

accountable for this funding.

12. USE OF DATA AND RECORD KEEPING

The educational attainment of most children/young people with special educational

needs is below national standards. However, the educational achievement of

children/young people accessing residential / education services are outstanding

overall. This is a direct result of the high quality of teaching and therapy delivered

and the commitment to continuous development, improvement and high

expectations, aspirations and partnership working.

This grade is supported by rigorous analysis of data. Children/young people have

very low starting points on entry into education services. Data systems in school are

far reaching and rigorous and accurately detail attainment and progress. This

improves outcomes through detailed target setting, which underpins innovative

curriculum design and development. Progress is maximised through individualised



interventions and programs, leading to high levels of improved outcomes for

children/young people. IASEND (and previously PIVATS) standardised assessment

and examination results each provide rich information, which is analysed

meticulously, in order to inform and target future school improvement and curriculum

and therapy planning. Individual targets are created for children/young people

through IASEND progress, EHC outcomes and therapy targets. Information relating

to any child/young person not achieving their predicted targets or those making less

than optimum progress is scruitinised and assessed by the by the AD (an EP), senior

staff and the class team in order to identify and overcome difficulties. Therapists and

teachers work and plan together to assess, monitor and evaluate progress and

achievement. Targets are set for each child/young person that are suitably

challenging and are monitored, recorded and tracked. Evidence is collated in

children/young peoples’ Personalised Learning files held within school.



Element Monitored

Lead Person

Tool Frequency Reporting Arrangement

Lead Person - Act on

Recommendation

Lead Person – Dissemination

of Lessons Learned

E.g Adherence to policy

Policy Author

Audit Annually Policy Author Policy Author

Documents

EDUCATION STANDARD POLICY & PROCEDUREsmartfuse.s3.amazonaws.com/4a303ebd56daa8dd74bcfa44797838e2/... · Xxxx Policy/procedure: Issue date: Version No: 1.0 Status: Approved Review