herts minds - the grid€¦ · herts&minds issue 32 winter 2016 a publication from the virtual...

Herts&MindsIssue 32 Winter 2016 A publication from the Virtual School for children looked after

This year has been a year of change and development in the work promoting the education of children in the care system, both nationally, regionally and in Hertfordshire.

Improving the educational outcomes for children in care is a priority for national and local government. The evidence is clear that their life chances are significantly improved when the children we look after achieve good educational outcomes that match their potential. Hertfordshire County Council is the corporate parent for children in care and takes moral and professional responsibilities very seriously. The work to promote educational achievement is led by the Hertfordshire Virtual School.

In 2016 the Hertfordshire Virtual School will look different with a team of 6 new advisers joining the school as part of the re-organisation of the way we work with schools, social workers, carers and young people. They are:

Warren Tredgett-Brady: Secondary Schools: Three Rivers, Hertsmere, Welwyn and Hatfield

Andrew Martin: Secondary Schools: Broxbourne, East Herts, Stevenage, North Herts

Elizabeth Kirk: Primary Schools: Dacorum, Watford, St Albans

Katharine Passmore: Primary Schools: Three Rivers, Hertsmere, Welwyn and Hatfield

Jason Weinrabe: Primary Schools: Broxbourne, East Herts, Stevenage, North Herts

Deborah Laurie: All children in Residential Homes and referred to the Adolescent Resource Centre (ARC)

As part of the developments to the service, Pauline Williams, Education Adviser, will be taking up a new role with the adoption team to advise schools, social workers and adopters on the education of children who are adopted from care. Pauline will take up this new role in January 2016.

As part of the many changes, we will be saying ‘Goodbye’ to Marcus Cooper who has helped to develop the Virtual School in the past 2 years, in his role as Lead Adviser. Marcus will be leaving the authority to work in Southwark for three days a week and will be the Senior Education Manager for Hertfordshire for the remainder of the week. We wish him all the very best in his new role.

W E L C O M E T O

H&M

Following an evaluation of outcomes for children in 2014 we have now put in place the following changes:

1) Commissioned Herts for Learning to make an annual entitlement visit to every Hertfordshire school, Academy and setting with children looked after on roll to review the progress and achievement of every child looked after.

2) Allocated an Education Adviser to each school with a child looked after on roll, to have a continuing dialogue with the Designated Teacher and /or the senior leadership to provide advice, guidance and support and challenge during a termly visit.

3) Encourage school leaders to participate in the half day Virtual School Quality Assurance programme that remains a free service to Hertfordshire schools.

In September, the Virtual School introduced the Hertfordshire web-based Personal Education Plan (ePEP). The new web-based format has streamlined the educational planning process using pre-populated information for the social worker fields and requiring the school to create, implement and own the educational targets in the action plan.

To date over 50% of children looked after have had a planning meeting using the new ePEP format. Evaluations from teachers and social workers have been positive.

The following Head teacher comment is typical of an evaluation of the new process;

‘I like the e-pep process and accessibility (once you've worked it out etc). It should make future reference to documentation easier. The emphasis on much of the admin work now seems to have shifted to the DT, where as previously this was from the member of staff from the virtual school.’

Virtual School Education Advisers will no longer routinely attend all PEP planning meetings as that work should be the result of quality dialogue between the social worker and the school. They will however, visit the school termly to review all ePEPs for quality.

The Pupil Premium Plus funding has been audited in all schools this year. A full report has been written and shared with DfE as Ministers are looking for evidence of the impact on the progress of children in the care system.

Herts&Minds Issue 32 Winter 2016

1

The Employment Excellence Programme

The Employment Excellence Programme offers the equivalent of one day of careers advice and guidance to all children looked after in year 7 – 11. The programme has run for one year and we have seen the first cohort of year 11 students transferring from school to further education. The Virtual School Personal Advisors have reported a significant improvement in the decisions young people have made regarding their choice of course. This has improved the quality of their transition and stability in college. Last year 28 young people changed courses in the first term compared with 9 this year. This improvement means that fewer young people had their education disrupted and were at risk of dropping out.

The Local Authority Ofsted Inspection

The Virtual School was a key element of the recent Local Authority Ofsted inspection of services for children in need of help and protection, children looked after and care leavers that judged Hertfordshire to be ‘Good’ in November 2015. The reported noted that; ‘Children looked after are well supported in their education by the Virtual School’. Many of the key work streams of the Virtual School, for example, training, the tracking of educational achievement, support for young people on part time, alternative provision and those placed at a distance, were all commented upon positively. The support for care leavers was recognised as being strong.

The HERTS Awards

The annual Herts Awards ceremony took place on the 15th of November at the Watford Colosseum. The ceremony is part of the process to raise aspiration within the in-care cohort and those that teach and care for them. The theme of the evening was, ‘A night at the Movies’. The ceremony opened with a ‘Grease Medley’ which was performed by over 20 students from The Bushey Academy. During the afternoon over 200 young people had their achievements recognised.

Over the previous 9 weeks a group of young people had worked intensively with ‘The Sons of Pitches’, the winners of BBC television programme The Naked Choir (hosted by Gareth Malone) to create a Virtual School a capella group. The group ‘Undisputed Melody’ performed ‘The Eye of the Tiger’ at the Award ceremony to rapturous applause – see page 24 for the full story.

I am sure everyone has had a very busy year in 2015 but I can see that a great deal has been achieved. I look forward to working with you all in 2016.

With very best wishes,

Felicity


2

Virtual School Head01992 555926

Primary School (including BESD schools)Education Advisers:

Dacorum, Watford, St Albans: 01992 55543

Three Rivers, Hertsmere, Welwyn & Hatfield:01442 453514

Broxbourne, East Herts, Stevenage & North Herts: 01442 453864

Secondary School (ESCs and BSED schools)Education Advisers:

Dacorum, Watford, St Albans: 01442 453320

Three Rivers, Hertsmere, Welwyn & Hatfield:01442 453514

Broxbourne, East Herts, Stevenage & North Herts: 01438 843964

Manager for Education, Training & Employment for Care Leavers01707 346617

www.thegrid.org.uk/virtualschool


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PEP COMPLETION PROCEDUREKEY FOR RESPONSIBILITIES:

NB PRESS ‘SAVE’ AFTER EVERY PAGE

IMPORTANTTARGETS ARE TO BE SET AT THE PEP MEETINGPEP MUST BE REVIEWED EVERY TERM

ePEP Co-ordinator(PEP Co)

Social Worker(SW)

Designated Teacher(DT)

Foster Carer(FC)

SW organises PEP meeting date withDT and Carers. Enter date into ePEP

SW logs into ePEP and adds to andchecks the details in Section 1 –

‘General and Personal’

PEP Co selects 10% ofePEPs completed

monthly for QualityAssurance

PEP Co checks ePEP is complete andprints copy for FC. PEP Co uploads

the document onto Live Link

After the meeting, DT presses ‘Updated andFinished’ to finalise the plan. This should be done

within 5 school days.

DT to lead the meeting recordingminutes of discussion and action

plan targets in the ePEP (Sectioin 5/6‘Next PEP meeting’ and ‘Action

Plan’)

Before the PEPmeeting

FC attends themeeting. They

contribute to thetarget setting and

discussion.

FC maintains contactwith the DT

During the PEPmeeting

After the PEPmeeting

DT logs on to ePEPand confirms ePEPdate as correct andcompletes Section 2

‘Education’

DT completesSection 4 ‘Pupil

View’ with youngperson

DT completes Section 3‘Attainment Levels’

After the meeting SW presses‘Updated and Finished


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Social Worker1. When the child comes into care, the allocated Social Worker ensures all details are correct on LCS.

2. ThefirstPEPmeetingshouldbebookedwithin14 school days.

3. New CLA are added to the ePEP system by Welfare Call every Wednesday.

4. You will receive an ePEP login and your new CLA cases will be added to your existing ePEP caseload.

5. Log on to the system and check your caseload is on there. Also check that the PEP date is correct.

6. Arrange PEP meeting in school with the Designated Teacher, Carer and yourself.

7. Complete the General and Personal section of the ePEP.

8. The Designated Teacher will complete the rest of the document.

9. After the meeting, log on and check that the document is fully completed, press ‘PEP updated andfinished’.

10. If you feel it is appropriate, print a copy and send to birth parents.

Designated Teacher1. Welfare Call adds any new CLA onto the ePEP system every Wednesday. You will receive your ePEP log in fromWelfare Call if you are a new user.

2. New CLA will be added to your existing ePEP pupils by Welfare Call.

3. Log on to the ePEP system and check the PEP meeting date is correct.

4. Complete pages 2, 3 and 4.

5. Complete pages 5 & 6 during or after the meeting.

6. Contact class / subject teacher for guidance to prepare targets for accelerated progress in the action plan.

7. Attend and lead meeting.

8. Record minutes and action plan.

9. Afterthemeeting,press‘PEPupdatedandfinished’.

Foster Carer1. Attend the PEP meeting.

2. Contribute to the target setting and the discussion.

3. Maintain contact with the Designated Teacher

ePEP Co-ordinator1. he ePEP Co-ordinator will monitor the completion of the document and distribute a hard copy to foster carers.

2. The ePEP Co-ordinator will upload the ePEP onto ‘Live Link’.

3. The ePEP Co-ordinator will ensure that logins are sent to the Social Worker and schools.

Remember to press save at the end of every pagePEP MUST BE REVIEWED EVERY TERM

ePEP Completion

Process


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Herts for Learning has been working with Hertfordshire County Council’s Virtual School for Children Looked After (CLA) to publish a series of case studies on best practice in supporting CLA in Hertfordshire.

The case studies for the Virtual School were written as a result of the Virtual School Head’s annual audit of all schools in receipt of Pupil Premium Plus for children looked after by Hertfordshire. The case studies involve nine schools, three primary and six secondary, that have demonstratedsuccessinraisingboththeprofileandprogress of Children Looked After. The case studies aim to capture the effective approaches and practice demonstrated in the schools visited and without exception, the chosen schools were ambitious for all of their Children Looked After.

Through the use of effective data analysis and intervention, these schools were able to make informed choices to maximise the impact of the Pupil Premium Plus grant. Whilst the schools were very aware of the needs of CLA, the provision and support clearly formed part of the schools’ overarching drive for high standards and achievement for every pupil.

Here are some summaries from the CLA case studies produced:

Camps Hill Community Primary School is a larger than average sized primary school located in the Stevenage district. There are currently seven CLA on roll. Due to the high numbers of CLA and theirveryspecificneeds,theroleof the Designated Teacher (DT)

is shared between the Headteacher and a Pastoral Care Manager. The school works hard to ensure CLA settle quickly through integration meetings with the previous school, carers and social workers. The Personal Education Plan (PEP) is a collaborative process in which the views of the school and pupil are valued. The school has used Pupil Premium funding to facilitate a wide range of interventions including 1:1 tuition in literacy and numeracy, small group SATs preparation support, targeted guided activities with a teaching assistant, support with extracurricular clubs and culture groups. CLA at Camps Hill are making good progress either socially and academically, making or exceeding age related expectations.

Central Primary School is a smaller than average school located in Watford, although the percentage of pupils eligible for pupil premium plus funding is above average. The Headteacher is directly responsible for CLA and

is involved from the initial stages of their entry into the school, through to supporting them with moving to new schools or placements and coping with the adoption and guardianships process. At Central Primary School, CLA are often given opportunities to take part in ‘pre teaching’ activitiestobuildconfidenceandself-esteem,suchasswimming lessons before the rest of the class. Children LookedAfteraremakinggoodprogress.Overstaffinginclasses, particularly in upper Key Stage 2, has supported rapid and accelerated progress for the school’s most vulnerable group of pupils.

Redbourn Infants’ and Nursery School is a two form entry community school located in the St Alban’s district. The school hasfiveCLAonrollandhasrecently supported two children through the adoption process. The Headteacher, Deputy Headteacher,

Inclusion Coordinator and Designated Teacher are part of a dedicated team responsible for CLA. The school has designed and regularly updates individual case studies oneachCLAprovidingaliverecordofspecificfactorsaffecting each pupil’s progress. A weekly CLA social group enables CLA to spend an afternoon together and discuss topics of their choice. The school has created a provision map which tracks both the allocation of resources for CLA and spending against intervention and impact. The Local Authority as noted that ‘support for the most vulnerable pupils is excellent’ at Rebourn Infants’. Speech and language interventions and the Smart Moves programme havebeenparticularlyeffectiveinthedevelopmentoffineandgrossmotorskillsandboostingconfidence.

Best practice in supporting Children Looked After (CLA) in Hertfordshire


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Rickmansworth School is a larger than average sized secondary school located in the Three Rivers district. There are currently three CLA on roll at the school. The Assistant Headteacher is the Designated Teacher (DT) for CLA and is responsible for allocating all pupil premium funding. A pastoral care

worker supports the DT, and together meets with the CLA on a regular basis to discuss what further support they need. This gives the CLA part ownership of the control of the Pupil Premium Plus spending. The use of 1:1 tuition inMathematicsandEnglishhashadsignificantimpacton the progress of each student. Examples of the use of pupil premium funding include support with buying core textbooks, music lessons, Easter Revision School and activelearningweeks.ForCLAandotherpupilswhofinditdifficulttocopewithinaclassroomenvironment,theschool uses its pupil premium funding to provide them with alternative provision in the Building 1 zone; a closely located establishment giving individuals insights into various building trades. The school also targets its funding to support the social integration of CLA pupils, who are offered fully paid trips and residential visits. Data indicates that all CLA at the school are making better than expected progress.

Presdales School is a secondary school for girls, located in the East Hertfordshire district. There are currently two CLA on roll. The Assistant Headteacher is the DT for CLA and is responsible for the allocation and monitoring of interventions. The school

offers focused and personalised 1:1 tuition and revision support, which has proven to be effective in accelerating progress of CLA. The DT regularly tracks the progress of CLA using school data, reports, personal interviews with CLA, discussion with class teachers and PEP meetings. This information is used to determine the allocation of pupil premium funding. 1:1 tuition is a key driver in supporting the progress of CLA and is currently offered in a range of subjects. The DT has discussions with CLA to evaluate the qualitative impact of tutoring every six weeks. As a result, tuition is not extended if the student has achieved tuition goals or alternatively can be extended if need be. 1:1sessionshavehadasignificantimpactontheself-esteem,confidenceandprogressofCLA.Inallcasestheattainment of CLA has improved following courses of 1:1 booster tuition in different subjects during the year. All CLA are on track to make expected progress.

The Verulam School is a larger than average-sized secondary school for boys located in the St Albans district. The school currently have three CLA on roll. The Headteacher, Assistant Headteacher and the Designated Teacher are collectively responsible

for CLA. The strategic positioning of these roles within the senior leadership team has resulted in CLA being a key priority for all staff. The Assistant Headteacher is responsible for the allocation and monitoring of the pupil premium funding which has been used to provide a wide range of interventions including extended Connexions advices, study support, after school lessons, extra GCSE support, small group teaching, residential visits and school trips. All CLA at Verulam are on track to make expected progress, with two thirds making above the expected progress.

The Highfield School is a larger than average secondary school located in the North Hertfordshire district. The school has considerable experience of CLA and is currently support six students. The Deputy HeadteacheratHighfieldSchoolisalsothe Designated Teacher and is responsible for the allocation and monitoring of the

impact of Pupil Premium Plus funding. A wide range of interventions for CLA are planned and include 1:1 tuition, access to a named key worker, the provision of study materials, music lessons and additional small group support. All intervention and support is bespoke and planned in order to meet the student’s individual needs. Theuseof1:1tuitionhashadasignificantimpactontheprogressofidentifiedstudents.Keytothisprogresshas been the use of in house staff to deliver the tuition sessions. Tutors, known to the students, work in close collaboration with class teachers to identify key gaps in knowledge. All CLA are also assigned a key worker who is in daily contact with them and regular contact with carers. Children Looked After are making good progress. In the majority of cases they are on trajectory to meet targets/ age related expectations.


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Sir Frederic Osborn School is a smaller than average-sized secondary school located in the Welwyn/ Hatfield district. There are currently seven CLA on roll. The Assistant Headteacher is the DT for CLA and is responsible for managing their wellbeing and academic progress. A pupil premium coordinator monitors pupil premium spending. CLA are encouraged to identify their own ‘champion’ who they see on a day-to-day basis, most of them choose their form tutor or pastoral Director of Learning. The school receives a higher than average amount of pupil premium and pupil premium plus funding which gives it flexibility to provide CLA with a range of interventions including 1:1 tuition in English and Mathematics, educational and non-educational visits, access to additional support with higher level teaching assistants, revision classes, counselling and behaviour coaches. Current data indicates that CLA at the school are making good progress and most are on trajectory to achieve age related expectations across key stage 3 and 4. 1:1 tuition and literacy interventions have been the key to narrowing the achievement gap in a very short space of time.

The Bushey Academy has 1042 The Bushey Academy has 1042 The Bushey Academystudents and currently supports six CLA. The Vice Principal is the DT and is responsible for the allocation and monitoring of the impact of Pupil Premium Plus funding. The academy’s strategic approach is to focus primarily on progress in English

and Mathematics through the use of intensive 1:1 tuition, supplementing the teaching in the classroom. More holistic extra-curricular approaches, such as summer camps, field trips and music lessons, support confidence and self-esteem. However all intervention and support is bespoke and planned to meet the student’s individual needs. CLA attend PEP review meetings ensuring that they feel part of the decision making in terms of how funding will support them. The use of 1:1 tuition has had significant impact on the acceleration of academic progress. Ongoing review of this provision has seen a shift from the use of external tutors to the delivery of tuition by the academy’s own English and Mathematics teachers. To boost confidence in their learning and leadership skills, the DT encourages greater involvement of the students in the ‘Principal’s Challenge’ award. This scheme recognises their participation, over the academic year, in enrichment activities, attendance at clubs and the demonstration of leadership skills. All students are on track to either meet or exceed their age related expectations at the end of key stage 4.

The full version of each school’s CLA Case Study is accessible from this website: http://www.hertsforlearning.co.uk/content/closing-gaps


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The Employment Excellence Programme which aims to raise the aspirations and ambitions of children looked after by providing a variety of information, advice and guidance (IAG) and work related learning (WRL) activities has continued into its second year, after a successful pilot year in 2014/2015. So far the programme has supported over 200 Hertfordshire children looked after placed both in and out of county by providing one to one Information, advice and guidance support and Work Related Learning Opportunities such as work experience and employer visits to Hertfordshire children looked after.

One young person who now attends college and is undertaking a level 2 vocational course spoke positively about the support they received via the Employment Excellence Programme during year 11. The young person advised on how their Employment Excellence advisor had supported them in applying for work experience in a charity shop and provided advice and guidance on how

to approach employers when enquiring about positions. They were offered advice on what they could do after their college course and the opportunity to discuss different types of jobs. The young person was also positive about how their employment excellence adviser informed them that they could go and access support from their Youth Connexions One Stop Shop whenever they liked.

If you would like further information about the Employment Excellence programme and how it can support Hertfordshire children looked after then contact IAG Development Worker, Louise Rigby from Hertfordshire Youth Connexions on 01438 844602 and [email protected] or Aidan Moffat from the Virtual school on 01707 346617 and [email protected]

Raising aspirations and ambitions of Children Looked After


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The opportunity to encourage a love of books and reading in order for children to develop their learning is undertaken by the Virtual School by participating in the Booktrust Letterbox Club, which supports children looked after aged 5 – 13.

Those children who were selected to be part of the Letterbox Club in 2015 have enjoyed another spate of brightly coloured parcels arriving at their door from May to October. The selection process is initiated from data collected from schools, looking at each child’s reading levels,andthenfilteredusingvariouscriteriatoderivethefinalshortlist.

Managed by Booktrust and in partnership with the University of Leicester, Letterbox Club is a programme which has been successfully used by the Virtual School since 2009. Books are provided because of their content and interest rather than by reading level, and each parcel of books also includes maths activities and stationery. The book selection is made by the panel at Booktrust, and the package also contains a personalised letter explaining what isinit.Agoodvarietyofbooks,includingfact,fictionandreference, are included. This year, titles included were:

• Orange parcels – Hello Dudley by Sam Lloyd and The Day the Crayons Quit by Drew Daywalt & Oliver Jeffers

• Blue parcels – Meerkat Mail by Emily Gravett and The Jolley-Rogers and the Ghostly Collection by Jonny Duddle

• Red parcels – Fantastic Mr Fox by Roald Dahl and Harry Potter and the Philosopher’s Stone by JK Rowling

• Green parcels – Cloud Busting by Malorie Blackman and Hard Nuts of History by Tracey Turner

• Virtual School Book Club – Out of this World by Ali Sparkes, Young Bond by Charlie Higson and Journey to the River Sea by Eva Ibbotson

The Virtual School Book Club was introduced in 2014 for our higher level readers in Year 7/8. This has been developed with assistance from the Hertfordshire Library Service and has been well received – further enhancements are planned for 2016.

Formanychildrenit’sthefirsttimetheyhavehadaletteroraparcelthroughthepost,andforsomeitisthefirsttimethey have had books which truly belong to them. Many of the children enjoy the process of receiving and opening the parcel before discovering what hides inside. Adults are pleased to have reading material with which they can support the child’s reading.

Feedback has been favourable again this year: “Absolutely loved receiving the parcels and looked forward to the next one.”

“Write Your Own Stories book has been inspirational for… and she is constantly walking about with it and writing in it. A real winner.”

“… enjoys receiving his parcels. I think there is a good mix of genres and materials, so all tastes/preferences are covered.”

“Great concept – children love it and look forward to receiving the next one! Keep it going please.”

“… has enjoyed receiving the parcels each month, often asking when the next one is due to come.”

If you are a carer whose child is not selected for either Letterbox Club or Virtual School Book Club, please do still get in touch with us and we can provide you with suggested reading lists for the children, including books that are available at the library. Email: [email protected] with ‘reading list request’ in the subject line.

Letterbox Club and the Virtual School Book Club


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To support schools and settings to raise the

achievement of all Children Looked After (CLA)

• Effectively implement the electronic personal education plan (ePEP in schools and settings for all CLA

• Track and improve outcomes for the most vulnerable CLA from early years to post 16 including: children with special educational needs and disabilities, asylum seeking minors, children and young people at a distance, and in residential care

• Engage and train Early Years practitioners to improve progress and transition for CLA.

• Negotiate with further and higher education providers better systems of support for vulnerable care leavers to improve access and attainment • Improve attendance rates for Children Looked After

Improved Joint Working

• Develop the Virtual School to meet both local and national priorities.

• Broaden the Virtual School brief to include advice and guidance for children and young people post care

• Commission ‘Herts for Learning’ to drive improvement in outcomes of children looked after

To track and support the improvement of CLA progress

using data analysis and precision intervention

• Improve outcomes for children and young people to achieve their best at the end of all key stages and post 16.

• Robustly track data within the Virtual School information management system to support target setting and effective intervention

• Improve tracking and analysis of achievement in early years and post 16.

• Ensure effective governance and impact of Pupil Premium Plus in all schools with Hertfordshire children.

• Link implementation of the ePEP to Pupil Premium Plus allocation and strengthen scrutiny.

• Collect and analyse early years data

• Train and engage early years settings, including private, voluntary and independent (PVI) settings and Children’s Centres.

• Strengthen the process to support theidentificationofvulnerable children and care leavers at risk of child sexual exploitation or radicalisation.

Building capacity of stakeholders and partners

• Ensure effective implementation of the ePEP with all partners.

• Embed Employment Excellence programme for all CLA in years 7-11 with Youth Connexions

• Develop additional employment training opportunities for CLA and care leavers

• Increase percentage of care leavers in further education completing courses

• Develop a strategy to support schools to improve progress in reading and writing throughout all the key stages

• Develop new and sustain existing focus group activity with carers, social workers, designated teachers

• Inform and train governing bodies in respect of their statutory responsibilities, particularly for Pupil Premium Plus.

• Increase employment skills and work readiness for care leavers and reduce the number not in education, employment or training (NEET)

• Provide opportunities for young people to express their views about education to support planning of services for them.

Virtual School Priorities for 2015-16


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The Higher Education service at the Virtual School offers a specialist and coordinated service for carer leavers. It aims toprovideaneducationaljourneywhichnotonlyenablescareleaverstogrowintoconfidentyoungacademicsbutalsoempowers them to continue with more advanced education. The ultimate goal is to ensure they have a stable platform which enables them to be highly successful and achieve rewarding careers.

My work involves collaborating with universities and FE colleges in sourcing suitable higher education opportunities. I also assist with admission procedures, providing information, advice and guidance on ongoing pastoral support, exploring studentaccommodationandfinancestoensuremyclientgroupmaximisestheirhighereducationexperience.Ithriveonbeing able to create a responsive and solution focused service that manages the needs and expectations for students. Our higher education students are our pride and joy; here are some pictures from memory lane 2010 – 2015, in order of pictures I would like to present the following graduates:

• Zoe Horan – BSc in Psychology (2014) MSc in Nutrition (2015)• Jennifer Stollar- BSc in Speech and Language Therapy (2015)• Dritan Ndreu – BA Multi Media Design (2012)• Tewelde Tsegay – BSc Electrical Engineering (2015) MSc in Advance Engineering design (2017)• Natasha Sharpe – BA in Human Resource Management (2012)• Marie Booker – BA in Advertising (2014)• Lee Balmer – BA in Travel and Tourism (2015)• Ruqsar Gilbert – BA in Childhood and Youth Studies (2015)• Daniel Kerr – BSc in Social Working (2010) • Jessica Galey – BSc in Criminology (2015) - MSc in Countering Organised Crime and Terrorism (2016)

Educat on ServiceThe H gher

A total of 49 care leavers graduated from 2009 – 2015 all of which have been supported by Hertfordshire County Council (Virtual School). 2016 will be an extremely proud moment for the Virtual School with a potential of 18 graduates.

Higher Education Coordinator for Care Leavers: Gursharen SandhuTelephone Contact details for Gursharen: 01438 844878 or 07580 744233Email address for Gursharen: [email protected]


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Tracey’s Higher Education story

Entering into higher education was nothing like I expected; you always hear it will be hard; with

budgeting and being away from family, and taking on a wealth of responsibility that you have never had

before. Even so, I started University thinking that all of this would not apply to me; I was ready for the

freedom and was yearning to move away and have my space, my own money, and a new start. But it

was tough. I suppose if you love social events, and staying out to the early hours in hot, sweaty clubs,

withloudmusicandthealcoholflow

ing,meetingawealthofpeople

whoyouwillneverrememberinthe

morning-youwouldlove

firstyear.Ifyoudonotm

indlivingoncheapfastf

ood,andlivingindigsw

ith

strangers, who may or may not steal the last of your food in the fridge and who will drive you crazy with

messinessanddisorganisa

tion-youwouldlovefirs

tyear.ButIwasn’toneo

fthesepeople;beingqui

te

introvert, I only craved the company of people I knew well, who were now far away in other Universities,

creatingtheirownlivesa

ndfindingthemselves.Ifelt

likeIhadbeenthrownin

tothedeependwith

movingtoLondonandsta

rtingataUniversitythat

forcedyoutofindyouro

wnwayaround,andthe

artificial,latenight,drunk

enrelationshipsIhaddev

elopedwithmyflatmatesjustdid

n’tsuffice.There

is almost a sense of being lost for a while – you have worked so hard to be accepted into “that perfect

University”–thatonceyo

uareactuallythere,unle

ssyouhaveaveryspec

ificcareerpathinmind–you

have no idea what you are working for anymore, and the stable backbone of education that kept you

keen and kept you stable, falls away, so that you are left with your own vulnerability and no idea of how

tomoveyourselfforwardand

findafocus.Havingnot

attendedacampusUnivers

itymadeadifference

too; not only do you have to concentrate on your own time management, and budgeting, and studying,

you have to negotiate travel times: tubes, buses and trains, and the hostility of a place that moves

quickly and will not slow down for a lost student. I guess a lot really has changed in one year; the only

thing that was certain was the help and support of the Virtual School, one individual in particular. They

are someone to call when you need anything at all, even just someone to talk to about how you are

feeling. At my worst times, when I have been penniless and panicking, or just going through a tough

phase with personal issues, I have been looked after by the virtual school, and forced back onto my

feettotryagain.SoIam

stillatUniversity,stillwo

rking,stillfindingmyself,andIa

mastepcloserevery

day. Higher education is the best and worst thing you can do; but ultimately the best aspects win out,

because you reassess yourself, your goals, what it is you really want, and it really is the making of you;

all of which, I feel, wouldn’t be possible without the virtual school and Gursharen.


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Ed’s Higher Education Story Despite my rough upbringing and destabilised life I have strongly believed that I am not going

to let this hold me back and that I am going to take of control of my life, where I want to go and

what I want to do. This has been a fundamental motivating factor as if you ask yourself at this

moment in time: is your life in your own hands? The answer is yes, your life at the moment is in

your own hands and you have all the power to decide where you want to go with it. thing that has always been important and meaningful to me throughout my whole life is my

education.AfewyearsagoIdiscoveredlawandthepassionIfeelforpracticinginthisfield

for my career is indescribable. I further believe that it is important to consider, before you go to

University and undertake your degree that you choose a subject that you enjoy doing, what you

are capable of doing and something that you feel you will be able to forge a career out of. The sole reason for my recent success at University has been my desire to not let my past

hold me back. Recent results have included me achieving a 75% average in my 2nd year at

University, I have recently started my 3rd year at University and so far I have achieved a 67% in

one assignment whilst achieving a 90% result and an 80% in two law tests, I am still awaiting

further results. I recognise that that is one other aspect of myself that has really developed and

helped me throughout my educational journey: the urge for not wanting to be second-best; it is

heavily advised that if you decide to go to University, then be as critical as you can with all the

assignmentsyoudo.Itwilldefinitelydevelopyouracademicresultsasitwillensurethatyouare

not pulled up by the marker on little things; I have found that this can be the difference between

achieving a 2:1 and a 1st class mark. Finally, I reiterate my recent point that what inspires me to succeed is to leave my rough

upbringing behind and not let it affect me. I have the desire to forge myself a successful career

and forget the unpleasantness of my earlier years.


14

Arangeofcoursesforsocialworkers,carers,designatedteachers,schoolsandIndependentReviewingOfficersaredelivered by the Virtual School to support colleagues in understanding their roles and responsibilities in promoting the educational achievement of Children Looked After. Training courses and events ensure:

• Aspirations are kept high for all Children Looked After• The Personal Education Plan is a high quality effective tool to support personalised learning of every child• Effective research based strategies to narrow the attainment and progress gap are in place

Training Course Testimonials

‘Very helpful in being able to prepare myself and my child for his educational journey’

The New Primary Curriculum for Carers, January 2015

‘It was most useful to be able to run through phonics taught in school year by year, so I can support my child with a consistent approach to the school and also benchmark his progress’

Applying Phonics for Carers, February 2015

‘Thank you for the training. We are all really excited about the ePEP and think it will help to put in place good transition and support for our CLA’s’

ePEP training for designated teachers and social workers, February 2015

‘I have been to ePEP training in other counties and this training was more in depth and informative. The paper guide is also very useful’

ePEP training for designated teachers and social workers, February 2015

‘Good clear strategies and tips. Great handouts to keep and share. Easy to take in and explain to others’

Supporting Children Looked After in Schools for Learning Support Assistants, February 2015

‘As a new Designated Teacher, this has helped to give me an idea of expectations, routines and funding’

New Designated Teacher Training, September 2015

‘Reiterating the importance of being aspirational, positive and challenging. Both main speakers spoke about this in different ways, in life and in education, as carers and also for our young people’

Carers Conference, March 2015

‘The training days are always excellent, so worthwhile, in a busy schedule, I learn so much. The training inspires me to try harder for the students I work alongside and encourage staff to be more proactive and understanding’

Designated Teacher Training Conference, October 2015

‘Feel very inspired to continue to stay positive regarding education and inspired to support and let them grow more. Independence with our nurture was one of the key messages’

Carers Conference, March 2015

‘I really appreciated the generosity of Herts VS in inviting me to attend. A fascinating and thought provoking day. Revisiting some areas and discovering new ones. The energy and discussion was great. Thank you’

Designated Teacher Training Conference, October 2015

Here are some testimonials from 2015 courses and events:


15

Training Courses 2016

Course Target Audience Date and time Venue

New Designated Teacher Training

Designated TeachersWednesday 24 February 20169:00 – 11:00 OR 13:30 – 15:30

BealesHotel,Hatfield

Designated Teacher Briefing

Designated Teachers

Wednesday 2 March 20168:30 – 10:00

Hertfordshire Development Centre


Wodson Park, Ware


MET Bushey Sports Club

The Key Stage 3 Curriculum -

keeping the paceCarers

Thursday 1 March 20169:30 – 12:30

Holiday Inn, Hemel Hempstead

Tuesday 12 May 20169:30 – 12:30


Carers Education Conference

CarersThursday 5 May 2016

10:00 – 13:00Hertfordshire Development Centre

Designated Teacher Briefing

Designated Teachers

Wednesday 22 June 20168:30 – 10:00

Wodson Park, Ware

Wednesday 22 June 201613:00 – 14:30

MET Bushey Sports Club

Wednesday 22 June 201616:15 – 17:30


You can book your place now by:• Fax: complete the section below and send to 01992 588512

• Email: using the section below, send your details to [email protected]

• Telephone: 01992 556915

Placesarelimitedsowewilloperateafirstcomefirstservebasis. Cost: Free of charge

Name:

Address:

Contact Telephone Number:

Contact Email Address:

Course and Session Time:


16

Specialist foster care There are currently more than 1000 children and young people looked after in Hertfordshire with the majority living with foster carers. Although most looked after children do well in foster care, there are some young people whostruggle to live in traditional foster homes. Most of these young people have experienced signi�cant trauma through abuse and neglect which is a�ecting their behaviour indi�erent ways. This group of young people oftenstruggle in education due to their social and emotionaldi�culties and many have had a disrupted education due

to several placement moves. All research tell us thatplacement stability is one of the key factors in educational achievement for children looked after.

Specialist foster carers o�er short and long term placements to children and young people with more challengingbehaviours. Most of the young people are aged between 11 and 15. The Specialist carers receive comprehensive training, including training in the Attachment, Regulation and Self competency (ARC) model enable them to get anunderstanding of trauma and attachment issues and to help them develop positive strategies in working with children and young people with challenging behaviours. Thespecialist carers receive a high level of support fromprofessionals including Supervising Social workers,therapists and outreach workers. The Specialist carers work closely with Hertfordshire Virtual School Team to ensure the young people are supported to enjoy and achieve their very best in education. Specialist carers are paid an enhanced fosteringallowance to allow at least one carer to stay at homefull-time to be available to support the young person.

We are lucky to have a fantastic group of dedicated and enthusiastic Specialist foster carers who are doing an

amazing job looking after vulnerable children and young people. Many of the children and young people haveremained with their carers long term which has provided them with the stability and care they need to achieve and ful�l their educational potential.

Foster carer Jane has worked closely with the Virtual School to ensure that her young person Lucy* strives to ful�l her potential. Foster carer Jane, explains:

“ I have always told Lucy that I believe she can do what is asked of her educationally, and I know thatencouragement is a very important tool in helping with her self-belief.” Although Lucy hit a few stumbling blocks after her GCSEs, she is now well settled in a new school and is working hard at her studies. She has her heart set onuniversity and has already been o�ered an unconditional place at a good university.

Jane added: “The process of getting Lucy to the place she is has certainly been a rocky road and I work closely with her teachers to ensure we can get her to complete her work on time and to a high standard. Hopefully Lucy will attend university and do well there, enabling her to ful�l her hopes and ambitions and to blossom into a successful andcon�dent adult, which is what all the people involved in her care have always wished for her.”*Lucy is a pseudonym

There are currently a large number of looked after young people who are in need of placements with robust,dedicated and motivated Specialist foster carers.

If you have a spare room and are passionate about making a di�erence to the lives of children and young people, please call us on 0800 917 0925 orvisit www.hertsdirect.org/fostering

There are currently a large number oflooked after youngpeople who are inneed of placementswith specialistfoster carers.

Hertfordshire County CouncilCall 0800 917 0925www.hertsdirect.org/fostering

www.facebook.com/hertfordshirefostering

@HCCFosterAdopt

Be a life changer be a SpecialistFoster Carer

Call us on

0800917 0925to �nd out more.

Can youTurn aroundthe lives ofchildren andyoung peoplewith challengingbehaviours?

We o�er• Up to £619 per week• Comprehensive

training and 24 hour support

Hertfordshire County CouncilCall 0800 917 0925www.hertsdirect.org/fostering

www.facebook.com/hertfordshirefostering

@HCCFosterAdopt

Be a life changer be a SpecialistFoster Carer

Call us on

0800917 0925to �nd out more.

Can youTurn aroundthe lives ofchildren andyoung peoplewith challengingbehaviours?

We o�er• Up to £619 per week• Comprehensive

training and 24 hour support

The Virtual School invited a group of children looked after to become a director for the day. The workshop was led by Helen Piercy, a Professional Animator who specialises in teaching young people of all abilities animation skills. The directors consisted of a group of 7–17 year olds across the county, with various levels of script writing and drawing skills.

The day started with the group learning how to draw examples of cartoon eyes, noses, mouths and ears. Helen then asked the group to choose their favourite examples and draw their own cartoon character. Some fascinating and interesting characters were created, some of which were inspired by their favourite cartoons. The directors were then asked to create a storyboard including their character. The group were also encouraged to draw anothercharactertofitinwiththeirstory.Oncethedirectors thought about their story, they started writing and drawing their scenes. Some stories were based on their real life experiences, and some stories were make believe.

After creating their story boards, Helen asked the directors todrawthebackgroundthatwillbeusedfortheirfilm.Thedirectors worked in groups of 2 and 3 for this part of the workshop. The directors were also given speech bubbles and were encouraged to use these for their script.

Theafternooninvolvedthedirectorsfilmingtheiranimations using web cam and animation software on the laptop. The web cam pointed directly onto the background, and the directors were asked to move their characters to create their story. The animation software was able to capture each movement the directors were making with their characters.

Afterfilmingtheiranimations,thedirectorswatchedtheirwork from the big screen. They were all very proud with the work they had produced. The directors were given an animation kit to encourage them to continue using the skills theyhavelearnttocreatemoreanimationfilms.

From Script to Screen:Cartoon Film Animation Workshop 18.08.2015herts awards


19

This place. My place. You could walk past this place and never even know it existed but I was curious enough to pull back the blanket of leaves and tangled vines that hide the doorway to my private paradise.

The sunlight caresses my cheek as I walk on the soft, silky earth that winds its way towards the waterfall. The trees burst forth into vision. My eyes are enraptured by the millions of leaves dancing to the whisper of the wind.

I love this place. The silent voice bewitches my senses and subdues my roller coaster of a mind. Nothing soothes me more than this place, the waterfall cascades down my back and I feel loved by it’s cold, tender touch.

Nothing beats this place. Not even home. The noisy, overwhelming hell of rules and authority doesn’t satisfy my hunger I have for peace and tranquillity that my heavenly home pulls me into.

When I’m at this place, all my worries disappear washed away with the water by a power that will never be found. Forever hidden.

I take my time walking through the forest. The branches grip at my feet like hands trying to keep me back but I am no intruder. The branches release their sorry hands and I continue my way through the forest to the mysterious unknown.

AbirdflashespastmeandIstandstill,stunnedbyitsbeauty.Iwatchitasitflies.It’slongtailobedientlyfollowsasitsoarshigherupintothecanopy.

I smile. Only I know the true beauty that my place holds. Only I know the way the water hits the river, the way the sun sneaks in through the canopy, and the way the rain touches everything around it. That was the kind of love I was looking for, the love that you couldn’t see but you knew it was there. That’s what my place gave me. The welcoming feeling of home that I never felt until now.

My place will always have my heart because I know it will never betray me or hurt me, that way; I know my heart will never be broken.

This is my place, the place that you would just walk past and not think twice about but I don’t care. Me and my place. Forever embraced. Me and my place.

Practice Writing

By Susanna Bullen


20

Working well with Schools

A Conference for Carers

Featuring Keynote Speaker

Lynne Gavin Headteacher of Pakeman Primary School, and winner of the National Pupil Premium Awards

Benefits of attending:

• Using Pupil Premium - what works

• Understanding Admissions and Exclusions

• Information on the Employment Excellence Programme

• Careers, Advice and Guidance- who can help

Speakers:

• Malcolm Leigh: Integration Manger

• Simon Gilbert: Admissions Manager

• Danny Kerr: Virtual School Personal Adviser

• Louise Rigby: Information Advice and Guidance Development Worker

Thursday 5 May 201510am - 1pmHertfordshire Development Centre, Six Hills Way, Stevenage, SG1 2FQ

For more information and to book your free place:

Email: [email protected]: 01992 556915Please note: Places are limited so please book early (Refreshments Available)


21

Design your own Virtual School Postcard

Competition

Can you design a postcard that tells people all about the Virtual School that looks attractive and will catch peoples’ eye?

You can draw a picture, design a postcard on a computer, invent a motto or saying, write a poem- anything that you that promotes the Virtual School.

When designing the postcard think about what the Virtual School means to you, how the Virtual School has helped you, and what activities you have done with the Virtual School?

We plan to use your designs to send on a postcard that we will sent to students in the Virtual School on a postcard that we will send when we have been told that they have done well.

Send your entries to:

Virtual School

Room 151

County Hall

Pegs Lane

Hertford

SG13 8DF

[email protected]

Prizes for the best design will be awarded by Key Stage 1, 2, 3, 4 & Post 16

Tell us which Key Stage you are in so that we can judge your entry fairly.

Entries to be sent to us by Monday 21 March 2016.


22

Sunday the 15th November was a very exciting day. The Virtual School staff had been working on the event for a number of months to make sure this year’s Herts Awards would be very special, and at last it was time to open the doors. This year we had a Hollywood theme. The action began with the stars of our show, the children who had been nominated for awards, walking the red carpet into the foyer of the Watford Colosseum before being supplied with popcorn and taking their seats for the opening.

The spectacular start to the proceedings was provided by students from Bushey Academy. They sang and danced to a medley of songs from the movie Grease. Dressed in authentic costumes and choreographed to perfection they got the show off to a rocking good start.

TheBronzeawardswerepresentedfirsttothechildrenwhoachieved the targets that had been set for them throughout the year, and succeeded in making improvements from last year.

Next up were Undisputed Melody who had been rehearsing for a number of weeks, with winners of “The Naked Choir” Sons of Pitches, who performed their A Capella version of EyeoftheTiger.Thesong,fromthefilmRocky,wasagreatchoiceasthefilmandthesongareaboutbeingdeterminedand triumphing against the odds. Suitably attired in boxing robes they sparred and shadow boxed as they hit every note. Up on the screen behind them a spectacular video they had produced enhanced their performance.

Presentations of Special Awards for extra effort in education, achievement in sports and to children of foster carers who have helped with fostering were followed by the Silver Awards. These awards are for children who have gone above and beyond what was expected of them. Those leaving school and going on to Further Education also had their success recognised.

A short break in the proceedings, giving applauding hands andcheeringvoicesarest,wasfilledwithashowingofthefilmmadebytheChildrenLookedAfterStreetDanceGroup ‘Limitless’. Ice cream was served to all of our guests and award winners.

More special awards followed and then the Gold Awards were presented. These awards are for children who have really excelled and performed exceptionally well. Diamond Awards were then given to those who have completed their courses in Further Education.

AfterafinalroundofSpecialAwards,SonsofPitchesperformed our Grand Finale with two outstanding numbers. Felicity Evans, Head of The Virtual School, then thanked our guests, congratulated all the winners and invited everyone back to the Watford Colosseum on 20th November 2016 for next years awards.

The Herts Awards

note. Up on the screen behind them a spectacular video they had produced enhanced their performance.


23

What was it like for our young people?

A capella at 2015

The HERTS Awards

When starting A Capella I was nervous not only because I had to change placement at this time but also having to performinfrontofsuchabigcrowd.Myconfidencegrewquite a lot as I got to know the people better in the group because I started to trust my instincts that they weren’t going to laugh if I got things wrong.

Working with The Sons of Pitches and Emma was fun because they showed us different elements to a capella.

Our last rehearsal was very tense and invigorating. That was because the next time we were going to perform it was going to be for real.

On the stage I could hardly remember any of the sessions we had because I was so excited. On the day I arrived at 10:45 with Starbucks in hand oblivious to the fact that this was the ultimate performance. I was blinded by the lights so could not see any audience members at all. I think we got a standing ovation. It all felt unreal in the dressing room changing back into my suit. Personally, and I said this to Felicity, I would be more than honoured to do this all again.

Thursday nights are so boring now it’s all over.

I enjoyed my day of fame.

Rhys French

A capella, the most amazing experience of my life. I loved every single moment of it.

IamsohappyIdidthis.AtfirstIwasreallyworried because I thought people would judge me if I hit the wrong note or that I would embarrass myself but, as soon as I met the group, we clicked like a group of friends that have known each other for ages.

The Sons of Pitches – the best group of boys ever. They are funny, kind, down to earth and they’re all fantastic to work with.

I’m so grateful I worked with such amazing people. I really appreciate all the time and effort Emma, our singing teacher, put into it as well. We had such great people supporting us; I don’t think we would have been able to do it without them.

On the day of the show I was so nervous. I didn’t know what to expect but we ran it through like proper pop stars. We were fabulous! The show was amazing; I think we did so well. I heard people in the crowd saying “They’re amazingtheyaresogood.”Iwoulddefinitelydoitagain.

I was thinking to myself, Undisputed Melody have made it totheendof9longweeks.Ithasfinallycometoitsending.I feel really sad that it had to end because I miss every single moment of it.

But we will be back!

Thank you so much for your support and I am happy we stayed as a team and went to the end together.

Kelis Peets

We recently had the opportunity of working with an amazing group of kids for The Virtual Schools in Hertfordshire. Usually we would go in to schools for just one day and pass on as much knowledge as possible within a small amount of time but with this group, we were able to work with them over a period of two months. It was such a rewarding experience seeing them all get stuck in with a cappella singing and arranging. The groups’ performance as the mighty Undisputed Melodywasincredibleonthedayandwewereblownawaybytheirconfidenceandhardwork;‘EyeoftheTiger’hasneversounded so good.

Sons of Pitches


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herts minds - the grid€¦ · herts&minds issue 32 winter 2016 a publication from the virtual...

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