Virtual School works to support social workers to promote education outcomes
Focus areas for sub-group members at the Inclusion sub-group meeting of 27th January 2022 included the effectiveness of recent managed moves, attendance and part-time timetables and the developing strategic role for the Virtual School around promoting the educational outcomes for children with, or who have previously had, a social worker. Results and next steps around the Inclusion Model survey will be shared through this sub-group shortly.
Six schools have had a 100% success rate with recent managed moves, put down to a positive, no-blame, supportive approach. These schools have kept catch-up meetings in place, even where the pupil looks to have settled well, refused to judge them too quickly as they settle in and shared a positive message to staff around the new pupil. Issues such as financial responsibility for and co-ordinating of other agencies will be clarified at the next meeting.
Members said that the pandemic had had a significant impact on children in reception class and year one, with some 53% of the total number of pupils on part-time timetables in these cohorts. Older pupils on part-time timetables, or not attending schools were often suffering from anxiety, had behaviour issues and were on waiting lists to see CAMHS. The Local Authority is also revising its Good Practice Guidance on Part-Time Timetables, which should be shared at Head Teacher Forum on 30th March 2022.
Rosemarie Zaubzer, Head of the Virtual School, said that she is working with social workers to support them in their understanding of how education is promoted through CIN and CP plans; she shared a presentation which highlighted that children who have needed a social worker do significantly worse than others at all stages of education, that children in need receive less attention than children in care, but are greater in number and often live in greater poverty. Her work has now become a focus area in the sub-group’s action plan.
