Issue - meetings

The Board received a report which updated them on the educational outcomes for Halton’s Children in Care for 2015-16.

It was reported that Halton had a small number of children in care within each key stage cohort.  Members noted therefore that comparisons with the general population and year on year performance were very difficult, as each child in care had a high statistical significance; making both the gap and trend analysis volatile. 

Officers advised that changes to the assessment process were made in 2015-16, and as a result summer assessment results could not be compared with previous years’ results.  It was noted that this year’s results would be reported against a new ‘Attainment 8 and Progress 8’ measure.

The report provided comparisons on the performance of Halton children who had been in care for 12 months or more, to that of their non-care peers, within each key stage.

Arising from discussion, Members made the following comments:

Do we provide / offer one to one support whenever possible?

          Yes, through a variety of means, such as use of pupil premium plus funding to offer additional tuition/mentors, as well as support at home and outside of the school environment.

          How were those Designated Teachers trained in meeting the demands of those children with attachment difficulties?

          Halton Virtual School had delivered a range of training sessions for Designated Teachers in this regard. In addition, a specialist consultant had been commissioned to support individual schools which had experienced a high level of pupils with emotional and behavioural difficulties, due to their attachment issues.

          Are there any examples where Pupil Premium Plus was not accessed and why?

Sometimes Schools could ‘absorb’ the impact of costs and didn’t need to apply for such funding. However, if there was evidence that standards weren’t being achieved or maintained, this would be looked at and if it was felt appropriate, then such funding would be applied for.

A lot of progress has been made in this area. How do we monitor the knowledge acquired by the Designated Teachers?

Designated Teachers have a statutory responsibility to produce an annual report which the school’s Governing Body should receive.

RESOLVED:  That the report be noted.