Education of
Children Living in Care
Education is our Future
Statutory School Age: 5 years until the end of Year 11
Learning in school:
"School is an important part of everyday life: somewhere to develop
self-confidence and skill, to receive praise and encouragement, to learn about
and build relationships, and to achieve."
(DfEE Guidance – Education Protects 2000)
Attendance at school is a critical factor in promoting stability.
Visit the section about schools in Bexley for
information on admissions procedures, general
information on Bexley schools,
advice on readiness for school and pupil
and student finance. Consideration should always be given to a child's particular or special needs when identifying a school place.
Please contact other authority admissions teams for local information.
You may also be interested in 'Choosing a primary
school', a guidance leaflet
for those choosing a school for the first time.
Attendance
Attendance is a key element in promoting achievement in school. Just a small
drop in attendance can greatly impact on a child's ability to achieve in
the classroom. Avoid planning holidays in term time and seek permission from
both the Department and the Head Teacher if this is unavoidable or in exceptional
circumstances
Research consistently suggests that attendance below 90% will significantly
affect performance at school. Attendance is a significant issue for looked after
children especially considering that they are more than 10 times more likely
to be permanently excluded from school than those young people living with their
families. Added to this, research shows that approaching a third of secondary
age pupils in care are not attending school.
Visit the Education Welfare Service section for advice and support on attendance
issues.
Transition
Changing a school or a class can be difficult for any child.
For children living in care this experience can be an extremely anxious time.
Preparation is the key. Consideration should always be given to a child's particular or special needs when identifying a school place. The education team working with the Healthy Schools Programme
have produced materials to support change. 'Preparing
for Change' is a pack that includes checksheets for adults and worksheets
for children for use at home and at school.
Wilkinson
House Family Centre runs 'Leapfrog' for vulnerable children
transferring from primary to secondary school. A decision to refer could be agreed
through the PEP.
Changing placement
A school place should be secured as part of any planned change in placement. Consideration should always be given to a child's particular or special needs when identifying a school place.
If appropriate education provision is not available then the placement should
not be considered suitable.
Education provision should be identified within 20 working days of any emergency
change of placement.
Personal Education Plans (PEP) should be reviewed after any change of school.
Support for Learning
All teachers are expected to take account of children's learning styles
and experiences and differentiate work accordingly, that is, provide information
and materials in a way that makes the lesson relevant to and understood by each
pupil.
Some children may need more help and schools use the SEN Code of Practice
as a guide to providing support at different levels. A brief explanation of the ![[PDF file]](../../../images/navpdf.gif) SEN
system (138Kb, pdf file) is provided in our handbook. These children
will usually have an Individual Education
Plan that
is part of the broader Personal Education Plan (PEP).
Special Educational Needs & Support
Service provide
support for young people with additional educational needs.
Disabled Children's
Service carry out assessments of disabled children and provide information
and services to children registered as disabled.
Commissioning Budget
Bexley Council has a fund used to support the learning of children in their care.
This money is not intended to replace support accessible through other means.
Short-term funds may be offered to support, for example:
- missed learning,
- transfer to a new school where this might be problematic,
- behaviour, where there is a risk of exclusion.
Funds are subject to a bid system and the PEP is the key tool for requesting
support. Further information on the Commissioning
Budget (138Kb, pdf file) can be found in the handbook.
Behaviour
As a result of their experiences, feelings of low self-worth and lack of control
over events, children living in care may feel angry, frustrated and isolated.
These children need understanding and support to manage these emotions and make
positive choices about their behaviour. Schools have access to services and support
to help these pupils but will provide much support themselves through their pastoral
support systems and behaviour policies.
Exclusions
Children living in care are 10 times more likely to be excluded from school.
For any exclusion of more than 1 day the carer should request work from the school.
For longer fixed-term exclusions of 10 days or more, the team will aim to provide
some extra support. We need to work together to prevent further exclusions and
the education team should be notified of any potential or actual exclusion. The
team may also offer advice and support in any Governor's Discipline Committee
meeting.
Contact the education team if children
living in care with you are at risk of or have been excluded.
An explanation of the exclusion
process (127Kb, pdf file) is in the handbook.
Bullying
Children living in care may be bullied or become bullies as a result of or reaction
to their experiences. In both circumstances they need the help and support of
trusted adults. Children need to tell someone if they are being bullied and they
need to know that this has been dealt with.
Children living in care may also be involved in bullying that is unrelated
to their care experience. Bullying can be related to issues of difference, such
as race, sexuality (homophobia) or special need.
Experiences at home have an important part to play in the prevention of bullying.
Discourage the use of bullying behaviour at home or elsewhere and show how to
resolve difficult situations without violence or aggression. Don't accept
name-calling, including racist remarks or referring to someone or something as 'gay' or 'thick'.
Explain, at a level that the child will understand, why such remarks are offensive.
Encourage children to share concerns and seek help and involve them in finding
effective solutions.
Talk to the school if you think a child living in care with you is a bully
or is being bullied. Schools must have an anti-bullying policy that is used to
reduce or prevent bullying. This policy, like all school policies, should be
available to parents/carers. They should also record and inform the Local Authority
of racist incidents in school.
Bexley runs an Anti-Bullying Project that is set up to
help both bullies and their victims. Contact them on ![[Telephone]](../../../images/navpho.gif) 07799 072090
for further information and advice.
The website ![[External link]](../../../images/navext.gif) www.bullying.co.uk is
aimed at adults and children and offers support, practical advice and links to
other websites.
The following all have advice lines for parents/carers and children relating
to bullying:
- Kidscape: 0207 730 3300
- Parentline Plus: 0808 800 2222
- Anti-bullying Campaign: 0207 378 1446
- Advisory Centre for Education: 0207 704 9822
You may also like to visit the getting help page.
Education of children living in care handbook provides more
information on, for example, school organisation, the National Curriculum, assessment
and parents evening.
Learning out of school
Learning opportunities out of school are vitally important.
Continue offering key activities as described in the Early
Learning section, at a level appropriate
to the child, but also provide opportunities for further out
of school hours learning.
www.parentcentre.gov.uk is also a useful website that provides information
on all aspects of learning. |
