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The Pupil Premium for Looked After Children (CLA): Update on funding and high-impact usesAlun ReesHead of the Virtual College for Vulnerable Children,Leeds City Council [email protected]
Funding
How much?• 2013 – 2014 Financial Year
– £900 per looked after child
• 2014 – 2015 Financial Year– £900 per looked after child– plus £1000 per looked after child – ‘Pupil Premium Plus’ = £1900
• 2015 onwards– ?
Which children?• 2013 – 2014 Financial Year
– Aged 4 – 15 on the previous 31 August – Continuously looked after for 6 months on the
date of the local authority census (March each year)
• 2014 – 2015 Financial Year– Aged 4 – 15 on the previous 31 August– Looked after on the date of the local authority
census (March each year)
• 2015 onwards– ?
Additional scope• As well as looked after children, the Pupil
Premium Plus will, from April 2014, be extended to cover:– Adopted children– Children on Special Guardianship Orders– Residence Orders
• The DfE has just published details of how schools will be able to make a claim for these additional groups
• It relies on parents/carers identifying themselves to schools with sufficient evidence to allow a claim to be made
Distributing funding EFFECTIVELYto achieve IMPACT
Local Authority Distribution• LAs have different ways of doing this,
however …• they receive a lump sum calculated from
their census return to DfE• they do not get additional funding if
additional children are taken into care• they do not get additional funding if a
CLA moves to a new school• funding is not carried forward from one
year to the next - once the money is gone, it’s gone.
Local Authority Distribution• Every school must have a Designated
Teacher for CLA and they should:• know and understand the child’s legal
status and dates of any change• ensure that this status is updated if it
changes and is accurately reflected in the school MIS
• know which local authority the child is in the care of
• know who their local Virtual School Head is and how they can be contact them
Local Authority Distribution• Every school should have a member of
staff who:• responds swiftly to any requests from an
LA for information regarding pupil premium
• tracks the spend of pupil premium for CLA within the broader pupil premium cohort
Does the kind of school matter?• The regulations make no distinction
between maintained schools, academy schools or free schools
• If the child’s education is at direct LA expense (e.g. permanently excluded to a PRU or in a ‘private’ education provision) …
• The LA deploys the pupil premium as it sees fit
School Distribution• Schools are not obliged to spend the
child’s pupil premium on that child• Schools are required to publish how it
spends its pupil premium, but not at the level of individual children
• Inspectors will ask about how pupil premium is spent and do enquire about how individual children benefit, as well as the effect on attainment gaps
• Governors should understand policy and practice
How to spend it?Are CLA different or special?
My Starting Position• Looked after children are just kids and
labelling them as special can be dangerous … except when it isn’t
• They are more at risk from some of the factors that can present a barrier to any child
• Enlightened flexibility in school practice: • Knowing the individual child, their context,
and circumstances• A culture of inclusion that embraces looked
after children alongside all the others.
Economically self-sufficient and net contributor to society
SAFE HEALTHY HAPPY ACHIEVING
ACCOUNTABILITY of the SCHOOL
ACCOUNTABILITY of the PARENT
SOCIAL CARE Head of the VIRTUAL SCHOOL
Quality & Sustainability of placement
Nature & Quality of
intervention
Guidance & Support
Curriculum & Expectations
ACCOUNTABILITY of the Local Authority CORPORATE PARENT
WHAT ARE WE TRYING TO ACHIEVE?
Does theory impact on outcomes?
The Leeds picture:Outcomes• Can a city-wide picture inform a school
level response?• Primary outcomes are improving faster
than secondary outcomes– Earlier intervention– Stable placements for longer
• As well as direct impacts on attainment schools that support high quality care placements will get better outcomes
The Leeds picture:Tuition• 1-to-1, trained teacher, in the pupils
home, outside the school day– Supplements and support learning but
doesn’t replace it– The tutored cohort annually out-perform
their non-tutored peers at KS2 and KS4– Engages carer with learning
The Leeds picture:Letterbox Club• Book Bundles for every looked after
child in a mainstream Leeds school, in Year 3, 5 and 7.
• Bundles are age appropriate and include learning games
• Bundles are picked up from local libraries– http://www.letterboxclub.org.uk
The Leeds picture:Mentoring• Cheapest
• Smallest numbers
• Lowest impact
Maximise impact through coherent planning
Parent&/or Carer
SchoolSocial Worker
CHILD
VIRTUAL SCHOOL
NEED
BEHAVIOURS
OUTCOMES
If I’d known then what I know now
My learning …
• increased mutual understanding between schools and agencies is vital
• without understanding, communication is always a challenge
• unless we professionals get it right, children suffer
The Pupil Premium: Evidencing Impact & Reporting Outcomes13th February 2014, London
www.oeconferences.com/PP14
•Clarify what Ofsted will be looking for and how to evidence high impact use of the Pupil Premium at inspection•Hear a vital update on the latest national developments and eligibility criteria from the National Pupil Premium Champion•Take away practical strategies to effectively measure, evaluate and evidence high-impact use of the Pupil Premium in your school•Leave with a toolkit of Pupil Premium strategies which effectively narrow the attainment gap based on the latest research and innovative best practice
