Issue - meetings

Report of Strategic Director, Care Wellbeing and Learning

The Committee received the annual report on the work of the Virtual School over the last year.  It was noted that the REALAC team contributed to the recent Ofsted inspection and also completed the data dashboard, which compiled the key data information around educational outcomes.  There has also been focus on the PEP process and in particular around the roll out of the new Key Stage 5 PEPs.

An Educational Psychologist was appointed from April 2015 for 0.2 of the week and is skilled in providing training.  In addition a new teacher has been appointed with effect from April 2015 to work on the team four days per week.  It was noted that the team is still missing a mentor to support young people in terms of behaviour and emotional problems.

A new governance committee has been set up for the Virtual School, with the first meeting being held in October.  This group is made up of local authority professionals who provide challenge to the Virtual School.  Work is ongoing around how to get the messages back to schools and increasing challenge and dialogue with schools.

There is tighter monitoring of the use of Pupil Premium, funding will only be released once evidence of PEPs has been received from the school.

Work continues to monitor pupil progress, this is through weekly meetings and Ofsted recognised there was robust tracking in place.  There is an increase in the number of LAC accessing work experience through the Pathways2work programme.  It was noted that this continues to be a high priority for the team because working with pupils from year 10 can help steer them, this has resulted in an increase in the number of LAC going on to college and university.

It was reported that Ofsted recognised the improved quality of PEPs, in particular the strategic way of evaluating Pupil Premium, and stated that is was evident the team was prepared to challenge schools. Challenge continues around ensuring planned progression routes for 16-21 (or 25) year olds to tackle the number of young people not in education, employment or training.

It was noted that the number of permanent exclusions for LAC continues to be low, however work is ongoing to tackle the number of fixed term exclusions.  For LAC, if there is a risk of permanent exclusion, there is the power to move that young person outside of the Fair Access procedures.  However, schools are also encouraged to refer cases to the Fair Access Panel so that other schools can challenge them before referring them to the Virtual School Head, this ensures a level of accountability.

It was reported that, at the end of reception year, only 42% of LAC made a good level of development. However, improvements begin to be seen in Key Stage 1, with 83% of the cohort in 2015 meeting the correct level at reading, 86% for reading.  Therefore it was acknowledged that there is currently a strong position for LAC at primary school.  In terms  ...  view the full minutes text for item 18