This report serves to provide a detailed overview of the activities and impact of the BCP Virtual School during the academic year 2023-24. The Virtual School operates on behalf of the Local Authority (LA), collaborating with partners to advocate for Children in Care (CIC) in education and ensuring positive and aspirational educational outcomes.
The report outlines the future priorities and development plans for the BCP Virtual School, aiming to improve outcomes and support for a positive transition to adulthood for all Care Experienced young people.
The report is based on the LA held pupil information and results from schools. At the time of publishing, there is no comparative national data available for the academic year 2023-24. Comparative data will be available upon its publication in April 2025. By conducting comparative analysis throughout the year, we aim to identify areas where the Virtual School has significant impact and areas where improvement is needed in relation to national benchmarks. This information will guide our efforts in providing the best possible support for children in care, aligning with broader educational standards.
Minutes:
The Virtual School Head Teacher presented a report, a copy of which had been circulated to each Member and a copy of which appears as Appendix 'B' to these minutes in the Minute Book. The report presented the successes of the young people in care and Care Leavers, the work undertaken by the Virtual School and the priorities for the next academic year are to be noted by the Board. The report served to provide a detailed overview of the activities and impact of the BCP Virtual School during the academic year 2023-24. The Virtual School operates on behalf of the Local Authority (LA), collaborating with partners to advocate for Children in Care (CIC) in education and ensuring positive and aspirational educational outcomes. The report outlines the future priorities and development plans for the BCP Virtual School, aiming to improve outcomes and support for a positive transition to adulthood for all Care Experienced young people. The report is based on the LA held pupil information and results from schools. At the time of publishing, there is no comparative national data available for the academic year 2023-24. Comparative data will be available upon its publication in April 2025. By conducting comparative analysis throughout the year, we aim to identify areas where the Virtual School has significant impact and areas where improvement is needed in relation to national benchmarks. This information will guide our efforts in providing the best possible support for children in care, aligning with broader educational standards.
It was asked whether it was possible for Councillors to be made aware of suspensions for CIC on a more regular basis in order to ensure that the awareness is raised for Corporate Parents of this issue. Work was underway to ensure that across all staff in schools were aware of issues and that everything was being done to avoid going down the suspension route. Recently there were issues around girls in years 9,10 and 11 who had come into care recently and what post 16 options there were available to them.
It was felt that the work of the Virtual Head and the Virtual School Team was very impressive, particularly in that they looked at alternative options and initiatives to address the situation.
The Virtual Head addressed issues raised around the communication between the Virtual School and the School, at any point the social worker or carers could contact the Virtual School Education Officer to provide support and assistance in communications with the School.
The Personal Education Plan is created when a young person enters care, an initial meeting is held within 10 days attended by social care and also normally the young person. A plan would be formulated focused around academic progress but also any support that they need within school. Personal Education Plans were part of a statutory requirement.
In response to how an increasing number of CEYPs were taking important exams like GCSEs, and many were achieving higher grades in English and Maths. It was noted that the priority for this was ensuring that young people were staying in school.
316 children from 2-19/20 who came within the remit of the Virtual School. There was a lot of support which went into ensuring SEND support was in place. There were about 60 percent of people with SEND who were placed outside of the BCP area and the Virtual School worked with other authorities to make sure that their needs were addressed, and they had appropriate school placements.
It becomes harder to retake a GCSE at the moment if not done alongside another post 16 college course. We are also focusing on functional skills courses for people to access as these had an equivalence to GCSEs. It was important to ensure that people were able to access opportunities at the right time for each individual.
It was important to ensure that the provision for those outside of the BCP area received the same support as those placed within BCP. It was important to ensure that the pupil premium was used in a supportive way.
It was noted that the Virtual School had been improving over the years but a huge difference had been noted over the past 12 months and foster carers welcomed being ablet o attend positive PEP meetings.