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W874 [WCAG21 2.4.1 (A)] Add a skip navigation link as the first link on the page:
If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
2 P967 [WCAG21 3.1.1 (A)] Use the 'lang' attribute to denote the primary language of the document:
You should always identify the primary natural language of a document using a 'lang' attribute on the <html> element. See WCAG 2.1 HTML Technique H57. <html xmlns="http://www.w3.org/1999/xhtml">
3 <head>
4 <meta name="viewport" content="width=device-width, initial-scale=1.0"/>
5 W605 Duplicate tag found: See matching tag on line: 22
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
6 W605 Duplicate tag found: See matching tag on line: 23
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
7 <meta http-equiv="Content-Type" content="text/html; charset=utf-8" />
8 <title>
8 Education | Next Stage 4Life
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href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
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13 <link rel="stylesheet" type="text/css"
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22 W605 Duplicate tag found: See matching tag on line: 5
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Style-Type" content="text/css" />
23 W605 Duplicate tag found: See matching tag on line: 6
A duplicate tag has been found with the same attributes. Although this should not affect the page, it indicates that a mistake may have been made. <meta http-equiv="Content-Script-Type" content="text/javascript" />
24 W609 The 'content-type' HTTP header specifies a character set of UTF-8, which is different to the value
given here:
The 'content-type' HTTP header specifies a different character set to that specified in the tag. In this case the HTTP header takes precedence. <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1" />
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50 <form action="search/search.html" id="cse-search-box" style="margin: 0px;">
51 I899 [WCAG21 1.3.2 (A)] Layout tables must represent their content in a meaningful sequence:
Screen readers can struggle to read out tables sensibly, so it is often better to use alternative mark-up and CSS to layout content. Try disabling the table mark-up to see if it still makes sense. See WCAG 2.1 Failure F49. <table width="97%" border="0" cellspacing="0" cellpadding="0">
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53 <td>
53 E885 [WCAG21 1.1.1/1.3.1/3.3.2/4.1.2 (A)] User interface controls should have a label or an accessible
name:
Associate form controls with <label> tags, or use the 'aria-label' or 'aria-labelledby' attributes to label controls where it might be confusing or not possible to use a label. See WCAG 2.1 Failure F68. <input type="text" name="zoom_query" class="search_input" size="20" id="zoom_searchbox" value="Search this
manual" onfocus="this.value=(this.value=='Search this manual') ? '' : this.value;"
onblur="this.value=(this.value=='') ? 'Search this manual' : this.value;" style="margin-right: 5px;" />
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54 <input type="submit" value="Go"/>
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62 <div id="content_frame_overflow">
62 <div class="content_text">
63 <h1 class="h1">
63 Education
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 REGULATIONS AND STANDARDS
65 </h2>
66 <p>
66 <a href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#reg_5"
target="_blank">
66 Regulation 5 – Engaging with the Wider System to Ensure Each Child's Needs are Met
66 </a>
66 </p>
67 <p>
67 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#educ_stands
" target="_blank">
67 The Education Standard
67 </a>
67 </p>
68 <p>
68 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#enjoyment
" target="_blank">
68 The Enjoyment and Achievement Standard
68 </a>
68 </p>
69 <p>
69 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#care_plannin
g" target="_blank">
69 The Care Planning Standard
69 </a>
69 </p>
70 <h3 class="h3">
70 RELEVANT GUIDANCE
70 </h3>
71 <p>
71 <a
href="https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-child
ren" target="_blank">
71 Promoting the Education of Looked After Children and Previously Looked After Children (DfE)
71 </a>
71 </p>
72 <p>
72 <a href="http://www.keepingchildrensafeineducation.co.uk/" target="_blank">
72 Keeping Children Safe in Education (DfE)
72 </a>
72 </p>
73 <p>
73 <a
href="https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children
" target="_blank">
73 Designated Teacher for Looked-after and Previously Looked-after Children (DfE)
73 </a>
73 </p>
74 </div>
75 <h2 class="h2_underlined">
75 <br />
76 Contents
76 </h2>
77 <ol>
78 <li>
78 <a href="#res_placing">
78 Responsibilities of the Placing Authority
78 </a>
78 </li>
79 <li>
79 <a href="#our">
79 Our Responsibilities
79 </a>
79 </li>
80 <li>
80 <a href="#arrangements">
80 Arrangements for Education
80 </a>
80 </li>
81 <li>
81 <a href="#exclusion">
81 Exclusion/Refusal to Attend School
81 </a>
81 </li>
82 <li>
82 <a href="#safeg_schools">
82 Safeguarding in Schools
82 </a>
82 </li>
83 </ol>
84 <h2 class="h2_underlined">
84 <br />
85 1.
85 <a name="res_placing" id="res_placing">
85 </a>
85 Responsibilities of the Placing Authority
85 </h2>
86 <p>
86 Obtaining a good education can be the key to vastly improving a child’s chances in life.
Children in care can be particularly disadvantaged educationally. They will often have had their
education disrupted as a result of changes of placements and circumstances, and may not have had
the opportunity to develop to their full potential. Some children may have little sense of their
abilities and may need encouragement to develop greater self-esteem.
86 </p>
87 <p>
87 The Placing Authority has a corporate responsibility for promoting the educational achievement
of all Looked After Children.
87 </p>
88 <p>
88 Delegation of Authority in regard to education should be recorded in the child's Placement Plan.
88 </p>
89 <h3 class="h3">
89 1.1 Personal Education Plans
89 </h3>
90 <p>
90 The Placing Authority must ensure that all children have a school place and a Personal Education
Plan (PEP) which promotes their educational achievement. The PEP must be drawn up before the
child becomes Looked After (or within 10 working days in the case of an emergency placement),
and be available for the first statutory review meeting and all subsequent LAC Reviews.
90 </p>
91 <p>
91 If it is a subsequent placement, the child should already have a PEP, if this is not the case,
the Home's manager should obtain one from the social worker.
91 </p>
92 <p>
92 PEP’s should:
92 </p>
93 <ul>
94 <li>
94 Identify developmental and educational needs in relation to skills, knowledge, subject areas
and experiences;
94 </li>
95 <li>
95 Set short and long-term educational attainment targets agreed in partnership with the child
and the carer where appropriate;
95 </li>
96 <li>
96 Include a record of planned actions, including milestones on homework, extra tuition and study
support, that the school and others will take to promote the educational achievement of the
child, based on an assessment of their educational needs;
96 </li>
97 <li>
97 Include information on how the child’s progress is to be rigorously monitored;
97 </li>
98 <li>
98 Record details of specific interventions and targeted support that will be used to make sure
personal education targets are met, especially at the end of key stage 2 in relation to
English and Mathematics, and at key stage 4 in achieving success in public examinations;
98 </li>
99 <li>
99 Say what will happen, or is already happening, to put in place any additional support which
may be required - e.g. possible action to support special educational needs involving the
SENCO, educational psychologist, or local authority education services (information contained
within a Education Health and Care Plan (EHC Plan) does not have to be duplicated in the PEP,
a reference is sufficient as long as the plans work together to meet overall needs);
99 </li>
100 <li>
100 Set out information on what will happen or is already happening to identify and support any
mental health needs relevant to the child’s education;
100 </li>
101 <li>
101 Set out how a child’s aspiration and self-confidence is being nurtured, especially in
consideration of longer-term goals towards further and higher education, work experience and
career plans. Discussions about longer-term goals should start early and ideally well before
Year 9 (age 13-14) at school. High aspirations are crucial to successful planning for the
future. They should focus on young person’s strengths and capabilities and the outcomes they
want to achieve;
101 </li>
102 <li>
102 Include the child’s views on how they see they have progressed and what support they consider
to be most effective;
102 </li>
103 <li>
103 Be a record of the child’s academic achievements and participation in the wider activities of
the school and other out of school learning activities (e.g. sporting, personal development);
103 </li>
104 <li>
104 Provide information which helps all who are supporting the child’s educational achievement to
understand what works for them, helping to substitute for the role that parents might
otherwise provide; and
104 </li>
105 <li>
105 Have clear accountability in terms of who within the school is responsible for making the
actions identified in the plan happen.
105 </li>
106 </ul>
107 <p>
107 The designated teacher would normally have overall responsibility for leading the process of
target setting for looked-after children in school, should monitor and track how their
attainment progresses, and ensure that identified actions are put in place.
107 </p>
108 <p>
108 PEPs should be reviewed by the Independent Reviewing Officer (IRO) at Looked After Reviews.
108 </p>
109 <p>
109 It is however important that staff work co-operatively and that care staff liaise on a regular
basis with teaching staff or with external schools and educational support services, to ensure
that educational programmes are appropriately differentiated. Key/Link Workers have regular
contact with teachers and co-operate with reviews of key plans e.g. SEN Support Plans, ensuring
that education and placement/care plans are consistent with or complement each other.
109 </p>
110 <p>
110 Staff should have an understanding of:
110 </p>
111 <ul>
112 <li>
112 Admission process for the school;
112 </li>
113 <li>
113 Designated teachers for looked after children;
113 </li>
114 <li>
114 Virtual School Head.
114 </li>
115 </ul>
116 <p>
116 If a Looked After Child from a different Local Authority area placed in the home, the Virtual
School Head of that Local Authority remains responsible for promoting the child's educational
achievement.
116 </p>
117 <p>
117 Staff need to have knowledge and skills in regard to the child's education and training targets
and the next steps for learning.
117 </p>
118 <p>
118 Staff should challenge the education / training provider if the child does not have the support
to progress as outlined in their plans.
118 </p>
119 <p>
119 Staff should act as advocates for or on behalf of a child.
119 </p>
120 <p>
120 Child to have access to online learning, access to a computer and the internet (support should
be given in regard to safeguarding and should be in an Online Safety Policy).
120 </p>
121 <p>
121 Home should work closing with placing authority to support and enable a child who is either
excluded or not on a school roll.
121 </p>
122 <p>
122 Registered person to challenge placing authority if no school education place is identified.
122 </p>
123 <p>
123 Where a children's home is also an education provider, the home should have a process in place
for liaising in regard to the support for the child and also challenge each other when
necessary.
123 </p>
124 <p>
124 For more information about PEPs, see
124 <a href="http://www.ntas.org.uk" target="_blank">
124 NT&AS Website
124 </a>
124 .
124 </p>
125 <h3 class="h3">
125 1.2 SEN Support Plans
125 </h3>
126 <p>
126 An SEN Support Plan should be drawn up for all Looked After Children, by the school, it sets out
the day to day arrangements for educating the child e.g. short term targets, strategies to be
used, outcomes.
126 </p>
127 <h2 class="h2_underlined">
127 <br />
128 2.
128 <a name="our" id="our">
128 </a>
128 Our Responsibilities
128 </h2>
129 <p>
129 This section provides guidance on the role and responsibilities of the Home's Manager and staff.
129 </p>
130 <p>
130 We recognise the importance that education plays in the future experiences and life chances of
the young people in our care. We believe that every young person has a right to access education
of the highest quality and at a level appropriate to their individual ability and circumstances.
130 </p>
131 <p>
131 We believe that in order to maximise educational opportunities it is essential that teaching and
care staff work co-operatively in an attempt to provide meaningful and relevant 24 hour
curriculum. Education is not limited merely to the classroom, education is a continuous process
which occurs throughout the waking day. That is not to say that education cannot be enjoyable or
fun, there are many educational activities which occur naturally in our work with young people.
131 </p>
132 <p>
132 It is however important that staff work co-operatively and that care staff liaise on a regular
basis with teaching staff or with external schools, to ensure that educational programmes are
appropriately differentiated. Key/Link Workers have regular contact with teachers and co-operate
with reviews of key Plans e.g. SEN Support Plans, ensuring that education and placement/care
plans are consistent with or complement each other.
132 </p>
133 <p>
133 Key/Link Workers must ensure that children have adequate opportunities and support to complete
homework and take part in extracurricular activities.
133 </p>
134 <p>
134 Children should be encouraged to join a library and have opportunities to access a range of
educational support material, including books and specialist educational software.
134 </p>
135 <p>
135 Each child must have a Personal Education Plan (PEP), which addresses the appropriateness of the
child's educational placement and any special educational needs that the young person has. The
plan also details the arrangements for monitoring school attendance, and arrangements for
parental or social work involvement in the education of the child. The PEP must be drawn up
before the child becomes Looked After (or within 10 working days in the case of an emergency
placement), and be available for the first statutory review meeting. If a child is placed in the
Home without a PEP and it is the child's first Looked After placement, the timescales above
apply; if it is a subsequent placement, the child should already have a PEP, if this is not the
case, the Home's manager should obtain one from the social worker.
135 </p>
136 <p>
136 Key/Link Workers, in the absence of parents, must attend all school events that would usually be
attended by parents such as open days, school plays etc.
136 </p>
137 <p>
137 Any young person of statutory school age who is not attending school (or a pupil referral unit)
would be provided with an appropriate and differentiated educational programme delivered under
the supervision of a qualified teacher during normal school hours. Staff from the home would
work closely with the Social Worker to secure a school placement as quickly as possible.
137 </p>
139 <h2 class="h2_underlined">
139 <br />
140 3.
140 <a name="arrangements" id="arrangements">
140 </a>
140 Arrangements for Education
140 </h2>
141 <p>
141 We are not an education provision, however we will endeavour to find the most appropriate
educational placement for the young people in conjunction with the Social Worker. We will also
support the education provision as and when necessary to ensure the School day is a positive
experience for the young people. Staff will, if necessary transport young people to and from
school and provide verbal & written handovers to the education staff.
141 </p>
142 <p>
142 If a young person is excluded we will do our best to engage the young people in an education
routine. This will include educational activities such as museum trips, art galleries, swimming
and in house education such as art, story writing & baking. It is anticipated that this will
be for the shortest time possible until an alternative provision is found.
142 </p>
143 <h2 class="h2_underlined">
143 <br />
144 4.
144 <a name="exclusion" id="exclusion">
144 </a>
144 Exclusion/Refusal to Attend School
144 </h2>
145 <p>
145 On rare occasions young people may either be unable to attend school as a result of exclusion or
may choose not to attend school, school refusal. Exclusions are either fixed term; i.e. for a
specified number of days after which the young person will return to his or her school; or
permanent; where it is not intended that the young person will return to that particular school.
145 </p>
146 <p>
146 Due to the close working relationships established between care staff and school based staff it
is likely that staff from the home will be aware of any difficulties the young person is
experiencing or causing within the educational setting prior to exclusion being used by the
school. At this stage staff from the home will liaise closely with school staff in order to
provide additional support to the young person during this period of difficulty. All action
taken at this time will be recorded in the young person's individual records and the Personal
Education Plan (PEP) will be amended to reflect the changed circumstances.
146 </p>
147 <p>
147 However there may well be situations whereby the school has no option but to exclude the young
person without prior warning, for example in response to an isolated incident of a very serious
nature. Examples of this would include a serious assault on another pupil or member of staff or
the taking of illegal substances into to school.
147 </p>
148 <p>
148 When young people have been excluded from school or have refused to attend, staff from the home
will ask the school to provide study materials for the young person to complete during the
period of their exclusion or refusal. Staff from the home will assist and supervise the young
person in completing this work during normal school hours.
148 </p>
149 <p>
149 It is important that any young person who is excluded, and also other young people in the home
do not view exclusion from school as an extended holiday. A criticism often levelled at
residential care is that too frequently young people have no routine, they are frequently not at
school, get up when they please, and at best, spend their days unoccupied and bored. We believe
that establishing a balanced approach for young people will achieve positive outcomes.
149 </p>
150 <p>
150 On those occasions where a young person is permanently excluded from school staff from the home
will work closely with the placing authority to identify an appropriate alternative educational
placement. Whilst an alternative placement is being sought, we will endeavour to provide a short
term educational package.
150 </p>
151 <p>
151 The individual needs of young people within each service setting will vary greatly; because of
such diverse need it is neither possible, nor do we intend to be prescriptive about nature of
any alternative educational package provided. All such programmes would be delivered under the
supervision of a qualified teacher and would be appropriately differentiated.
152 </p>
153 <h2 class="h2_underlined">
153 <br />
154 5.
154 <a name="safeg_schools" id="safeg_schools">
154 </a>
154 Safeguarding in Schools
154 </h2>
155 <p>
155 Looked After Children are a vulnerable group. Staff, in the school, should all be aware of the
systems in place that will support safeguarding. The aim of safeguarding and promoting the
welfare of all children in education should be:
155 </p>
156 <ul>
157 <li>
157 Protecting them from maltreatment;
157 </li>
158 <li>
158 Preventing any impairment of their health or development;
158 </li>
159 <li>
159 Ensuring they are growing up in circumstances consistent with safe and effective care;
159 </li>
160 <li>
160 Being proactive in enabling them to experience positive outcomes.
160 </li>
161 </ul>
162 <p>
162 There should be staff (usually the Designated Teacher or the SEN coordinator) who will be able
to share with you information about:
162 </p>
163 <ul>
164 <li>
164 The school’s child protection policy and procedures;
164 </li>
165 <li>
165 The Data Protection Act and safeguarding;
165 </li>
166 <li>
166 The child behaviour policy;
166 </li>
167 <li>
167 The staff behaviour policy (code of conduct);
167 </li>
168 <li>
168 The safeguarding response to children who go missing from education.
168 </li>
169 </ul>
170 <p>
170 They will also explain that staff must report any concerns regarding Female Genital Mutilation
(FGM).
170 </p>
171 <p>
171 <br />
172 <br />
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193 </div>
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