Background 

There are 393 children and young people who have experienced care in Inverclyde. A further 27 children attend schools outwith the authority and 47 children attend local schools from other local authorities. Of these children and young people, 65% impacted by poverty. 

Rationale

The attainment gap between those who have experienced care compared with those who have not was identified as a concern. The average Insight (SCQF) tariff points for pupils who are not was almost three times as high as those previously looked after. In 2022, 186 primary-aged children who have experienced care were working behind expectations in literacy and numeracy. 

Attendance and exclusions were also a concern. Those who are looked after at home are averaging between 75-78% school attendance. It was determined that through reviewing the success of virtual heads supporting learners who have experienced care across the country, that this would be a good use of the Care Experienced Children and Young People Fund. 

Attainment Scotland Funding 

Care Experienced Children and Young People Fund: over £50,000 

The virtual school case study 

The virtual school was established in June 2022 with the creation of a virtual school headteacher post. This headteacher supports, tracks and monitors children and young people who are care-experienced in Inverclyde as if they attended a single school, however, children and young people remain in their school. 

Awareness raising

In its first year, the virtual headteacher and The Promise manager delivered awareness-raising training to almost all schools. The virtual headteacher also attended all secondary school achievement meetings. This resulted in a joint focus between the virtual school and each secondary on the improvement of attainment of all those with care -experience. The Promise was central to the drive for commitment for these learners. 

Processes and data accuracy

The virtual headteacher developed stronger processes and procedures that ensured children and young people were known, understood and were accessing appropriate support where required. Support was offered to ensure the accuracy of SEEMiS recording.

Individual establishments were encouraged to evaluate their processes and procedures to address any gaps in knowledge. Processes were also agreed to ensure that data shared between the children and families social work department and schools was accurate and systems were aligned.

Data is analysed monthly and distributed to establishments for discussion. The ‘Request for Assistance’ process was also reviewed and developed in collaboration with social work colleagues. This has led to more effective responses for children and families when concerns are raised. This is leading to a more streamlined system and the right support being put in place by the right service. 

Data-informed decisions

Individual data meetings were arranged with newly identified, designated managers in each school. Discussions focused on attendance, attainment, engagement and intervention. In most cases, these sessions led to action being taken by the school to address any gaps or concerns and demonstrate a proactive response to ensuring equity for this cohort. 

Systems were put in place to regularly review attendance. Refreshed exclusion guidance introduced a procedure which included discussions with the virtual headteacher before an exclusion was instigated. 

Impact 

The status of all children and young people who have experienced care is now known and:

• all schools report they now feel confident in knowing and tracking learners, using the bespoke dashboard 
• awareness and commitment to The Promise has increased with all schools participating in training 
• exclusions halved in 2022-23 with a further 20% reduction expected in 2023-24 
• attendance has increased for care-experienced pupils in special schools by 7% and in primary schools by 2.2% 
• multi-agency communication processes have improved
• the flow of information between schools and social work is stronger 
• pupils feel more supported 

One headteacher commented, “The ability to check facts (particularly legal status) with social work so efficiently. This can be very difficult without the virtual head”. 

One young person commented, “I like the virtual head, she is nice and she makes me feel heard and I like coming to Columba 1400 as it’s fun and I have made friends”. 

Similarly, views from establishments were equally positive with one headteacher commenting, “Great to have a named contact that we can contact for advice and guidance on a range of issues which affect children and young people who have experienced care”.