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Attainment

Page last updated: 23/05/2018

Raising the attainment and progress of children in care, in partnership with schools and educational settings, is our priority. Our aim is to:
  • ​Track attainment and progress of all children who are in care, including those place in schools in other local authorities
  • Support and challenge schools in our collective corporate parenting responsibility to ensure children in care have opportunities to achieve and succeed and make accelerated progress.
Achievement Commissioners conduct regular visits to schools to support and challenge the plans to accelerate progress for children in care. Ofsted in the Eastern Region has a priority to improve the educational attainment of children in care through school inspection. Inspectors will use the evidence form​ to form part of their overall judgement of the school.

The School Self Assessment Tool has been created to assist school leaders to evaluate the provision and effectiveness raising attainment and supporting children in care.

Developing quality tuition - effective practice in schools (DfE)​

Supporting documentation

Sutton Trust and Education Endowment Foundation

The Education Endowment Foundation (EEF) is an independent grant-making charity dedicated to breaking the link between family income and educational achievement, ensuring that children from all backgrounds can fulfil their potential and make the most of their talents. Independent and accessible information through the Sutton Trust-EEF Teaching and Learning Toolkit, summarises educational research from the UK and around the world. This Toolkit provides guidance for teachers and schools on how best to use their resources to improve the attainment of pupils.

Education Endowment Foundation​’s list of fifteen key lessons learned in its first six years.  It takes just a couple of minutes to read through and is a useful reminder to us all.  There are plenty of links to more detailed research including the new report on the attainment gap.

​The EEF has published its latest guidance report​, designed to support teachers in changing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying​


Early Years Education

Diane Rideout is the South Quadrant team leader for EYFS within the Early Years Quality Improvement team, and works with the virtual school. Diane will be contacting each setting that has a child in care, and where possible visiting your setting. Diane's role will be to work in close partnership with you to make a real difference to some of our most vulnerable learners. Diane will be able to support you in completing the PEP 1 form, discussing with you how you have used your Early Years Pupil Premium and monitoring the progress of each child in care within the Early years to ensure that they are making accelerated progress and attainment gaps are narrowing.

There is a comprehensive Early Years website. Information on children in care in Early Years settings can be accessed from here​

Primary Education

Sylvia Ruck is a Commissioned Primary Adviser. Sylvia is an experienced retired Headteacher who joined the team in 2013. Visiting  Primary schools and working in partnership with the Designated Teacher, Sylvia evaluates the provision offered to our children in care . The outcome of the visit is to improve the academic achievement and provide opportunities to ensure that all our children are secondary ready.​ Sylvia is joined by Jane Mills​ 

Mentally Healthy Schools​ brings together quality-assured information, advice and resources to help primary schools understand and promote children’s mental health and wellbeing. Our aim is to increase staff awareness, knowledge and confidence to help you support your pupils.​

Secondary Education

The achievement commissioners work with secondary schools to review the progress of children in care and to ensure the plans in place will accelerate their progress. This involves meeting with the school leaders to discuss the effectiveness of the current plans and to review the impact that these plans are having. Working with the Designated Teacher to improve the provision for children in care, sharing good practice and providing support and challenge as appropriate. Our focus is for every child  in care to have a plan that supports them to make accelerated progress and to achieve meaningful qualifications and to be successful in the next phase of their lives. 

Frances Howarth and Rhonda Murthar​ are Commissioned Secondary Advisers. Frances joined the Virtual School in September 2017 and Rhonda joined in October 2017. Both are former Essex Secondary School Head Teachers.
Pupils with English as an additional language (EAL)
Unaccompanied Asylum Seeking Children (UASC) become looked after and may also be a part of your school’s cohort of children in care. Guidance is available here regarding the examination arrangements for these children.
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