Agenda item

(To consider a report from Krysta Parsons, Project Manager, which provides the Corporate Parenting Panel with an update on the implementation and impact of the Caring2Learn project)

The Panel gave consideration to a report from Krysta Parsons, Project Manager, which provided an update on the implementation and impact of the Caring2Learn project.

In guiding the Panel through the report, reference was made to the background behind the project.  It was highlighted that Caring2Learn was a multi-agency approach which was focussed on improving a wide range of educational outcomes for looked after children and young people from Early Years to post 16.  It was noted that Caring2Learn was supporting schools to be able to nurture and promote wellbeing and attachment and ensuring Looked After Children achieved better than expected progress whilst in care, as well as enhancing training for and raising the profile of the role of the Designated Teacher.  It was noted further that the project was developing foster carers resilience, knowledge and skills to promote learning in the home and help children develop a desire for learning. 

The Panel was advised that Caring2Learn was funded by the Department for Education as part of the Partners in Practice programme until the end of March 2020; it was noted that funding for an extension of the project had been agreed until April 2021.

Details of the three main areas of work of the Caring 2Learn project were shown on pages 38 to 40 of the report presented. 

The following Appendices accompanied the report:-

·         Appendix A – A copy of the Caring2Learn training events from September 2019 to March 2020;

·         Appendix B – A copy of the Caring2Learn, Caring School Toolkit;

·         Appendix C – A copy of the Caring2Learn, Learning Homes Workbook; and

·         Appendix D – A copy of the Caring2Learn Cased Studies and Impact Evaluations.  

The Panel was advised that positive comments from the 'Outstanding' OFSTED inspection carried out in April 2019 had been received, and a summary of these comments were shown on pages 40 and 41 of the report.

In conclusion, the Panel was advised that evidence over the last eighteen months had shown that the Caring2Learn project had the impact on and had the potential to positively affect the work of a wide range of teams.  It was highlighted that it was therefore essential that the project continued to be a comprehensive multi-disciplined approach as it integrates into everyday business.

It was reported that there had been considerable interest in the project from the Department for Education, other local Authorities, schools and organisations. It was noted that from September 2019, a trial implementation of Caring2Learn was commencing with North Lincolnshire Children's Services.  It was noted further that the small trial would explore the viability of the commercial and income generating possibilities of Caring2Learn which could support the continuation of the approach within Lincolnshire for the benefit of children and young people.

It was highlighted that during the last academic year an action research project was run in conjunction with the UCL Institute of Education as part of the Promoting Achievement of Looked After Children Programme which focused on the implementation of a 10 week literacy intervention with 10 KS2 pupils in 5 schools.  The intervention was based on joint working between educational psychologists, foster carers, teachers and teaching assistants and included activities based in the individual needs and personal interests of the child.  There were two sessions a week at school and two sessions a week at home.  The children were reassessed after 5 months, with very positive results.  On average the children had made a two year improvement in their reading age.  The carers had been fully involved with the school.

The Board was provided with the opportunity to ask questions to the officers present in relation to the information contained within the report and some of the points raised during discussion included the following:

·         From a foster carer perspective, it was highlighted that one of the issues experienced when going through the process to become a foster carer, was the need to have 1 year of evidence, and new fosterers did not always have all the experience necessary and there would be a need to generate situations to obtain the evidence.  This could be very challenging and it would be interesting to see how this process had evolved.

·         In terms of the tool kit, there were concerns that it may be a bit onerous for foster carers to complete.  It was queried whether there was any feedback from schools about what the process had been like for them.  The Panel was informed that feedback had been positive and schools were willing to go through this process.  Schools were offered 2.5 days per year per school for the Project Manager to work with them on their improvement plans.  So far, there were 150 schools involved and over 100 foster carers.  Feedback on the training had been really positive.

·         It was commented that this was dealing with outcomes that were hard to quantify. The need to measure exam results was recognised, but it was important to not lose track of an increase in a child's confidence.  If they developed an interest in something, other aspects of learning would follow.

·         It was commented that it was good progress that 150 schools had signed up, and it was confirmed that this was about 50% of schools in the county.  Officers had written to 125 head teachers who had Looked After Children on roll, to advise of the support which was available.

·         It was queried whether once a school had achieved accreditation if it could be removed if standards were not maintained.  Members were advised that there was no precedent for this at the moment, but there was the ability to hold the schools to account.  However, it was likely that once that status had been achieved they would want to hold onto it and progress further.

·         Of the 100 schools that had accessed the toolkit, it was confirmed that 37 had achieved the Caring Schools accreditation and two had reapplied to have their standard reassessed at a higher level.  Therefore, the remaining 61 were currently working towards their accreditation.

·         It was commented that it was very important to promote wellbeing.  The Panel was advised that this was a key message, as there was a need to get to the child right place emotionally so they wanted to learn.  It was also important for aspirations to not be too low.  Expectations, historically, had generally been too low for looked after children.  There was a need to let them reach their potential and have their own aspirations of what they wanted to achieve.  It was highlighted that the key was to give the child the confidence that they could reach their aspirations.

·         It was noted that one of the comments from Ofsted was praising the tenacity of the team.

RESOLVED        

            That the Caring2Learn project update be noted.