Introduction
All parents want the best for their children and getting the right education for them is an important part of that expectation.
For a child in public care, education can be fraught with difficulties caused by upheavals and upsets in the child's life. Additionally, there may be confusion among those with parenting responsibilities about who does what. Understanding who makes important decisions, such as choosing a school, and who supports a young person throughout school and beyond compulsory education can be crucial to their life chances.
Attending school provides many benefits for children such as:
- An opportunity for children to succeed in all their school subjects
- The chance to develop good habits of responsibility and time-keeping
- Developing friendships and social skills
- A better chance of gaining qualifications and a job
- Reducing the risk of involvement in crime and anti-social behaviour
- All children in public care who attend school must have a Personal Education Plan (PEP). This will set objectives and detail how each child can be supported
Starting Pre-school
One of the most important milestones in a child's life is starting pre-school at the age of three. The word 'pre-school' is used to cover all under-five provisions such as school nursery classes, childminders, nurseries, playgroups and day-care centres that receive government funding for early education.
Early education is not compulsory, but the offer of a free pre-school place does provide children with quality early learning and development opportunities.
When a child attends pre-school, they should have the equivalent of a Personal Education Plan (PEP) drawn up by the social worker in partnership with the child, teachers, parents/relatives/carers and other professionals linked with the child. This PEP should set out the child's needs and what support and services are needed to match them.
Starting school in Havering
Havering Primary schools provide high educational standards for pupils of all abilities from a broad range of ethnic and social backgrounds. What stands out about primary schools in Havering is that they achieve high standards and that those standards are rising.
Children can be admitted full-time to school during the first half of the Autumn term after their fourth birthday. However, from the beginning of the term following their fifth birthday, carers are responsible for ensuring that the child is educated on a full-time basis. Carers and social workers can find out information about local schools to help with the decision.
How do I find a Primary school?
Primary schools are for children aged between 4 and 11. Every community primary school has a defined neighbourhood area. This is defined by the surrounding roads, and children living in these roads are given priority for admission. If you wish for the child to attend the neighbourhood school then you must contact them directly and request the admissions form. If you wish for the child to attend any other school, you must contact the school of your choice and register the child's name with them.
How will admissions be decided?
Once you have completed the common application form, you must return it to the school. You may list up to three schools in order of preference on this form, including voluntary-aided schools which may require supplementary forms to be completed. Priority is given to the children resident within the individual school's defined neighbourhood area unless there are any exceptional factors which, if there are, will take precedence. Applications on behalf of pupils in public care will be considered in this category.
For more information or a booklet containing the voluntary-aided schools admission criteria please contact the Admissions department on 01708 433925.
Changing schools at eleven
The change from primary to secondary school is one of the major events in a child's life. Their time at secondary school will develop their academic and social skills and set them up for a lifetime of successful learning.
The London Borough of Havering is very proud of the achievements of its secondary schools and is sure that your child will benefit from the high quality of education, whichever school they attend.
How do I go about getting the necessary paperwork?
If your child is at a Havering primary school and you live within the borough you will be required to get a "common transfer form" from that school. If you live outside of the borough and you wish for your child to attend a Havering secondary school then you must fill in that borough's "common application form" and return it to the school your child attends.
I know the school I want and I have sent the paperwork back, what happens next?
The Education Service will co-ordinate the offer to all of the 18 Secondary schools within Havering to avoid the possibility of any one child receiving more than one offer. It is vital, therefore, that you put your preferences in true order of priority because we will assume that the school you have put as number one is your first choice, and similarly the last listed school is the one you would least prefer.
It is likely that voluntary-aided and foundation schools will require you to complete supplementary forms which must be returned to the schools concerned.
What happens if I do not get offered the schools of my choice?
This should not happen because children in Public Care are given high priority but if no places are available at the preferred school then you'll be given information regarding alternative schools and how you can appeal to an Independent Appeal Panel. Should they wish, unsuccessful appellants will remain on the waiting list for schools listed on the consortium form.
Accessing education at any age
Children may access education at any time between the ages of 5 and 16. Many children in the care system change schools frequently, and finding a school place can be very difficult if a child is transferring outside the normal entry time, generally because all the schools are full. On occasions arrangements can be put in place to allow children in care to be placed in a school, even if the school is technically full. You will need to ring Havering's admissions team on 01708 433925 to ask if such arrangements can be applied to the school of your preference.
A social worker can appeal for a place at a school if they feel that the school is better for the child. This is done in writing. If the place is refused, a letter is sent to the social worker who notifies all relevant parties (parents, child, carers etc), and requests all the appeal forms to be completed by all relevant parties. Admission authorities should deal with applications and appeals for children in public care as quickly as possible to avoid 'unnecessary delay'.
Special Educational Needs (SEN)
For a number of reasons, young people in care are more likely to have a statement of special educational needs (SEN) than other pupils. Every school should have a SEN policy, available free to all parents and carers. All schools must also have SEN co-ordinator (SENCO) that liaises with the child's parents and carers to discuss how well each of the associated professionals are meeting the child's SEN. To draw up the statement, parents, carers and social workers will need to meet, discuss and decide what supplementary needs the child has. Any costs are covered by the LEA the child resides in.
Improving education attainment for Children in Public Care
In Havering we have agreed the following targets:
- 12 young people aged 16 and over leaving care achieving at least 5 A*-C GCSEs or equivalent
- 27 young people aged 16 and over leaving care achieving at least 1 GCSE at grade A*-G or equivalent
- 75% of care leavers who were engaged in education, training or employment on their 19th birthday
Exclusions
All those who work with children in Public Care should take responsibility for identifying behaviour that is likely to get them in trouble, and work with them to prevent them from being excluded from school. Children in Public Care are ten times more likely to be permanently excluded than other children. Many have experienced fixed term exclusions.
The disruption in a child's education is often the cause of breakdowns in foster placements.
Even where the Local Authority does not have parental responsibility the child's social worker should be informed about any exclusion.
Challenging exclusions
If you or others with parental responsibility decide to challenge an exclusion they have the same rights to information as parents of other children. With all exclusions, the first stage is to put the case to the school governing body, which will review the exclusion. Social workers should make sure that the child's views are heard at the governors meeting and/or in a letter to the governing body and, where relevant, the Independent Appeals Panel which hears appeals against permanent exclusion.
Governors should generally add any views or details of any representations to the child's school record if asked.
Education out of school
If a child is excluded their education shouldn't stop. For fixed period exclusions, the school is responsible for making provision, which generally means sending work back home. School staff should make sure that the work is marked. For longer exclusions the LEA may make provision and, in the case of all children excluded permanently, they are expected to provide full time provision at least by the time the child has been out of school for 15 school days.
Further Information:
· A Better Education for Children in Care
(Social Exclusion Unit 2003)
· If this were my Child
(Local Government information unit 2003)
· Education of Young People in Public Care
(DfEE/DH, 2000)
· Think Smart – Moving Schools
(The Who Cares? Trust, 2004)
· How to appeal
(Special Educational Needs Tribunal, 2002)
· Inclusive Schooling: Children with Special Educational Needs
(DfES, 2001)
Educating children in public care
Introduction
All parents want the best for their children and getting the right education for them is an important part of that expectation.
For a child in public care, education can be fraught with difficulties caused by upheavals and upsets in the child's life. Additionally, there may be confusion among those with parenting responsibilities about who does what. Understanding who makes important decisions, such as choosing a school, and who supports a young person throughout school and beyond compulsory education can be crucial to their life chances.
Attending school provides many benefits for children such as:
- An opportunity for children to succeed in all their school subjects
- The chance to develop good habits of responsibility and time-keeping
- Developing friendships and social skills
- A better chance of gaining qualifications and a job
- Reducing the risk of involvement in crime and anti-social behaviour
- All children in public care who attend school must have a Personal Education Plan (PEP). This will set objectives and detail how each child can be supported
Starting Pre-school
One of the most important milestones in a child's life is starting pre-school at the age of three. The word 'pre-school' is used to cover all under-five provisions such as school nursery classes, childminders, nurseries, playgroups and day-care centres that receive government funding for early education.
Early education is not compulsory, but the offer of a free pre-school place does provide children with quality early learning and development opportunities.
When a child attends pre-school, they should have the equivalent of a Personal Education Plan (PEP) drawn up by the social worker in partnership with the child, teachers, parents/relatives/carers and other professionals linked with the child. This PEP should set out the child's needs and what support and services are needed to match them.
Starting school in Havering
Havering Primary schools provide high educational standards for pupils of all abilities from a broad range of ethnic and social backgrounds. What stands out about primary schools in Havering is that they achieve high standards and that those standards are rising.
Children can be admitted full-time to school during the first half of the Autumn term after their fourth birthday. However, from the beginning of the term following their fifth birthday, carers are responsible for ensuring that the child is educated on a full-time basis. Carers and social workers can find out information about local schools to help with the decision.
How do I find a Primary school?
Primary schools are for children aged between 4 and 11. Every community primary school has a defined neighbourhood area. This is defined by the surrounding roads, and children living in these roads are given priority for admission. If you wish for the child to attend the neighbourhood school then you must contact them directly and request the admissions form. If you wish for the child to attend any other school, you must contact the school of your choice and register the child's name with them.
How will admissions be decided?
Once you have completed the common application form, you must return it to the school. You may list up to three schools in order of preference on this form, including voluntary-aided schools which may require supplementary forms to be completed. Priority is given to the children resident within the individual school's defined neighbourhood area unless there are any exceptional factors which, if there are, will take precedence. Applications on behalf of pupils in public care will be considered in this category.
For more information or a booklet containing the voluntary-aided schools admission criteria please contact the Admissions department on 01708 433925.
Changing schools at eleven
The change from primary to secondary school is one of the major events in a child's life. Their time at secondary school will develop their academic and social skills and set them up for a lifetime of successful learning.
The London Borough of Havering is very proud of the achievements of its secondary schools and is sure that your child will benefit from the high quality of education, whichever school they attend.
How do I go about getting the necessary paperwork?
If your child is at a Havering primary school and you live within the borough you will be required to get a "common transfer form" from that school. If you live outside of the borough and you wish for your child to attend a Havering secondary school then you must fill in that borough's "common application form" and return it to the school your child attends.
I know the school I want and I have sent the paperwork back, what happens next?
The Education Service will co-ordinate the offer to all of the 18 Secondary schools within Havering to avoid the possibility of any one child receiving more than one offer. It is vital, therefore, that you put your preferences in true order of priority because we will assume that the school you have put as number one is your first choice, and similarly the last listed school is the one you would least prefer.
It is likely that voluntary-aided and foundation schools will require you to complete supplementary forms which must be returned to the schools concerned.
What happens if I do not get offered the schools of my choice?
This should not happen because children in Public Care are given high priority but if no places are available at the preferred school then you'll be given information regarding alternative schools and how you can appeal to an Independent Appeal Panel. Should they wish, unsuccessful appellants will remain on the waiting list for schools listed on the consortium form.
Accessing education at any age
Children may access education at any time between the ages of 5 and 16. Many children in the care system change schools frequently, and finding a school place can be very difficult if a child is transferring outside the normal entry time, generally because all the schools are full. On occasions arrangements can be put in place to allow children in care to be placed in a school, even if the school is technically full. You will need to ring Havering's admissions team on 01708 433925 to ask if such arrangements can be applied to the school of your preference.
A social worker can appeal for a place at a school if they feel that the school is better for the child. This is done in writing. If the place is refused, a letter is sent to the social worker who notifies all relevant parties (parents, child, carers etc), and requests all the appeal forms to be completed by all relevant parties. Admission authorities should deal with applications and appeals for children in public care as quickly as possible to avoid 'unnecessary delay'.
Special Educational Needs (SEN)
For a number of reasons, young people in care are more likely to have a statement of special educational needs (SEN) than other pupils. Every school should have a SEN policy, available free to all parents and carers. All schools must also have SEN co-ordinator (SENCO) that liaises with the child's parents and carers to discuss how well each of the associated professionals are meeting the child's SEN. To draw up the statement, parents, carers and social workers will need to meet, discuss and decide what supplementary needs the child has. Any costs are covered by the LEA the child resides in.
Improving education attainment for Children in Public Care
In Havering we have agreed the following targets:
- 12 young people aged 16 and over leaving care achieving at least 5 A*-C GCSEs or equivalent
- 27 young people aged 16 and over leaving care achieving at least 1 GCSE at grade A*-G or equivalent
- 75% of care leavers who were engaged in education, training or employment on their 19th birthday
Exclusions
All those who work with children in Public Care should take responsibility for identifying behaviour that is likely to get them in trouble, and work with them to prevent them from being excluded from school. Children in Public Care are ten times more likely to be permanently excluded than other children. Many have experienced fixed term exclusions.
The disruption in a child's education is often the cause of breakdowns in foster placements.
Even where the Local Authority does not have parental responsibility the child's social worker should be informed about any exclusion.
Challenging exclusions
If you or others with parental responsibility decide to challenge an exclusion they have the same rights to information as parents of other children. With all exclusions, the first stage is to put the case to the school governing body, which will review the exclusion. Social workers should make sure that the child's views are heard at the governors meeting and/or in a letter to the governing body and, where relevant, the Independent Appeals Panel which hears appeals against permanent exclusion.
Governors should generally add any views or details of any representations to the child's school record if asked.
Education out of school
If a child is excluded their education shouldn't stop. For fixed period exclusions, the school is responsible for making provision, which generally means sending work back home. School staff should make sure that the work is marked. For longer exclusions the LEA may make provision and, in the case of all children excluded permanently, they are expected to provide full time provision at least by the time the child has been out of school for 15 school days.
Further Information:
· A Better Education for Children in Care
(Social Exclusion Unit 2003)
· If this were my Child
(Local Government information unit 2003)
· Education of Young People in Public Care
(DfEE/DH, 2000)
· Think Smart – Moving Schools
(The Who Cares? Trust, 2004)
· How to appeal
(Special Educational Needs Tribunal, 2002)
· Inclusive Schooling: Children with Special Educational Needs
(DfES, 2001)
Children and young people
Our combined Children's Services have also been judged at the highest level possible – an achievement of which only 10 out of 150 other local authorities can claim.
To ensure we maintain this standard, we have spoken to many people when considering the way forward to find out exactly what people of all ages want. We listened to children and young people, and their parents and carers. We looked at information from within the council, as well as what inspectors have said. We were also careful to listen to our partners and their priorities, and worked in with what central government considers their priorities.
From all of this, we have been able to sum up what we want for all children and young people in Havering: excellence and equity.
We want to:
- maintain and continue improvements we are making in our schools;
- make the best use of technology within schools and communities so that children and young people have access to the benefits of the internet;
- raise learning and qualification targets so that our young people can get better, higher paid jobs;
- improve access to leisure and sporting activities for young people to help promote healthy lifestyles.
This is the just the beginning. There are many other areas we will be working on both within the council itself and also with our partners. We want to continue to improve the lives for all young people in the borough, and will work hard to make sure this happens for all.
How are we going to do this?
Here in Havering, we are aiming to make sure children and young people are valued for what they contribute to all our lives. To achieve this, we are working towards promoting 5 main points;
Be healthy
We want to improve services for babies and their mothers by better support for dietary choices and more widespread immunisation. We will also be concentrating on health choices in the home that affect early development: such as smoking in the home. We are also going to improve our efforts to combat obesity.
We want to see more improvements in the services dealing with drug and alcohol misuse and sexual health.
Be safe
We want to improve safety for children in the home and in environments where they learn and play.
Enjoy and achieve
We are planning more day care and play places so that even more children are provided with the best chances for a better education.
We want to improve education levels and opportunities for minority groups and children in care, and make sure they achieve the same level of excellence as their peers.
Make a positive contribution
We are going to improve the ways in which children and young people in Havering can become involved in making decisions that affect them. We will start this by making sure we listen to what children and young people tell us about their day to day experiences of living in the borough.
Enjoy economic well-being
We are working on ways to improve the range of work-related courses young people can take at school and college, as well as encouraging more students to continue their education into sixth form and beyond.