Author: Deale, Sarah

Barnet Virtual School Newsletter
Summer 1 2024

Welcome back to the Summer Term and we hope you all had a good break.
The deadline for Summer PEPs is the 14th June. Please ensure your PEPS are completed as soon as possible before that date. Please remember that we hold both recovery funding and Pupil Premium Plus funding for looked after children and that you can request this through the PEP attached to an outcome for the young person. Any questions please just get in touch. Sarah Deale

Trauma Informed Schools Conference

Thank you so much to all the schools who came to our Trauma Informed Schools conference in March. It was a really inspirational day and reminded us all why we are working in education—to make a difference.
If you could not attend, then it may be worth having a read of A school without sanctions by Steven Baker and Mick Simpson. They were our first two speakers and are headteachers from Everton who offer an innovative approach to behaviour management, tried and tested in their schools which are rated outstanding by Ofsted.
Our second speaker was Ashley John Baptiste, a care experienced BBC journalist. If you want to get a flavour of what he said, an interview with him is available here:
BBC Journalist Ashley John-Baptiste talks about his experience of care and reporting (celcis.org)
We also listened to Jazz Ampaw-Farr’s TED talk on the Power of Every day Heroes which is really worth sharing with your staff as it reinforces the importance of the little things staff do day in and day out in schools.
TEDx Talk | Jaz Ampaw Farr She speaks passionately about education saying ‘Everyday Heroes like you are navigating your own chaos whilst helping children to navigate theirs’ . She has a Manifesto for Educators that reconnects you with your WHY and helps you embed the ambitious resilience needed at this time . It is available here A Manifesto For Educators WITH VIDEO -LNKS (jazampawfarr.com)
Lastly Louise Bomber spoke in the afternoon. She is a leading expert in the field and has written several books including Know me to teach me. Publications - Touchbase
This is also a really useful video on Supporting Care-experienced children—a trauma-informed approach A trauma-informed approach - Supporting care-experienced children - BBC Teach

This will be a virtual training sessions
and all schools with a Barnet Child in Care, are welcome to join whether you are an in borough school or not.
Please follow this link to book:
Barnet CE Strand-doc v3.9.1
Click on Designated Teacher training.

Training

Transitions in Looked After Children: working through change, loss and
new beginnings 1/5/24 13.00—15.15 on Teams
Transitions (big and small) are often challenging for Looked After Children. In the lead up to the end of the academic year, this training will prepare school staff in ways to support Looked After Children during the upcoming transition period, and other transitions across the year.
Aims of the training session
- Explore how early childhood experiences (including trauma, loss, and separation) can impact on a child/young person’s experience of transitions.
- Look at ways of creating stability and safety for looked after children during periods of transition.
Leaders: Amy Gibb, educational psychologist
Motivational Interviewing 23/5/24—9.30—12.30 at the PDC
This workshop will introduce you to the key ideas of Motivational Interviewing and how to use this approach to create change and motivation for Looked After Children (aged 11-18). Motivational Interviewing is particularly useful when a young person’s beliefs and actions are a barrier to their learning, relationships, wellbeing, and aspirations.
Aims of the training session
- Gain an understanding of Motivational Interviewing as an approach to creating change.
- Explore the steps and activities involved in Motivational Interviewing and have a go at practising some of these activities.
- Consider how to monitor and evaluate the impact of Motivational Interviewing with young people.
Leader: Aimee Cole, Educational Psychologist
Emotions/social skills in school for the looked after child 10/6/2024—3.30—4.30 or 24/6/2024 11.30—12.30 on Teams
In This workshop will focus how early experiences can affect how the LAC child understand emotions/social situations with attention to practical supports within the school setting.
Leader: Speech and Language Therapist, Virtual School
The Adolescent Brain 04/07/2024 9.30—12.30 at the PDC
This training session will explore the development of the teenage brain and how this critical period influences learning, wellbeing and social interactions. It will then consider how adverse child experiences faced by Looked After Children can interact with typical teenage development.
Aims of the training session
- Explore brain development through the stages of adolescence.
- Consider how the developing teenage brain shapes learning, interactions, identity and wellbeing.
- Understand how adverse childhood experiences can influence brain development.
- Look at ways to support teenagers to understand their brain.
Leader: Aimee Cole, Educational Psychologist
ACES and the looked after child 24/06/2024 3.30—4.30 on TEAMS
This workshop will talk about Adverse Childhood Experiences and what this can mean for the LAC child or young person.
Leader: Speech and Language Therapist, Virtual School
To book these training courses, please open this link: Training & Events | BELS | Barnet Education and Learning Service (belstradedservices.uk)

Our training is free to ALL schools. You do not need to buy into BPSI/Bels training

This will be a virtual training sessions
and all schools with a Barnet Child in Care, are welcome to join whether you are an in borough school or not.
Please follow this link to book:
Barnet CE Strand-doc v3.9.1
Click on Designated Teacher training.

Supporting Previously Looked After Children

Part of our wider responsibilities are for previously looked after children (PLAC). We have
a duty to provide information, advice and guidance for parents/carers and schools regarding education
provision for previously looked after children/young people.
How does the Virtual School support
The Virtual School will:
respond to parental requests for advice and information – e.g. advice on school admissions in their area. Where appropriate, the VSH should signpost parents to other services that can offer advice and support;
respond to requests for advice and information from providers of early education, designated teachers in maintained schools and academies, and providers of alternative provision in their area in respect of individual children supported by the local authority.
make general advice and information available to early years settings and schools to improve awareness of the vulnerability and needs of previously looked-after children.
Specifically the Virtual School will:
Provide advice and information to frequently asked questions online.
Provide advice to individual parents/ carers and schools where they have a query.
Advise schools on how they can support previously looked after children to improve behaviour to help avoid exclusion becoming necessary.
Advise schools on how to best use Pupil Premium to support previously looked-after children.
Key Points
Previously looked-after children do not need to have a Personal Education Plan [PEP] –
VSHs are not expected to monitor the educational progress of individual children or be held to account for their educational attainment.
Any intervention in the education of a previously looked-after child must be with the agreement of the person(s) who have parental responsibility for the child.
Top Tips from children as to how D.T.s can support them
1. Be available, take the time to get to know me
2. Notice if I am upset or angry and listen to me when I need help
3. Understand that even though I’ve had a different past than most people, it doesn’t mean I need to be treated differently
4. Understand my experience of being looked-after
5. Understand that my past will affect my present and my future behaviour even if I don’t notice
Useful Guidance for Schools
Welcoming an adopted child to your primary school/nursery/secondary school—https://www.adoptionuk.org/free-information-downloads
Meeting the needs of adopted and permanently placed children A guide for school staff https://www.pac-uk.org/our-services/education/education-resources/
Useful case studies with strategies https://www.adoptionuk.org/Handlers/Download.ashx?IDMF=06211143-c8c7-4270-ae8e-e5ea6cb9a56f
Coram have also produced an Adoptables’ School Toolkit with lesson plans and resources for KS2 and KS3 AdoptablesToolkitFlyerA5.pdf (azureedge.net)

This will be a virtual training sessions
and all schools with a Barnet Child in Care, are welcome to join whether you are an in borough school or not.
Please follow this link to book:
Barnet CE Strand-doc v3.9.1
Click on Designated Teacher training.

EAL or SEN

Several schools attended our training last term on Is it EAL or language difficulties? On a similar subject, the Bell Foundation have produced some really useful guidance on EAL and SEND: Guidance for Integrated Provision in School. The guidance contains case studies of children from early years through to KS4 and a list of organisations and resources for EAL, SEND and refugee education. There are materials for a whole school audit, advice on the process of identifying and providing for EAL learners who have SEND and resources.
You can access all the information for free here: EAL and SEND: Guidance for Integrated Provision in Schools - The Bell Foundation (bell-foundation.org.uk)

Key Contacts at the Virtual School

Head Teacher: Sarah.deale@barnet.gov.uk Deputy Head of School: Julie.locke@barnet.gov.uk
School Business Manager: Jane.thrift@barnet.gov.uk Caseworker: Allan.newby@barnet.gov.uk
PEP Coordinator: Caroline.Gladkow@barnet.gov.uk Caseworker : Hannah.hudson@barnet.gov.uk
Caseworker: Ornella.rochfort@barnet.gov.uk Senior Caseworker: Frazier.stroud@barnet.gov.uk
Caseworker : Sejal.patel@barnet.gov.uk Caseworker: Isabella.underhill@barnet.gov.uk
Caseworker—Post 16: Aiysha.Iqbal@barnet.gov.uk
Education Lead—Children with a social worker: Nicola.axford@barnet.gov.uk

Website: Home | Barnet Virtual School | London Borough of Barnet | England (barnetvs.org)
Tel: 020 8359 4534
Email: Barnet.virtualschool@barnet.gov.uk
Follow us on Twitter (@barnetvs), Instagram (Barnet_virtual_school ) and Facebook (Barnet Virtual School) to keep up with news, resources, training etc .

This will be a virtual training sessions
and all schools with a Barnet Child in Care, are welcome to join whether you are an in borough school or not.
Please follow this link to book:
Barnet CE Strand-doc v3.9.1
Click on Designated Teacher training.

Who should attend: Designated Teachers for Looked After Children and Safeguarding Leads
Outline/Objectives:
Outline how trauma impacts on children's development, wellbeing and learning
Consider the impact of covid-19 on looked after children's resilience
Explore trauma sensitive practice
Leader(s): Dr Parminder Chana and Dr Amy Gibb, Educational Psychologists

Website: Home | Barnet Virtual School | London Borough of Barnet | England (barnetvs.org)
Tel: 020 8359 4534
Email: Barnet.virtualschool@barnet.gov.uk
Follow us on Twitter (@barnetvs), Instagram (Barnet_virtual_school ) and Facebook (Barnet Virtual School) to keep up with news, resources, training etc .

Funding for Previously Cared For Children is based on census data, so it’s vital to ensure that information about your Previously Cared For Children cohort is up to date.
Previously Looked After Children or PLAC - are children no longer in local authority care because they are the subject of an Adoption, Special Guardianship or Child Arrangement Order. Children who have gone back to live at home without one of these, are not eligible for this funding.
From 1st April 2023, Pupil Premium funding is also available for pupils who have been adopted from care or have left care from outside of England and Wales.
Pupil Premium Grant funding is paid at the start of the financial year as a single indicative amount. Following data verification by the Education and Skills Funding Agency (ESFA), an adjustment is made for actual funded numbers later in the summer term.
To secure the Pupil Premium Grant, it is the responsibility of the educational setting to prompt parents and guardians who will have needed to inform the setting about their child’s circumstances in time for the setting to record the child’s status on the January census. We suggest that you include a question regarding previously in care status both on your admissions form and at regular intervals when requesting information regarding Ever 6 FSM eligibility.

Head Teacher: Sarah.deale@barnet.gov.uk Deputy Head of School: Julie.locke@barnet.gov.uk
School Business Manager: Jane.thrift@barnet.gov.uk Caseworker: Allan.newby@barnet.gov.uk
PEP Coordinator: Caroline.Gladkow@barnet.gov.uk Caseworker : Hannah.hudson@barnet.gov.uk
Caseworker: Ornella.rochfort@barnet.gov.uk Senior Caseworker: Frazier.stroud@barnet.gov.uk
Caseworker : Sejal.patel@barnet.gov.uk Caseworker: Isabella.underhill@barnet.gov.uk
Caseworker—Post 16: Sinead.garvey@barnet.gov.uk
Education Lead—Children with a social worker: Nicola.axford@barnet.gov.uk
Senior Learning Mentor— Amy.wight@barnet.gov.uk Learning Mentor— Jhana.mills@barnet.gov.uk

https://www.epinsight.com/post/supporting-post-lockdown-education-using-the-6-principles-of-nurture

Motivational Interviewing with Looked After Children
21/3/2024—9.30—12.30 at the PDC
This workshop will introduce you to the key ideas of Motivational Interviewing and how to use this approach to create change and motivation for Looked After Children (aged 11-18). Motivational Interviewing is particularly useful when a young person’s beliefs and actions are a barrier to their learning, relationships, wellbeing, and aspirations.
Aims of the training session
Gain an understanding of Motivational Interviewing as an approach to creating change.
Explore the steps and activities involved in Motivational Interviewing and have a go at practising some of these activities.
Consider how to monitor and evaluate the impact of Motivational Interviewing with young people.
Suitable for staff in secondary or FE settings

To be considered for funding:
There needs to be a good up to date PEP in place which:
Identifies the learning need and progress of the child with a clear baseline
Has a clear action plan to address needs and promote progress with clear SMART targets (see below)
Demonstrates how the PP+ allocated will be used to support the child
See on for further details …...