The role of the Virtual School in supporting improved educational outcomes for children in care

Sebba, Judy; Berridge, David

doi:10.1080/03054985.2019.1600489

Cited by 12 publications

(4 citation statements)

References 16 publications

(17 reference statements)

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“…The method of producing and reporting the PEP may be important here since three DTs in the present study used electronic formats (‘e‐PEPs’) supplied by their Virtual Schools. In line with previous findings that e‐PEPs improved practice and helped with monitoring of progress (Rivers, 2018; Sebba & Berridge, 2019), this format provided clarity around what information DTs needed to supply, supporting their contributions to the process.…”

Section: Discussionsupporting

confidence: 75%

“…Nevertheless, despite the importance of these statutory roles and the persistently poor experiences and outcomes reported for CEC, there is very little published research in this area. A few studies have focused on VSHs (Drew & Banerjee, 2019; Pickles et al, 2022; Sebba & Berridge, 2019), highlighting their important facilitative role in promoting inter‐agency working to support LAC. However, there is limited published research exploring DTs' roles and responsibilities, with most in the form of unpublished theses (Boesley, 2021; Goodall, 2014; Higgs, 2006; Simpson, 2012; Waterman, 2020; Woodland, 2010).…”

Section: Introductionmentioning

confidence: 99%

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‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

2023

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Care experienced children are at substantial risk for poor educational outcomes, so it is vital to understand where the challenges and opportunities may lie in providing improved support for them. Designated Teachers have statutory responsibilities within maintained schools in England to promote the educational achievement of care experienced children, but very little research has examined their views and experiences. Following purposive sampling, in‐depth, online, semi‐structured interviews were conducted with five Designated Teachers during the COVID‐19 pandemic to explore their experiences of the facilitators and barriers to supporting care experienced children. Four themes were developed through reflexive thematic analysis. Designated Teachers enacted change through both systemic working, and the provision of targeted support to address individual child needs. Various facilitators and barriers to role fulfilment were identified, including multi‐agency working and the impact of competing roles and responsibilities. Implications for professionals are discussed and suggestions for future research are made.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

2023

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“…Because disciplinary policy varies widely across countries, across local authorities and across schools in England (Hatton, 2013; Strand & Fletcher, 2014), future national and international comparative studies examining how school discipline is experienced and perceived across varying cultural and educational contexts would further our understanding of the phenomenon and could potentially offer effective alternatives. When considering these varying contexts, it is also important to bear in mind the key role played by virtual schools in promoting the education of children in care and reducing their exclusion rates (Sebba & Berridge, 2019; Trivedi, 2019) as well as the crucial role of Multi Academy Trust in mandating or blocking attachment‐based approaches (Riddell, 2023; Parker, 2022). Third, these interviews represent only a snapshot of participants’ educational journey at a specific time.…”

Section: Discussionmentioning

confidence: 99%

Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

Melkman

2023

British Educational Res J

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Children in care from backgrounds of maltreatment often struggle to perform to their full potential in school. Although the English government has put education at the top of its agenda for children in care, there remains a high risk of children in care being excluded from school, undermining their chances of closing the attainment gap. This study examined how young persons in care and their foster carers perceive and experience out‐of‐school suspension and the factors surrounding it. While analysing interviewees’ accounts attachment theory emerged as a useful analytic lens through which to explore the school experiences of young persons. The study draws on 18 interviews with young persons in care aged 14–18 (nine interviews) who had been suspended from secondary school in the previous 2 years and their foster carers (nine interviews). Findings showed that despite the great importance of school for these young persons, it was generally experienced as a hostile environment where they felt they were not listened to, cared for or respected. These feelings marked a breakdown of communication between children and school and were a central factor in the process that led to their exclusion. Drawing on attachment theory, these dynamics are discussed as reflecting the failure of educational staff to respond to young persons’ attachment needs and provide them with a secure base. Specifically, the Secure Base model for foster carers’ caregivingis offered as a useful perspective to frame teachers’ relationships with young persons in care.

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“…A systemic or policy‐level approach to addressing the poor educational outcomes of children in care should also be considered. For example, the introduction of the Virtual Schools, the head of which is now a statutory role in English local authorities, has been a welcome change to address these challenges (see Sebba & Berridge, 2019).…”

Section: Discussionmentioning

confidence: 99%

Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

O’Higgins

Luke

Strand

2021

British Educational Res J

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Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known about the prevalence and make‐up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general population who achieved four key thresholds, including exam entry and 5 A* to C grades, including English and Mathematics. We then focused on children in care and examined factors that predicted exam entry and achieving 5 A* to C grades, including English and Mathematics. Children receiving social care interventions were less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, several socio‐demographic, care and educational factors predicted their likelihood of success. No children with an autistic spectrum disorder or who had ever been permanently excluded were recorded to have achieved 5 A* to C grades, including English and Mathematics. Children with poor attainment at Key Stage 2 were also at significant risk of not achieving this threshold. Practitioners and policymakers should consider the modifiable risk factors for poor educational performance and be aware of groups of children in care who are at significant risk of not achieving a minimum standard which could open doors for their future.

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The role of the Virtual School in supporting improved educational outcomes for children in care

Cited by 12 publications

References 16 publications

‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

Out‐of‐school suspension among young persons in care: The need to respond to attachment needs and provide a secure base that promotes learning

Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

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