Welcome
Hi everyone. My name is Faiza and I recently joined the Virtual School as an apprentice. If you have a look at the photos on the next page you may recognise one of the people on my team.
As a care leaver, I remember having my own PEPs and to now be a part of the team who once supported me with my education as a child looked after is an extraordinary feeling.
So far, I have had a great experience working with the team and I feel that I have learnt so much over such little time and I look forward to gaining more knowledge and understanding.
I’m thankful for the opportunity and I would like to do my best to support in any way so please do not hesitate to contact me at: Faiza.waseem@sloughchildrenfirst.co.uk
Who we are
Head of Virtual School
Learning Advocate Secondary
Post 16 Employment and Training
Learning Advocate Early Years and Primary
Learning Advocate Secondary
Direct Worker Employment and Training
Learning Advocate Secondary
Learning Advocate Previously Looked After (all ages)
Service Co-ordinator
Learning Advocate Post 16
PEP Champion
Introduction
The children and young people in Slough’s Virtual School have done exceptionally well in their education this year. For example best ever GCSE results. This is always a reason to celebrate, but in the context of a pandemic it is remarkable.
This report is called reconnecting. That was a theme from September 20 to July 21, as schools, settings, colleges and universities found ways to work more directly with you. For some it was in face to face ‘bubbles’, for others on line.
When Ofsted visited in October 2020 they said:
“Working regularly across services with schools and carers, the Virtual School has been instrumental in promoting continued learning for children, both at home and in their return to schools. The Virtual School has supported children’s continued learning during the lockdown period through the distribution of over 300 laptops.
“Foster carers and school leaders hold the Virtual School in high regard and have valued the regular communication and support they have received to assist children to continue their learning at home as well as at school.
“Children in care have been supported well to continue learning. Personal education plans are detailed, capture children’s views and have continued to be reviewed throughout the lockdown period. Learning advocates from the virtual school provide effective advice, and so children’s education targets are proportionate.”
What you told us and what happened next
This section highlights some examples of what you have told us, how we have listened and how this has helped your learning.
You said: I have messed up at school. I want to try again in Year 12.
We did: We worked with your social worker to find the best option for you.
What happened next: You got high grade passes in GCSE English and maths.
You said: I have SEND needs. I am finding the jump from Year 11 to Year 12 difficult.
We did: We talked through other options with you then moved you to a different college with different approach.
What happened next: You settled in and are doing well.
You said: I want tutoring that understands I am smart. I only want to cover what I have missed in Year 11 and go at speed.
We did: We found tutors you could work with.
What happened next: Despite time out of school you got great GCSEs.
You said: To your social worker I don’t know what I want to do when I leave school.
We did: We set up a 1-2-1 career advice session.
What happened next: We helped you choose your subjects because you knew what you were good at and what job you were seeking.
You said: I need specialist music equipment to do my course.
We did: We gave you the chance to spec your own.
What happened next: After lots of difficulties in school previously you are now flying. Exam results in the 90%s
You said: I am struggling emotionally but I want to keep my college place going.
We did: We talked to the social worker, who sorted some emotional support. We intervened with the college who kept your place open for you.
What happened next: You managed the course.
You said: I’d rather do early childhood studies
We did: We contacted your college and changed the course.
What happened next: You are enjoying a course that is better match for you.
You said: I am ready for a place in mainstream school.
We did: We involved you in choosing the school. We helped you make a careful transition.
What happened next: After a year in mainstream you are doing really well, exceptionally well in some subjects. You are ready for great GCSEs and beyond. You love to learn!
You said: I’ll do some tutoring but it’s got to be good. (Young person had the highest number of exclusions in Virtual School two years before, and has an EHCP).
We did: We worked closely with you and your carer until we got the right combination of tutors and subjects.
What happened next: You stormed your GCSEs, making great progress in the two years. You also got some strong qualifications in Btecs. You have secured a college placement to do something you have always wanted to do.
After difficult Year 11 and 12
You said: I want to be an entrepreneur. School wasn’t for me.
We did: We encouraged you to take career advice, which was to go to college to study accounting and finance.
What happened next: Transformed attitude to learning and good attendance all year. The able young person we knew was in there was revealed.
You said: I’d like to take drum lessons. I think that will help me be calm.
We did: We found a tutor and funded the lessons.
What happened next: You have enjoyed drumming and been more ready to learn.
You said: (Several of you) We would like maths and English tuition.
We did: We will always find a way of funding this up to age 25.
What happened next: They are the key qualifications to so much else.
You said: I’d like to do singing lessons to support GCSE music.
We did: We sorted lessons for you.
What happened next: Good GCSE pass.
You said: I need a laptop to access Microsoft Teams and online learning
We did: We provided you a laptop.
What happened next: You engaged with your learning
You said: My A level results mean I can’t go to my first choice of university
We did: Talk to the university to show them the A level marking was wrong. (It was upgraded later).
What happened next: 2:1 in first two years at university.
“I am currently on my third/ fourth year, doing a split year abroad at the Charles University Prague. I am really enjoying it as I am able to take the most interesting subjects such as asset pricing (economics), space security and political risk analysis. As well as a module learning Czech.
“I have also in the summer managed to get an internship in Tenerife with the Fair Earth Foundation where I will be part of a research project that monitors cetacean populations to see the impact of climate change in Tenerife. This will be over the summer and I was successful in obtaining the scholarship which means that the internship will be free including accommodation, food and some activities that are offered in the island. So this year is a busy year (but also expensive) and I am SO excited!!!!”
You said: I’m struggling on my Construction degree I’d like intensive tuition
We did: We sorted tutoring. We are talked with SBC about ways they may help you, with such a local shortage.
What happened next: You completed your degree in an unusual subject for a girl, but one you love.
Some good news stories from a difficult year
Success looks very different as our young people develop and are able to express their talents in different ways. Many examples below, of what our amazing children have done.
The illustrations in this report are from a child who works with the Virtual School. That person has also had a story published within a book this year.
One young man was chosen by his school to meet the Prime Minister when he visited. This showed us just how much progress he had made to be given the honour of representing the school.
Year 11s get the best ever GCSE results. Children looked after by Slough are doing better than other children looked after. This is true whether they go to school in Slough or not. This is a fantastic achievement. Much more detail in the Numbers section of the report.
Another young person was named as Year 12 student of the year
A teacher wrote to us to say, ‘thank you for the package of education goodies you sent our child. She loved that you had remembered her at Christmas’.
One of our young people was invited to go to a summer school at Eton College. They did well and now have the offer of a place at a high achieving independent school, fully funded by the school. A family support worker wrote in exam week, “B is currently playing the piano in our school atrium as everyone arrives to school. It’s wonderful.”
The Library Service and Dolly Parton’s, Imagination Library (yes that one) increased the number of books we could send children and young people in parcels this year. See Appendix 3 for lots of examples of the kinds of books we send.
From the education lead in fostering agency we had this email: “I just wanted to say how fantastic your team have been regarding C, if all Virtual Schools operated in the same way I could be out of a job. So good to work with such proactive colleagues. Massive thanks to all concerned.”
We were able to provide children and young people with the same excellent tutors, but at a lower cost over the summer through the National Tutoring Programme.
For one of our young people with an EHCP, we heard this from school: “We are delighted to inform you that D has now received a Bronze award for his outstanding behaviour and effort. The bronze award certificate will be presented in the key stage assembly. Points are awarded for hard work, effort and achievement, the Bronze award is presented for 500 points. This is a fantastic achievement and deserves to be celebrated.”
One of our young people wrote to us to say: “Good afternoon. Thank you for the card and the Amazon voucher. It will be spent wisely. I will continue to try my best in school. Many thanks E.”
From an adoption agency: “I just wanted to thank you for all of your support to F and G over the last couple of months and onwards, I know this all to support the children which is paramount, but, they are so thankful for all you do in trying to get the support in place which ultimately reduces stress for them!
I know it can be hard when so many professionals are involved, but I find you both very easy to work with and so accommodating.”
Another Learning Advocate said: “J’s PEPs are always such a joy and I love the school. The resources they want are so creative [kitchen unit for him with his stuff in it to promote him standing for longer, but also to stop him messing in cupboards with medical supplies in; toy hoover to stop him using the real one which he will then stick on another child’s face; variety of fastenings’ cushions to place around the room to encourage walking, reaching etc, and stop him trying to put the peg feed out on a friend or undo the straps on a wheelchair.”
Another Learning Advocate said: “K happy at school and working hard for exams which start this Friday. Teacher’s predicting higher than target grades. Has become Junior prefect so great achievement.”
One young woman got a distinction at Level 3. She was offered a job at a large local company, where she has secured a good salary and is highly thought of.
One young man who had personal struggles at university completed his law course and having re-thought his career is now really enjoying a Masters in IT.
One young person who was not able to get to school to take her tests for GCSE grades, was supported by her school holding the test three times and The Virtual School member of staff getting her there. She did well in GCSEs. We believe she will really fly at college.
For a child who struggled at primary school and moved to a secondary school in a completely new area with her carers. A very hard to get Double Gold Merit Award from her school A day at Go Ape for the young people who were Asylum Seeking children allowed fun activities. This included terrifying looking videos of zip wires. Everyone enjoyed and had great reasons to build friendships and practice their English.
Someone got Year Leader Certificate of Excellence, after gaining 200 merit points.
From a social worker for a child who has struggled in school this year, a different sort of achievement celebrated. “I just wanted to share the amazing success of her Bake Sale yesterday that I attended. She was on track to reach her £250 target yesterday and is continuing to make sales today.”
The charity she had chosen was related to her family circumstances.
A child was supported to get a Grammar School place, where she is thriving.
From a placement with its own school: “100% attendance 100% participation. L has had a super week all told. L has worked independently incredibly hard on his personal development ASDAN awards this week (which he chose himself at the outset of the placement) especially around the areas of personal development, personal finance and budgeting. He requested that he have some further practise on operations which he completed to a very high standard and cooked some delicious pasta carbonara with mussels which he derived much therapeutic benefit from. He continues to be very focussed in his studies and his rapid working towards semi-independent living at the end of his placement. An excellent week L! He is pupil of the week!”
From a Learning Advocate: ‘I would really like to celebrate M. He’s raised over 650 for Cancer Research through walking for cancer. School are so impressed and he has raised the largest amount in his year group. What a superstar!
(M has had an incredibly difficult time lately and is struggling with his Emotional Health, I think it would be lovely if we can celebrate something for him as things have been a little negative of late.)”
The first steps really matter. From a college for someone finding it hard: “N has had a great morning. She has attended maths where she participated in the lesson and answered questions. N is currently on English online so this morning has been a success.”
From a carer: “I want to shout it from the roof tops how very proud we are of O. He had an on line parents evening, he and he is doing sooooooo well. I am still on a high two and half hours later, Male carer and I are buzzing. All the teachers were positive about how he conducts himself his work and behaviour. He needs to have more faith in his abilities, Mr W maths teachers said he knows the answers but lacks confidence. Mr W said O worked so hard doing the on line lessons in lock down, gets easily distracted in class. Mr W puts O in the top 3 in his class, he is progressing faster than any other student in the class. Mr W has given the most house points to O than any other student in the class. We are SOOOOOOOOOO very proud.”
From a Learning Advocate: “I just wanted to share that I had the PEP for P today and heard that after some really challenging times, he’s made it to a secure Yr6 in maths…. Massive progress! COVID seems to suit him. Progress not only academically but socially too.”
So so proud of him!!’
From a school: “I am really please to write to you to say how proud I am of your child’s positive Attitude to Learning (ATL) throughout lockdown. In the last report their average ATL score was one of the highest in the year group and this can only be achieved through consistently working hard and being focused and engaged at all times. Please pass on my congratulations to them and thank you for all your support, as I know that students with a great work ethic, have the full support of their parents to help and encourage them to achieve their best.”
A young woman with no English on entry to UK, worked consistently hard through tutoring and has secured a permanent job.
One young woman who excelled in the arts and has a place at a prestigious performing college was encouraged to stick with her language. A levels too. She got great marks in everything and said: “Thank you so much for all your help and for advising me to stick with the languages.”
One child previously looked after by Slough, was supported by Ewen, to get into the school his adoptive parents wanted.
One Year 10 wrote the best application any of us have seen to become a prefect. See Appendix 4 to find out how to do it.
Two young people sent a lovely hand written note thanking us for the Book tokens. If you want to see the kind of thing that arrives in Parcel in the post See Appendix 3.
What next for the Virtual School?
All Virtual Schools have a new responsibility from 21 September for supporting the education of any child with a Slough social worker. We are calling this Safer in a Slough School. (We only have responsibility for children in Slough schools in this project. For Children Looked after it is wherever they go to school!)
This will be many more children who aren’t in care. You are the experts in being a child with a social worker. We are always interested in hearing from you, how we can help. The messages we hear are that you want to be ‘normal’ and not picked out in any way for being in care. This is especially true in school. You want us to help you be ambitious for your futures. We take the view that if it works for you it works for us. Just let us know. If you would rather not mention it to your Learning Advocate please send it to the Virtual School Head teacher, Anne Bunce, at anne.bunce@sloughchildrefirst.co.uk
We are a service that is here to serve you.
Apart from this, we are developing our existing services. Our service to Post 16 has really improved over the year, because we have grown what it can do. We start earlier with you to talk about possible careers. We are better at working with you to get you back in education, including apprenticeship opportunities. This is really paying off with young people getting English and maths as part of other subjects they are studying.
If you are in Year 12 or older and feel a purely theoretical course is not for you, please talk to us about apprenticeship and traineeships, which a greater emphasis on the practical.
They exist from below GCSE all the way to beyond a degree.
T levels are coming too. These are at the level of A levels, based in college with real ‘clout’ within industry.
Our offer to those of you not in education, training or employment is being developed across next year. We are a service up to age 25. You can always make contact directly or via your social worker or PA.
We always work very closely with your social workers. We are especially pleased to be linking up with their Transformation Programme.
The numbers
How are you doing in school?
The short answer is well. Very well if compared the results are compared with CLA in other areas of the country.
Usually we report on Year 6. This year 7 of the 10 young people have EHCPs and with no SATs it did not seem right to comment other than to say overall good progress is being made against individual targets. Well done Year 6s and good luck in Year 7. You are going to some great schools and are ready.
Years 10 and 11 are our biggest year groups with children who have been in care long enough to look at how they are doing with our help.
For Year 11 there are 15 children including 5 with EHCPs. 4 attended Slough schools. The children did equally well if they were in Slough school or at a school somewhere else.
The Year 11 GCSE results are the best ever. This is measured in all schools by something called Attainment 8.
The average performance for 2020 can be seen in the table below.
| Cohort | Score |
| All children nationally | 50.2 |
| CLA National | 21.4 |
| 2021 Slough CLA | 35.0 |
| 2021 Slough CLA who took GCSEs | 41.0 |
All young people have had positive destinations – post GCSE.
A tutoring agency wrote: “This is a wonderful report that reflects the very positive relationship between tutor and student. Unfailingly polite and appreciative, A has impressed his tutor with every aspect of his work ethic and engagement. He has worked incredibly hard in all his tutoring sessions and has made demonstrable improvements in both his attainment levels and his confidence. This has been a very successful intervention and A should be very proud of all his efforts. We all wish him the very best of luck for the future.”
You said: I want to stay at my Slough school for my final year of GCSEs. I know it is three hours of commuting, but I will work in the car.
We did: We asked, are you sure? You were. We talked to school to set up an adapted timetable that meant you didn’t have to be in every day. We sorted online learning with school and tutoring.
What happened next: You got an excellent set of GCSEs at such high grades you have got your dream college place. Fewer children came into care during their Year 10 or 11. This has had really positive impact on education results.
One young person was named as nicest gentleman of the year in his school. Not only that. His carer said: “He is proud of his GCSE results and stands tall to show it.”
A Learning Advocate wrote: “I have just had the pleasure of sitting through H’s PEP. I have listened to teacher after teacher use phrases such as ‘Great attitude’, ‘Trying so very hard’, ‘Always engaged’, ‘a joy to teach’, the list goes on.
“The same is reflected from her tutor and she’s even attending virtual revision sessions/groups in her own time. If we reflect on her challenges, her comprehensive EHCP, her rocky journey to Yr11, you’ll know what a turnaround this is.
“She is due to achieve her target grades and has 77 achievement points (she only had 25 in her last PEP some 5 academic weeks ago). She applied to two Colleges to study her L2 CACHE and is determined to succeed in childcare.
“She has decided to ‘stay put’ with her current carer and this relationship has been really positive.
“We have had such a journey with H and I just wanted to share a ‘warm and fuzzy’ moment.”
But watch out Year 11s going into Year 12, the Year 10s going into Year 11 are chasing you.
For Year 10 there are 17 children including 6 with EHCPs. Three attend Slough schools. They are doing as well in Slough schools and out of the borough.
Using their school reports we can show how they are doing compared with all Year 10 nationally. 78% are either matching or doing better than all children. Keep going Year 10s!
Year 10s were offered career support visits. Where it was possible Covid safe work experience happened in summer holiday of Year 10 to 11.
One Year 10 got an award for outstanding achievement.
Post 16s how are you doing?
In Years 12 and 13
Some great stories for this Year group too. The young person who really knuckled down in the last 6 months and surprised us all with the quality of grades at A level. Off to University that we thought might be out of reach.
The impact of targeted interventions for school age children are showing their effects, we have record number of five young people moving into 6th forms this year.
University info is now sent to young people at the end of Year 12 to ensure forward thinking about courses and bespoke information about their subjects of interest are sent that encourage applications to Russell Group universities
A young person who had some really challenging life events through the year, kept on track at college. He has impressed his tutors with his progress and resilience.
All post 16s have had at least one PEP this year.
- 37.5% or 6/16 young people are staying in college for their Year 14. Two have EHCPs
- 6% or 1/16 starts employment
- 37.5% or 6/16 NEET. Two of this group, have EHCPs. Strenuous efforts are being made to find them traineeships or other Education, employment or training options for September.
- 19% 3/16 start university.
Year 14 and on
See Appendix 1 to see what the young people are doing at university in 2021-2022.
It shows the range of universities that teach them. We have more people studying and a much wider range of courses than ever before. This shows the ambition you have and we are really proud of you.
We have a record number of university students this year totaling 23 (25) in university with 7 (additional 2 to be confirmed) new starts this year and one graduation to celebrate.
We will always try to support anyone aged 22 or under to start a degree. Don’t feel it isn’t for you.
Don’t forget that there are degree level apprenticeships too.
We have ensured all young people have had the technical equipment to take part in remote learning during Covid. With Covid and lockdown many students have struggled – sustaining places has been challenging, those at risk have continued at university, one young person is considering deferring to explore opportunities in the NHS
We are working more closely with university widening participation officers to support our young people in university – at least two young people have benefitted from this resulting in being able to sustain their place.
We have improved links with Reading University our local university this year holding a bespoke event for 11-18yr olds to raise aspirations
Unaccompanied Asylum Seeking Children have been a targeted group, ensuring they have group online tuition within weeks of coming into care.
We set up an event to Go Ape for them to encourage integration, improve communication skills and language. This was a great success with ten young people attending.
One young person who was at a special school was supported to make choices for Year 12 that were in line with his interests has gone on to complete L2 in accountancy and finance and was a great mentor to other young people at the Go Ape event.
He said about his Learning advocate: “She is very considerate, sends a check up email every few weeks, which shows she cares, – helps me look for opportunities in job areas that I’m passionate about.”
How are SEND children doing?
Our children with special education needs smashed it! 59 of you have Education Health and Care Plans. Others have you needs met through SEND support within your school or college.
For Year 11 taking GCSEs the most up to date Attainment 8 figures are 2019.
| Cohort | Score |
| All children nationally with an EHCP | 13.0 |
| National CLA children with an EHCP | 6.9 |
| 2021 Slough CLA with an EHCP | 17.8 |
51 more children have their SEND needs met with support in school without an EHCP. You are doing well too,
| Cohort | Score |
| All children nationally with SEND support | 30.4 |
| National CLA children with SEND support | 20.4 |
| 2021 Slough CLA with SENd support | 27.7 |
We are so proud of the attitude to learning of so many of our children with SEND.
For example this young person had every sort of challenge and has overcome so much.
You said: When you were 11) I am scared of going to secondary school. I have hardly been in my class in Year 6. I am worried I will be thrown out and have no school.
We did: Got you an EHCP. We chose you a good secondary school. We funded a teaching assistant to help you in your first term at secondary.
What happened next: You worked really hard at secondary and your GCSE results were far better than children looked after with an EHCP in different areas of the country. They were much better than all children with an EHCP. This is phenomenal progress. You have secured a college place that is just right for you.
One young person who was struggling for last two years at school has successfully completed her first year at college with relevant support for her EHCP and good attendance and achievement, she has had many changes to contend with.
The carers have appreciated the continuity from Virtual School: “Taking time to listen the child’s and our questions, concerns and providing advice and guidance as and when needed. Note from ourselves Sameena makes us feel a part of the team and makes herself available for whenever we have needed support for the child.”
The Educational Psychologists have worked with more of you this year to help us know how to help you better. For example we got our first EHCPs for over 18s this year. They are also training teachers in Slough schools how best to support children who are in care with us. Don’t worry it will make sure teachers know that you want to be just like your friends, without a lot of fuss about being in care.
How are Exclusion numbers doing?
Our numbers of exclusions continue to fall, and are key to how well you are doing. We had nine days of fixed-term exclusions. All of these were internal to the school.
There were no permanent exclusions.
How good are your schools?
97% of you are in good or outstanding schools or colleges.
40% are Outstanding
57% are Good
3% are Requires improvement
0% are Inadequate
These are the people who work with you every day to help you to succeed. This is a good chance to thank them for all they do.
A huge thank you to everyone who works so hard to make the Virtual School a success. Especially to the ones who are actually studying. We can’t do it without you making good decisions every day to improve your lives through education.
Appendix 1: Virtual School HE students list
| 2018 onwards | Course | Institution |
| 2018-22 | Construction | Reading |
| 2018-22 | Business | Bucks |
| 2018-22 | Business (1 year placement in Astute) | Bournemouth |
| 2018-22 | Modern History and Politics (1 year placement in Prague) | Southampton |
| 2019 | Criminology and Forensics | Portsmouth |
| 2019 | Animal Behaviour and Psychology | Chester |
| 2019 | Law and Criminology | Roehampton |
| 2020 starts | Course | Institution |
| 2020 | Childhood and Youth Studies | Portsmouth |
| 2020 | Nutrition – possibly deferring 1 year | Kingston |
| 2020 | Finance and Accounting | Reading |
| 2020 | Criminology | St Marys |
| 2020 | Prim Teaching | St Marys |
| 2020 | Criminology | University of West London |
| 2020 | Medicine | Lancaster |
| 2020 | Law – unconfirmed (immigration) | Birkbeck |
| 2020 | BA with Foundation Social Care, Criminology and Social Justice | Wolverhampton |
| 2021 starts | Course | Institution |
| 2021 | Police Studies and Criminal Investigation – confirmed | Bucks |
| 2021 | Social Work – unconfirmed | Bucks |
| 2021 | Software/Computer (TBC) – going through clearing for Derby for Cyber Security | Derby/Birmingham |
| 2021 | Social Work | Bucks |
| 2021 | Music Theatre – unconfirmed | Staffordshire aka LMA |
| 2021 | Social Work – confirmed | Bournemouth |
| 2021 | Criminal Law and the Courts – confirmed | Open University |
| 2021 | Psychology and Counselling – confirmed | Roehampton |
| 2021 | Health and Social Care with Foundation Year – confirmed | Staffs |
| 2021 | Law – to be confirmed | Open University |
| 2022 predicted starts | Course | Institution |
| Teaching | ||
| Psychology / Health care | ||
| Media | ||
| Nursing | ||
| Business | ||
| Criminology | ||
| Social Care / Education | ||
| Unsure | ||
| Software / Cyber Security Degree / Degree Apprenticeship | ||
| Motor Related Degree / Related Apprenticeship | ||
| Other Returners |
Appendix 2: CLA results
| Child | SEN | Slough or OOB | Gender | Attainment 8 2020 | Non GCSEs exam results | Educational Progress | Social Care Narrative | Destination |
| 1 | Slough | F | 23 | In line with peers. | In an outstanding Slough School has had a stable placement throughout her time in secondary school. | College place L2 health and social care. | ||
| 2 | EHCP | OOB | M | 36 | Creative Media Pass | Was rarely allowed into his Year 6 class, educated in a corridor. Very well behind his peers in Primary. Felt labelled as “stupid”. At real risk at transfer to secondary. Virtual School started work with him in March 16. Changed the choice of school to one rated good (not RI). Got him the EHCP he needed. Planned a very careful transition. Since then has flown. | Stable placement. | College place to do level 2 animal course. |
| 3 | OOB | F | 35 | BTEC National Drama P2 | Has real academic potential but lacks confidence. Moved placement to a completely new area half way through her secondary career. A young person who felt intimidated in her high achieving school. Thrived when learning at home. | Had a difficult time before coming into care. Stable placement with strong interest in education. Emotional health and wellbeing was not strong. Did not believe in herself. | Level 3 media course at college. | |
| 4 | Slough | F | 51 | Able child moved in summer of her Year 10 to distant placement from Slough School. Was consulted about the impact that a school change would bring. Child absolutely determined to stay at Slough school. Chose to commute 3 hours day. Timetable adapted to fit into fewer days and rest on line. 100% attendance on days required in school. Destination is her dream. | A difficult year due to separation from siblings. The young person was determined to keep focused on her education, and this helped her deal with some tough realities of major separation and loss. 3 hour commute each day. Her resilience has pulled her through. She has planned her future and is excited by it. She is taking responsibility for her choices, and this is bringing her rewards. Has a part time job in the holidays. | Level 3 course animal management. | ||
| 5 | EHCP | OOB | M | 29 | After a slow start, pulled his socks up in Year 11. Has an EHCP so better performance than EHCP CLA peers nationally | Stable placement. | Level 2 sports. | |
| 6 | OOB | F | 23 | Moved across the two years of her GCSEs. Worked hard to catch up in an outstanding school. | Significant change across her time in secondary school. | Place at college beauty placement at possibly level 3. | ||
| 7 | OOB | F | 12 | Health and Social Care Pass; Hospitality and Catering Pass | Moved school across GCSE years. Some complexities in her behaviour resulted in a mixture of schooling and Alternative Provision. | Significant changes across her secondary school years. Looking more stable recently. | College place hair and beauty. | |
| 8 | EHCP | OOB | M | No GCES taken | Young person showing strong academic potential in Primary. Emotional Health and wellbeing issues have dominated schooling. Not able to consistently access education, even in specialist schooling. | Has significant identity issues. Moved from foster placement to residential schooling across secondary schooling. Currently in crisis. | Staying at specialist school for level 2 courses. | |
| 9 | Slough | M | 78 | Business Studies A** | Very able young person committed to learning. Made good progress throughout time in care. | Stable placement. | Slough 6th form for A levels. | |
| 10 | OOB | F | 72 | Very able academically, completely refused engagement with any education throughout Year 11. Virtual School negotiated with young person to engage with fast paced and targeted tutoring. This worked very well and grades are sufficient to get an unconditional 6th form offer. | Been in crisis for the whole year in care. Last 4 months have been more stable. Moved back to Slough in August 21. | Slough 6th form for A levels. | ||
| 11 | Slough | F | 49 | Able child, following very able sibling through school. Stayed at same school as placements changed. Met expected levels. | Through secondary school career has had significant emotional health and wellbeing issues. Part of the reason for several placement failures, with and without siblings. | College -criminology or offers from schools to do A levels. Interview late August. | ||
| 12 | EHCP | OOB | M | No GCSEs taken | FS English and Maths Level 1 | Total non-engagement with schooling. Is moving back to Slough. Is excited by the apprenticeship opportunity. He always wanted to be doing work rather than education. | Been in social care crisis for all the time in care across his secondary school years. | College level 1 motor vehicles. |
| 13 | OOB | M | 57 | Won Gentleman of the Year at his school. Sums up his approach. Worked really hard right through. | Had one placement breakdown over secondary school career, but very settled. | 6th form for A levels. | ||
| 14 | OOB | F | 35 | Health and Social Care D1 | Really able child doing very well up to Year 10 but disengaged completely in Year 11. Persuaded on a daily basis to take her exams to prove her ability | A child currently in crisis which has lasted across Year 11. | Applications to be submitted. With 1:1 support visiting colleges. | |
| 16 | EHCP | OOB | F | 24 | Travel and Tourism P2, Art P1, Enterprise P2, Promotion and Finance D1, UK Travel and Tourism D2 | The child with most exclusions two years ago has grabbed the opportunity of a new placement and school in time for the 2 year GCSE programme. | Number of placement breakdowns and hard to place. Placement broke down when 15 Years old, but great bond with current carer. | College L2 bridging course in early learning – foundation. |
|
Child |
SEN |
Slough or OOB |
Gender |
Attainment 8 2020 |
Non GCSEs exam results |
Educational Progress |
Social Care Narrative |
Destination |
|
1 |
Slough |
F |
23 |
|
In line with peers. |
In an outstanding Slough School has had a stable placement throughout
her time in secondary school. |
College place L2 Health and
social care |
|
|
2 |
EHCP |
OOB |
M |
36 |
Creative media Pass |
Was rarely allowed into his Year 6 class, educated in a corridor.
Very well behind his peers in Primary. Felt labelled as “stupid”. At real
risk at transfer to secondary. Virtual School started work with him in March
16. Changed the choice of school to one rated good (not RI). Got him the EHCP
he needed. Planned a very careful transition. Since then has flown |
Stable placement. |
College place to do Level 2 animal course. |
|
3 |
|
OOB |
F |
35 |
Btec National drama P2 |
Has real academic potential but lacks confidence. Moved placement to
a completely new area half way through her secondary career. A young person
who felt intimidated in her high achieving school. Thrived when learning at
home. |
Had a difficult time before coming into care. Stable placement with
strong interest in education. Emotional health and wellbeing was not strong.
Did not believe in herself. |
Level 3 Media course at college |
|
4 |
Slough |
F |
51 |
|
Able child moved in summer of her Year 10 to distant placement from
Slough School. Was consulted about the impact that a school change would
bring. Child absolutely determined to stay at Slough school. Chose to commute
3 hours day. Timetable adapted to fit into fewer days and rest on line. 100% attendance
on days required in school. Destination is her dream. |
A difficult year due to separation from siblings. The young person
was determined to keep focused on her education, and this helped her deal
with some tough realities of major separation and loss. 3 hour commute each
day. Her resilience has pulled her through. She has planned her future and is
excited by it. She is taking responsibility for her choices, and this is
bringing her rewards. Has a part time job in the holidays. |
Level 3 course animal management |
|
|
5 |
EHCP |
OOB |
M |
29 |
|
After a slow start, pulled his socks up in Year 11. Has an EHCP so
better performance than EHCP CLA peers nationally |
Stable placement. |
level 2 sports |
|
6 |
OOB |
F |
23 |
|
Moved across the two years of her GCSEs. Worked hard to catch up in
an outstanding school |
Significant change across her time in secondary school |
Place at College Beauty placement at possibly level 3. |
|
|
7 |
OOB |
F |
12 |
Health and social Care Pass; Hospitality and Catering Pass |
Moved school across GCSE years. Some complexities I her behaviour
resulted in a mixture of schooling and alternative Provision |
Significant changes across her secondary school years. Looking more
stable recently. |
College Place Hair and Beauty |
|
|
8 |
EHCP |
OOB |
M |
No GCSES taken |
|
Young person showing strong academic potential in Primary. Emotional
Health and wellbeing issues have dominated schooling. Not able to consistently access education,
even in specialist schooling. |
Has significant identity issues. Moved from foster placement to
residential schooling across secondary schooling. Currently in crisis. |
Staying at specialist school
tor level 2 courses |
|
9 |
Slough |
M |
78 |
Business Studies A** |
Very able young person committed to learning. Made good progress
throughout time in care. |
Stable placement. |
Slough 6th form for A levels |
|
|
10 |
OOB |
F |
72 |
|
Very able academically, completely refused engagement with any
education throughout Year 11. Virtual School negotiated with young person to
engage with fast paced and targeted tutoring. This worked very well and
grades are sufficient to get an unconditional 6th form offer. |
Been in crisis for the whole year in care. Last 4 months have been
more stable. Moved back to Slough in August 21. |
Slough 6th form for A levels |
|
|
11 |
Slough |
F |
49 |
|
Able child, following very able sibling through school. Stayed at
same school as placements changed. Met expected levels |
Through secondary school career has had significant emotional health
and wellbeing issues. Part of the reason for several placement failures, with
and without siblings. |
College -Criminology or offers from schools to do A Levels. Interview
late August |
|
|
12 |
EHCP |
OOB |
M |
No GCSES taken |
FS English and Maths Level 1 |
Total non-engagement with schooling. Is moving back to Slough. Is
excited by the apprenticeship opportunity. He always wanted to be doing work
rather than education |
Been in social care crisis for all the time in care across his
secondary school years. |
College Level 1 Motor Vehicles |
|
13 |
OOB |
M |
57 |
|
Won Gentleman of the Year at his school. Sums up his approach. Worked
really hard right through. |
Had one placement breakdown over secondary school career, but very
settled. |
6th form for A levels |
|
|
14 |
OOB |
F |
35 |
Health & SC D1 |
Really able child doing very well up to Year 10 but disengaged
completely in Year 11. Persuaded on a daily basis to take her exams to prove
her ability. |
A child currently in crisis which has lasted across Year 11 |
Applications to be submitted.
With 1:1 support visiting colleges |
|
|
16 |
EHCP |
OOB |
F |
24 |
Travel & Tourism P2, Art P1, Enterprise P2, Promotion &
Finance D1, UK Travel & tourism D2 |
The child with most exclusions two years ago has grabbed the
opportunity of a new placement and school in time for the 2 year GCSE
programme |
Number of placement breakdowns and hard to place. Placement broke
down when 15 Years old, but great bond with current carer. |
College L2 bridging course in Early Learning – Foundation |
Appendix 3: Parcel in the post
Parcel in the Post is Slough Virtual School’s book mailing system.
Each month all children and young people from birth to the end of Year 10 receive either a book or a £10 book token. During lockdown this was suspended but when lockdown lifted, packs went out to make up for anything missed.
Each book pack comes with an Early Years and Primary Newsletter. During lockdown, these were sent as monthly emails to carers.
Packs are funded by a mixture of Dolly Parton’s Imagination Library, Slough Library Service, the Book Trust and Slough Virtual School.
This year has had challenges with lockdowns, remote working, and the move from St Martins Place to Observatory House, however, we are proud with the range of books and other goodies our children and young people have received this year.
Books for different age groups
Those aged 1-3 were provided with a BookStart Book Corner at Home.
Pack and those aged 1-5 received a book donated by Madeleine Lindley, our book supplier. From age 1 children had free access to Hopster and from 2 children had access to EasyPeasy.
Those in Key Stage 1 art pack from Slough Library Service received an art pack from Slough Library Service those in Key Stage 1 and 2 received a Friends of the Earth Planet Protectors pack in addition to all their books.
Children in Key Stage 2 received book tokens rather than books to give them greater choice in what they read. A selection of the books sent out are shown below but it did of vary as the Virtual School would make sure the perfect book was chosen for each child.
Bilingual or multilingual?
We want to promote your identity and your uniqueness. As a result, we often provide dual language books for those of you whose families can read and speak other languages. This year we have provided books in many languages. We have been told that this were enjoyed with foster families in English and other languages during contact.
Your care journey and dealing with challenges and changes Making sure that you understand why you are in care and what permanence looks like for you is important to us. This year we have provided you with books to help explain this to you. We have also provided books, for some of you, on how to stay safe and to support you with losses you may have faced.
You are unique
Whatever your age, if you have different needs, we adapt your pack, so some older children have board books or other books more suited to your individual needs.
Appendix 4: How to apply to be a prefect
I would like to apply to be a prefect as I would like to help make a difference to other girls around the school just as the previous prefects have me. I have been on long journey to find myself and have made significant developments to my character that were most definitely needed, I fully understand the responsibility I would be carrying and the role model I would become and so I would like to list all the reasons I think I should become a prefect.
To start, I have great leadership skills and I can also work as a team. Examples of my leadership skills include being the lead role in Annie, being a Library Leader and being head of Hair and Makeup for two consecutive years. These tasks have helped me understand how to lead without seeming overtly aggressive and/or being too nice and no one listening to the advice I have to give. However, I am perfectly capable in working as a team with others, for example: I worked backstage for all of the productions I have had the blessing of witnessing at School X; I have also been on a pantomime team for three years – this job is very important as entertaining children for Christmas is the wish on many parents and especially this year in such dire times, as a team we understand the importance of this and make that our main priority.
To add to this, I participate in extracurricular activities, these include: book club – a place where we all meet and discuss our own interpretations of a book we have been given; choir – a place where we all sing in harmony and in unison to create one sound. Both activities require good communication skills and have helped me to talk to others in a direct but gentle speech which I feel are important skills to have when talking to younger girls in school.
As well as this, I have started my sports leadership course, during this course I have had to work in a team to create an activity that is engaging and fun to children of a primary school age. After our session, all of the girls found it fun and interactive and had a great time. I think this would help enable me in the role of a prefect as I would be one of the eldest in the school and therefore I would need to be able to empathise and lead in a way that seems exciting and respectful and not droning and rude – the most important quality I want people to recognise in me is that I am kind and I am respectful, however I am not submissive, I know my mind and I am not easily manipulated. Furthermore, I was also selected to be a part of the Oxford Inspire Programme and I signed up to be a participant of the DofE Award – both things take time, dedication and willingness to achieve, all qualities that I think I possess.
In conclusion, I think I would be a good candidate for the role of a prefect, especially as I was an Anti-Cyber-Bullying ambassador in year 7, and I hope you will consider me as I have previous experience leading and helping others. However, if you choose not to appoint me this role I will completely respect your decision to not do so but I would be devastated. If I were given the opportunity, I would like to become a Music Prefect.