The role of Specialist Education Officers within the School Improvement Team is to champion the right of all learners to high quality care and education and to support and challenge schools to take responsibility for the improvement of their school.
The School Improvement Service works with school leadership directly to support and monitor the effectiveness of school self-evaluation focusing on key areas of performance. These include: the quality of leadership at all levels including governance, learning and the curriculum, teaching, pupil attainment and achievement, special needs, behaviour, safeguarding and early years provision. They also work closely with teaching schools, national leaders in education and governance and other providers to ensure the most effective school improvement activity.
The Specialist Education Officer role within the team is to:
- Create a climate of high expectation and ambition in learning;
- provide professional advice, support and challenge to schools;
- monitor and support the improvement of achievement in schools whose performance causes concern through work with the governing body, senior and middle leadership in schools and other local authority colleagues;
- secure high quality leadership and highly effective school improvement processes;
- support Governing Bodies in the appointment of head teachers through recruitment or the brokering of other collaborative arrangements;
- hold schools effectively to account for their outcomes and develop their school improvement processes;
- support schools to review and refine their provision to meet the diverse and changing needs of their learners;
- trigger and co-ordinate intervention to secure rapidly improved performance where provision and leadership give cause for concern
- promote and broker partnerships as a means of securing continuing and sustainable improvement.
Virtual School Headteacher for CLA
VSH’s duty is to promote the educational achievement of their Looked After Children and in conjunction with the Director of Children’s Services and Lead Members for Children’s Services should ensure that:
- Closing the attainment and progress gap between Looked After Children and their peers and creating a culture of high aspirations for them is a top priority;
- Looked After Children have access to a suitable range of high quality education placement options that takes account of the duty to promote their educational achievement;
- Robust procedures are in place to monitor the attendance and educational progress of the LAC within the authority through a desktop review of attainment, progress and attendance of LAC cared for by the authority;
- Arrangements are in place to improve the educational experiences and outcomes of the authority’s Looked After Children, including those placed out-of-authority.
- The educational attainment and progress of LAC by the authority are monitored and evaluated as if these children attend a single school.
The VSH should ensure that there are effective systems in place to:
- Maintain an up-to-date roll of Looked After Children who are in school or college settings and gather information about their education placement, attendance and educational progress;
- Inform head teachers and Designated Teachers in schools if they have a child on roll who is Looked After by the local authority;
- Ensure that social workers, Designated Teachers , schools, carers and SIDO understand their role and responsibilities in initiating, developing, reviewing and updating the child’s PEP and how they help meet the needs identified in that PEP;
- Ensure up-to-date, effective and high quality PEPs that focus on educational outcomes and that all Looked After children, wherever they are placed, have such a PEP; (See section on PEPs below)
- Ensure the educational achievement of children Looked After by the authority is seen as a priority by everyone who has responsibilities for promoting their welfare;
- Report regularly on the attainment of Looked After Children through the authority’s Corporate Parenting Board;
- Attend monthly LAC Review Meetings with Head of Service for People;
- Arrange monthly LAC Operational Group meetings with SIDO, Early Years, Youth Options Worker, Leaving Care Worker and Principal Social Worker to discuss individual LAC who may be causing concern.
- Undertake an annual scrutiny of the Designated Teacher’s annual report to governors.
- Undertake ongoing self –evaluation of the effectiveness and success of the Virtual School in improving the educational achievement of Looked After Children and using this self-evaluation to write an annual action plan for the Virtual School.
Monitoring & Moderation Manager
- Ensure that all LA procedures meet requirements set out by STA
- Undertake an effective process for the recruitment of LA moderators.
- Provide an effective moderator training programme.
- Select schools for moderation within guidelines from STA.
- Provide consistent and proactive communications to schools regarding moderation arrangements.
- Ensure that documents to support the moderation process are in place.
- Carry out an appeals process if necessary.
- Ensure that those carrying out monitoring visits are familiar with documents published by the DfE & STA relating to administration of the Phonics Screening Check and KS1 & KS2 tests.