Vulnerable Children To Benefit From Dedicated School Leaders

Following recommendations made by the Children In Need review, the Department for Education (DoE) and MP Vicky Ford, have published new plans which is set to see every school across the country benefit from a dedicated school leader to help vulnerable children attend and achieve at school.

A consultation will look to introduce changes to the role of Designated Safeguarding Leads in schools, with an aim to improve the academic achievement of children on the edge of care, as part of their existing safeguarding duties.

These ‘dedicated school leaders’ are specifically designed to help children that are facing challenges outside of school that may cause low attendance, poor behaviour and disengagement in lesson.

Proposals include sharing information about the child’s circumstances outside of school and how they are impacting on the child’s education and supporting school staff to find effective methods of teaching and maintaining a culture of high aspiration for them.

The review, published in June 2019, looked at data sets over 6 years looking at children in need of help and protection, focusing on their characteristics, the pathways they take through children’s services and their educational outcomes.

Commenting on the review, the Department of Education stated:

“It is the important role of children’s social care to promote safety, stability and engagement in education for these children, through protecting children and strengthening families. It is the equally important role of schools to provide children with a world-class education. Where children have experienced adversity and trauma, or are disabled, achieving high standards in education often requires support to recognise and overcome barriers that they face to attendance, learning, behaviour and mental health.

“In improving the educational outcomes of children who have needed a social worker, the review’s conclusion commits us to take action across 4 areas:

• to increase visibility and recognition of children in education
• to keep children in education, so that they benefit from the safety and security that this can offer
• to raise aspiration for children to realise their potential
• to ensure that children receive effective, evidence-based support in and around school

“This sets the direction for long-term action, which we must take working together with schools, social care, health, police and others.”

It was found that 1 in 10 of all children needed social care at some point between 2012-2013 and 2017-2017, with those needing social care being up to 50% less likely to achieve a strong pass in English and maths GCSE.

Children and Families Minister Vicky Ford said:

“We know that on average, three children in every classroom need a social worker. We also know that far too many of those children fall behind, which is why I am determined to be ambitious for these children and ensure they are seen, safe and able to succeed.

“Teachers and social workers are some of the most dedicated professionals in society, delivering for children up and down the country. But I do not want any child to slip through the cracks, which is why we are consulting on having a dedicated senior leader in schools to make sure schools know who their vulnerable children are, set high aspirations for them and put in place the right support so they can achieve.”

Currently Designated Safeguarding Leads are responsible for coordinating the safeguarding of children, making sure staff across a school understand signs of child abuse and neglect, referring concerns to children’s social care when appropriate.

From September, the DoE will also be consulting on what is needed for Leads to provide the help needed, in regard to resources, training and support.

Dr Sam Royston, Director of Policy and Research at The Children’s Society, said:

“Children who are on the edge of the care system can struggle at school as much as children in care, and it is fantastic to see the government recognise the importance of dedicated extra support to help them succeed academically. It’s vital that this support focusses not only on their grades, but also on their well-being and personal development. This will require additional investment in the pupil premium so schools have resources to provide the right help. Support for vulnerable children mustn’t stop the school gates and it’s crucial that the underlying issues affecting their lives are addressed as well.”