CELCIS Education Conference 2018

celcis.org @CELCISTweets
3 May 2018
CELCIS
Education Conference
Corporate Parenting in the classroom

Joanne McMeeking
Head of Improving Care Experiences, CELCIS
Linda O’Neill
Education Lead, CELCIS
WELCOME

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@CELCISTweets @LindasLearning
Linda O’Neill
Education Lead
CELCIS Education Work

celcis.org
The real question
Would it be good
enough for our
own children?

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Who are looked after children?
Children for whom a local authority has taken on some form of
additional, legal responsibility for their care and wellbeing.
In July 2017:
14,897 children were looked after
by a local authority in Scotland
Under 1
1-4
5-11
12-15
16-17
18+

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Educational Outcome Indicators
% All Children % Children in
foster care
% Children
looked after at
home
% Children
looked after part
of the year
Figures based on Aug 15 – Jul 16 stats
Leaving school with no
qualifications
2 * 26 20
Post school destination
(9 month follow up)
91 84 45 56
Figures based on Aug 14 – Jul 15 stats
Average attendance 94 97 82 84
Number of exclusions
(per 1000)
27 135 261 315

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What is Corporate Parenting?
Corporate parenting refers to an organisation’s performance
of actions necessary to uphold the rights and secure the
wellbeing of a looked after child or care leaver, and through
which their physical, emotional, spiritual, social and
educational development is promoted, from infancy though
to adulthood. In other words, corporate parenting is about
certain organisations listening to the needs, fears and
wishes of children and young people, and being proactive
and determined in their collective efforts to meet them.
(Scottish Government, 2015).

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Corporate Parenting duties

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Corporate Parenting in practice
‘Looked After and Learning’
PDF download
Or search the Knowledge
Bank on the CELCIS website
at www.celcis.org

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CELCIS Education Team Projects
National Work
• CELCIS Education Forum
• Support for Designated
Managers
• Get Write In!
• Widening Access to FE/HE
• Care to Achieve
• Advocacy through
consultation responses
• Developmental approach
Local Work
• Parents in Partnership
• Young People’s Inclusion
Project
• Designated Manager Profiling

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Our opportunities
• We have enabling policy and
legislation
• We have a wealth of evidence
about what works
• We are a highly skilled,
passionate and committed
workforce
• We have a privileged and
unique opportunity to make a
difference

celcis.org
Thank you

Corporate Parenting in Education
Elizabeth Morrison
CELCIS Education Conference
3 May 2018

• Corporate Parenting – what does it
mean for education?
• Achieving excellence and equity for
all children: our core mission
• Questions and discussion
Overview

Scottish Government vision
Improvements in experiences and lives of looked after children and care
leavers will be achieved through corporate parents working together, in
partnership with children, young people and families, to promote their
interests, uphold their rights, and safeguard their wellbeing
Corporate parenting – it’s everyone’s job!

• Corporate Parenting duties were set out in statute in Part 9 of the Children and
Young People (Scotland) Act 2014 and were commenced on 1 April 2015.
• Corporate Parenting is described as the formal and local partnership needed
between all services responsible for the needs of looked after children, young
people and care leavers.
• Partnerships are paramount to make sure we become effective and consistent
corporate parents - working together and sharing relevant information to enable
looked after children and young people and care leavers to achieve the best
outcomes they can.
• Corporate parents are required to prepare, consult on and publish a corporate
parenting plan and keep this under review. They will also be required to report to
on how they are exercising their duties to Scottish Ministers, and Ministers are
required to report to parliament every three years starting from April 2018.
• Statutory guidance to support Corporate Parents to understand their legal
responsibilities within the scope of their other functions is available on the Scottish
Government website
As an educationalist, do you know that…

• What does this mean for the ways in which you work with other
professionals caring for children?
• How does this impact on the ways in which you plan to meet children’s
needs?
• Have you considered corporate parenting as part of your work on
Ensuring Equality, Wellbeing and Inclusion (quality indicator)
Are you aware of the corporate parenting plan in
your locality?

• What does this mean for the ways in which you work with other
professionals caring for children?
• How does this impact on the ways in which you plan to meet children’s
needs?
• Have you considered corporate parenting as part of your work on
Ensuring Equality, Wellbeing and Inclusion (quality indicator)
Corporate Parenting: priorities

“Closing the gap” is a shorthand
expression for all of our work to
interrupt the cycle of
deprivation and the impact on
children’s progress and
attainment.
Our defining mission ‘closing the gap’

The priorities
Excellence
and
Equity
Raising attainment (universal)
and
Closing the gap (selective intervention)
Generic/ universal improvement planning won’t close the
gap (eg raise attainment in writing)

Scottish Attainment Challenge in action….
• Learning and teaching
• Leadership
• Families and Communities
Organisers
• Literacy
• Numeracy
• Health and Wellbeing
Interventions

Local Shop Learning
‘If you were running a supermarket instead of a school and saw
that 30 out of 100 customers each day left your shop without
buying anything, you would think about changing your inventory.
But that does not happen easily in schools because of deeply
rooted, even if scientifically unsupported, beliefs that learning can
only occur in a particular way.’
Lord Knight of Weymouth, quoted
Education Britain: The Journey to Education Reform,
Education Foundation 2014

• Attainment
• Attendance
• Exclusion
• Engagement
• Participation
5 key indicators – closing the gap

Leuven Scale of InvolvementLevel Engagement Examples
1 Extremely low:
the child shows hardly any activity
* No concentration: staring, daydreaming;
* An absent, passive attitude;
* No goal-oriented activity, aimless actions, not producing anything;
* No signs of exploration and interest;
* Not taking anything in, no mental activity
2 Low: the child shows some degree of
activity which is often interrupted
* Limited concentration; looks away during the activity, fiddles, dreams;
* Is easily distracted;
* Action only leads to limited results.
3 Moderate: the child is busy the whole
time, but without real concentration;
* Routine actions, attention is superficial;
* Is not absorbed in the activity, activities are short lived;
* Limited motivation, no real dedication, does not feel challenged;
* The child does not gain deep-level experiences;
* Does not use his/her capabilities to full extent;
* The activity does not address the child’s imagination.
4 High: there are clear signs of
involvement, but these are not always
present to
their full extent
* The child is engaged in the activity without interruption;
* Most of the time there is real concentration, but during some brief
moments the attention is more superficial;
* The child feels challenged, there is a certain degree of motivation;
* The child’s capabilities and its imagination to a certain extent are
addressed in the activity.
5 Extremely High: during
the observation of
learning the child is
continually engaged
in the activity and
completely absorbed
In it.
Is absolutely focussed, concentrated without interruption;
Is highly motivated, feels strongly appealed by the activity,
Even strong stimuli cannot distract him/her;
Is alert, has attention for details, shows precision;
Its mental activity and experience are intense;
The child constantly addresses all its capabilities: imagination
mental capacity are in top gear;
Obviously enjoys being engrossed in the activity.

• Attainment:
• CfE Levels or NQ data in literacy and numeracy by SIMD quintiles
• The gap between the most and least, ie SIMD 1&2 and 9&10
• Use of virtual comparator school, local and national statistics
• Wider indicators:
• Attendance, exclusions, participation rates
• Achievement awards within the school and community
• Leaver destinations
Agree and define what the gap looks like in your school context.
How do we identify the gap at school level?

• Expected progress for all
• Excellent progress for many
• All SIMD bands proportionately represented in the ‘excellent’
• In other words, no pattern of lower attainment for children in
lower SIMD bands
What can be done within lessons to close the gap? Make sure it is not
all about ‘extras’, such as study support.
How do we identify the gap at classroom level?

What are the barriers to learning in your
community?
Quality of learning and
teaching
Lack of aspiration

Importance of parents and families
• Number of words spoken to children by adults by the age
of 36 months
• In professional families: 35 million
• In other working-class families:20 million
• In families on welfare: 10 million
• Kinds of reinforcements:
positive negative
• professional 500,000 50,000
• working-class 200,000 100,000
• welfare 100,000 200,000
Dylan Wiliam – Attainment Challenge
Masterclass - 2016

The importance of learning and teaching
“The major source of student
variance lies within the person
who gently closes the door
of the classroom door and
performs the teaching act.”
“The remarkable feature of the
(research) evidence is that the
biggest effects on student learning
occur when teachers become
learners of their own teaching.”
John Hattie “Visible Learning”

Interventions for Equity
Improveattainmentinliteracyandnumeracy
LearningandTeaching
Improvehealthandwellbeing
FamiliesandCommunities
Interventions for equity
The key priorities are:
The primary levers for change are:
Interventions should focus on:
1. Early intervention
and prevention
2. Social and emotional
wellbeing
3. Promoting healthy
lifestyles
4. Targeted approaches
to literacy and
numeracy
5. Promoting a high
quality learning
experience
6. Differentiated
support
7. Using evidence and
data
8. Employability and
skills development
9. Engaging beyond the
school
10. Partnership
working
11. Professional
learning and leadership
12. Research and
evaluation to monitor
impact
Leadership
 Improve employability skills and school leaver destinations

Challenge limiting beliefs and casual assumptions
which kill aspiration
‘We’ve tried that…’
‘We already do that…’
‘I’d love to do that but…’
‘It won’t work …’
‘It won’t work with our children…’
‘It won’t work with these children…’

Corporate parenting in the classroom means
giving all children opportunities to succeed – all
children benefit from inclusive practice
What experiences do you want all children in your
learning community to experience?

Equality = SAMENESS, Equity = FAIRNESS
• You need to fill the support gap before you close the attainment gap
• Who is quietly underachieving in your school?
• Low attaining children often spend a lot of time with support staff – are you
monitoring the impact of this?
• Training and professional learning for support staff: are they helping to
create independent learners or ‘velcro’ children’ ?
• Avoid ‘intervention add-ons’ We need well planned pathways
• This is a social mobility agenda: what about highly able children?

the ability to
dream and set goals
for the future,
while being inspired
in the present
to reach those dreams.
The importance of aspirations

Know what impacts
Metacognition
Effective Feedback and Marking
Skilled Questioning
Informed Task Design
Collaborative Learning
Memorability
Expectation (Growth Mindset)
Education Endowment Fund website

Follows instructions
Must get it right
Wants the answer
Follows the teachers logic and tries to get
it right
Follows teachers pace
Answers teacher questions
Is grouped by the teacher
Is rewarded upon completion
Is given a mark, level or grade
Is assessed by the teacher
Focus is on becoming a better performer
Is concerned with status and pecking
order
Makes decisions
Must have a go
Wants the method
Learns incrementally and by trial and error
Controls own pace
Answers own questions
Elects who to learn with
Is rewarded by effort
Interprets their own mark, level or grade
Assessed by the teacher, themselves and
peers
Focus is on becoming a better learner
Is concerned with progress and capacity to
improve
IndependentDependent

Is it really good enough?
• Constantly talk about standards
• What you permit you promote
• Do better than before: quality of feedback
• Doing the right things, for the right reasons, in the right way
everyday
• Excellence in what we say, write, do and make
• Dreaming with determination (Hargreaves 2015)

What would we hope to see?
QI 3.2 – Raising Attainment and Achievement
Staff track children’s progress well in literacy and numeracy to ensure that
children have maximum opportunity to improve their attainment year on year.
Where there is a risk of attainment slipping staff take appropriate and prompt
action. There is a clear focus on closing the equity gap and raising attainment
across the school. The school has made a very positive start to engaging
families in children’s learning to help raise attainment and reduce the equity
gap.
• Most children are achieving CfE levels in literacy and numeracy. There is
no pattern between lower attainment and children who live in poverty.
• The school can demonstrate improvements to equity for all learners using
a variety of data and evidence. This includes direct observation in
classrooms and ways in which learners engage and participate in learning.

Role of leaders of learning at all levels
• Create the best learning environment: high challenge, low anxiety
• Change the destiny of the children who need us most. Nature gives us the
‘bell curve’ of attainment levels. If we don’t change the bell curve we are
not doing our jobs properly!
• Very high quality learning and teaching closes gaps. Average learning and
teaching doesn’t
Dylan Wiliam 2016

Thank you
https://education.gov.scot/improvement
http://bit.ly/saccommunity
@attainmentscot @elmmorrison

WORKSHOPS
1 How does Systemic practice and promoting resilience improve outcomes for
children and their families in education and care settings?
Harmeny Education Trust
Main room
1st floor
2 Corporate parenting and additional support for learning: My rights, my say
CELCIS and Cairn Legal
Adams Room
2nd floor
3 Closing the poverty-related attainment gap in schools for vulnerable learners
Education Scotland
Teacher Room
Ground floor
4 The ‘designated manager’ for looked after children: role and support
South Ayrshire Council and CELCIS
Murano Room
4th floor
5 Named person and GIRFEC
CELCIS
Bergius Room
2nd floor
6 Attainment and access
Skills Development Scotland
St Enoch Room
Ground floor

Harmeny Strengths Based
Approaches

Picture of Harmeny School painted by a
residential pupil

Harmeny Education Trust
 Harmeny is a grant aided special school, providing an integrated approach to
the education and care of children, aged 5 – 14
 We operate as a national resource for Local authorities throughout Scotland
 We provide all year round residential and day education placements
 The children we provide a service for may have experienced early years
trauma, abuse or neglect, domestic violence, parental mental health issues
or substance missue.

What is Resilience
 The capacity to recover quickly from difficulties– Oxford dictionary
 “qualities which cushion a vulnerable child from the worst effects of
adversity in whatever form form it takes and which may help a child or young
person to cope, survive and even thrive in the face of great hurt and
disadvantage” Gilligan, 1997
 “Resilience does not constitute a individual trait or
characteristic….Resilience involves a range of processes that brings together
quite diverse mechanisms” Rutter 1999
 “beating the odds whilst also changing the odds” Hart and Gagnon, 2014
 “The capacity for healthy development and successful learning in spite of
challenges”, B Benard

What is Systemic Practice
 •A systems approach to work with families involves focusing on the whole
family as the functioning unit.
 •Focus of work is on the context in which problems occur, and how they are
maintained in the context of relationships
 •Stress in the family’s development is at its highest level as the family move
from one phase of life to another, also known as a transition. Ie birth, death,
child accommodated, relationship breakdown and we are often faced with
behaviour that is the result of failure to manage transition
 •A significant consideration is the importance of the relationship between
beliefs and behaviours and their influence on how people behave at
conscious and unconscious levels.
 •The task of the worker is to gain understanding of belief systems, the
influence on behaviour and introducing interventions.

Therapeutic Interventions
 Individual: The focus of individual work is establishing how the child or adult
understands their story. This provides the individual with space to explore
their perceptions of past events, how this influences their current
functioning (present) and what changes they would want to make (future).
 Family: family work considers the significance of the cultural beliefs and
behaviour, and the patterns of interaction within the family. Sessions can
explore what changes can take place within the system, which leads to
appropriate change within individuals.
 Group work: This is to provide the opportunities for group members to be a
resource to each other, leading to improved self-awareness & social
functioning as a result of meaningful different group experiences.

Transitions
 Stress in a family’s development is at it’s highest level as a family move from
one phase of life to another.
 This period of movement is known as transition. Many of the unpredictable
events of life also demand changes which require a transition to a different
means of functioning; leaving home, getting married, family illness, birth of
a child, death in the family, these will all involve changes in the context of
family relationships.
 The significance of transitions in the assessment stage is that it is important
to establish when problem behaviour started and what was happening in the
family around the same time. (Often the child’s behaviour is blamed but
there is a need to look deeper to make sense of the behaviour)
 It is important to highlight the family strengths in successful movement
through transition.

Hypothesising
 Hypothesising is making sense of the information you already have.
 Families often spend a lot of time providing explanations for each other’s
behaviour. As workers, we also have thoughts and ideas about new referrals
we receive or information that is collected through the process.
 It is useful to think of a hypothesis as a view of the family as a system that
would fit the known facts. The value of trying to think of a systemic
hypothesis is that it avoids blaming.
 The importance of hypothesising is to introduce purpose to sessions. In
checking out/confirming/clarifying the information received, you are making
sense of the story.

Therapeutic Letters
 The letter contains:
 Checking in that you have heard what they have said & agreed to
 Clarity on what they want to achieve– goals set
 Almost like a contract – has aims & objectives
 It’s contained & validated
 It shows commitment from both parties/partnership working
 The focus is clear within the letter
 Very powerful to read

continued
 The letter keeps things alive so we don’t forget or lose sight of what was
discussed at the last session. It’s a reminder of what was agreed/goals set.
 Another example is writing a letter to a child – telling them how proud we
are of them. Again this can be a powerful message, naming their strengths.
You can include any important message, the point is this will be a keepsake
for them to read at anytime and remind themselves of the good person that
they are.
 If it’s important write it down for them – ‘ The power of the written word’

Reflecting Team
 The reflecting team is very much part of systemic practice and can be used
in different ways.
 This first originated from an increased level of acknowledgement the the one
way screen approaches were oppressive. It opens up multiple levels of
communication, having conversations about conversations.
 The intention being to introduce a difference that makes a difference.
 This method also gives the family the unique opportunity to be present while
others talk about their situation.

Thanks for listening
Any questions?

Professor Kate Wall
School of Education
University of Strathclyde
LOOK WHO’S TALKING: ELICITING, HEARING AND ENACTING
THE VIEWS OF YOUNG CHILDREN

Bruce Adamson
Commissioner for Children
and Young People in Scotland
KEYNOTE SPEAKER

Joanne McMeeking
Head of Improving Care Experiences, CELCIS
Linda O’Neill
Education Lead, CELCIS
CLOSING COMMENTS

CELCIS Education Conference 2018

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CELCIS Education Conference 2018