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We do not ask for any data that is not needed, no software is installed on to schools systems, so there is no risk of gathering data not intended for our use.
We understand the budgetary constraints some authorities have. Therefore, we have the ability to either pilot the scheme with a select number of children or specifically target the in or out of borough children.
No, we are a reporting organisation. No certified educational training is needed to ask a school if a particular child is present and similarly, no training is required to ask a parent or carer why a child is absent – only a pre-agreed script between the authority and ourselves. However, our operators do need training on how to utilise and manage our maintenance / database system. Once the absentees have been identified and the reason for their absence confirmed this is then reported back to either the education welfare department and/or the social services department who have trained staff to deal with the issues raised.
All this does is give you access to the attendance data. Someone then has to collect the data, collate the data and action the absences, where applicable. We do it all and simply report the absences to you on a daily basis complete with the reason for the absence as given by the carer/parent of the child. Software cannot do this, it can only give present or absent breakdown. Having a personal relationship with a school by calling daily, as we do, also unearths other information that couldn’t be known by simply pulling the data using a software application.
This service is not only about attendance issues. All authorities have a legal responsibility to report LAC attendance information back to central government on the SSDA903 document. We provide this information, updated daily, to satisfy these requirements at a minimal cost, with no impact on existing administration procedures and staff.
This is totally untrue. We are acting as the legal representatives of the corporate parent and as such has a right to check on the attendance of their wards at whatever frequency the authority sees fit.
It may well appear, at first glance, to be cheaper to collect the data in-house. We know from experience that the collection and collation of data may well occur on a half term or full term basis and that the ability to react to any developing attendance issues is lost. The collection of the data is done by either EWO’s or the dedicated LAC virtual head teacher, both of whom are expensive resources to use for a simple data collection exercise. If you are comparing like for like service delivery, then we guarantee that no authority will be able to deliver a DAILY ATTENDANCE check, and action all absentees, every day, for a similar or even lesser cost.
We are not in the business of trying to cause friction between the authority and schools. Once the school know who we are we begin to build on that relationship and they become used to the call and have the information ready on demand. We currently contact approx. 8,000 schools a day and we have less than 1% that are against this method. However, we can contact once a week as a last option if this is recommended by the authority.
There are two ways we can supply the attendance reports to authorities, depending on preference. The first is by secure email where we’ve implemented Egress software – ( https://www.egress.com/local-central-government/) and the second is through our robust extranet portal. The extranet uses an SSL connection whilst sending data to and from any location, so the data is kept secure. We are also penetration tested once a year by an independent CREST accredited third party to make sure that the portal cannot be hacked. All our data is backed up and stored offsite in the event of a disaster (which has never been the case!). The Drives containing the data are also fully encrypted. We have never outsourced or commissioned a third party company to aide in the gathering of this information. If you’d like a more detailed document outlining all of our security measures, then please feel free to contact us.
This point is absolutely right but this doesn’t or shouldn’t stop the department from wanting to check on their youth’s educational progress. We not only notify the educational establishments, parents/carers and even children themselves (if over 16) with ‘introduction to service’ letters, but we also stress that it is the will of the authority to try to improve the educational attendance of the children.
All children in care, including those placed out of area, had an online personal education plan (PEP) meeting during the national lockdown, and this provided a good line of sight into the experiences of these children.
London Borough of Merton Education is actively promoted for children in care and the virtual school is increasingly effective in ensuring that children make good progress and reach their potential. The quality and timeliness of personal education plans have improved significantly. Children benefit from regular reviews of their progress.
London Borough of Waltham Forest The strong emphasis on ensuring that PEPs are of good quality and completed in a timely way is contributing well to children’s progress.
London Borough of Enfield The virtual school provides effective support for the progress and attainment of children in care. The virtual school team has a sound understanding of the progress that children are making. As a result of effective support, many make good progress from their starting points. Personal education plans are mostly of good quality; they are reviewed termly and clearly identify the support that children need. Interventions are tailored to children’s needs and support their progress well.
London Borough of Barnet Children and young people make good educational progress in care. Those who do not attend school have prompt access to suitable, good-quality registered alternative provision. Children’s progress is closely reviewed through personal education plans which have well-written targets, and this is an improvement since the last inspection. Urgent action is taken if children are missing from education or if their attendance reduces.
Worcestershire County Council Personal education plans (PEPs) provide a sound basis to plan and review the progress children make. Children in care receive effective support from the virtual school staff, who understand their individual needs and act as effective advocates for them. This helps children stay on track to achieve their goals, and, consequently, many make good progress from their starting points.
London Borough of Tower Hamlets The virtual school systematically monitors and evaluates the quality of personal education plans (PEPs), and, as a result, the quality of plans is improving. All PEPs have a clear focus on academic progress.
Swindon Borough Council The rate of children’s attendance at school is rising. Relationships between the virtual school and designated teachers are strong. The personal education plan (PEP) process is well established and comprehensive. Children are making good educational progress.
Cornwall Council The virtual school has a clear sense of purpose and direction and makes good use of performance data to target its activity to best effect. As a result, its influence and impact continue to grow. Ninety-six per cent of children in care have an up-to-date personal education plan (PEP). Better use is being made of the pupil premium grant.
Bedford Borough Council Welfare Call delivers the data you need to protect children and improve outcomes.
Children in care have positive education experiences. In school, children in care have good attendance and behaviour. Permanent and fixed exclusions for pupils who are in care are low. The virtual school provides good support for schools to produce increasingly effective personal education plans, which include clear targets and the voice of the pupil. The engagement of children in care and care leavers in their education and pathway plans is improving.
Rutland County Council Children’s Services Inspection – 02/03/2020