Education Archives

Managing oversubscription criteria in the school admissions process

Posted on: 28 February 2024

When an admissions authority receives more applications for a school than it has spaces available, it must order the provision of places according to its oversubscription criteria. These rules can be bespoke to each admissions authority. The criteria must be transparent and easy to understand, with a public outlining of the criteria available. So, how can this process be handled fairly and transparently?

Admissions arrangements must be in line with the School Admissions Code. “The purpose of this code is to ensure that all school places for maintained schools and academies are allocated and offered in an open and fair way.” The code has the force of law.

Exceptions to oversubscription criteria

There are exceptions to whom oversubscription criteria do not apply. Children with identified special educational needs and disabilities (SEND) who have an education health and care plan (EHCP) which specifically names a school, must be offered a place.

Once they have been offered a place, the highest priority must then be given to looked after children and previously looked after children.

Having a record of any EHCP or child looked after status in the authority’s system already makes it easy for admissions teams to validate the status of such an application. A joined-up approach is essential for handling applications fairly and transparently. A robust evidence base also makes handling appeals much easier.

Once EHCPs and children looked after have been allocated places, the rest of the applicants must be sorted through. In the easiest case scenario, there will be fewer applications than there are available place and, simply, they must all be offered a place.

Setting out your oversubscription criteria

Every admissions authority must set out its arrangements against which school places are allocated in the event of oversubscription. Each authority can define and order the criteria in their own way. There is no prescribed ordering of criteria, or even which criteria must be included.

The following is an inexhaustive and unindicative list of oversubscription criteria:

Siblings: It may sound obvious, but the authority must outline its interpretation of the term ‘sibling’. This is to cover step-siblings and adoptions. Linking family records in a central system makes defining and implementing the interpretation straightforward.
Catchment area: These must be designed by the authority to be reasonable and clearly defined. Linking this to digital mapping solutions can further help define a catchment in a system by considering factors such walking time to a school.
Feeder schools: These must be nominated by the authority and clearly defined. Linking records in a central system helps determine this, since obtaining current school attended information is easy.
Social and medical records: Authorities must clearly set out how social and medical records will be used in this context. Enabling parents to submit any records as part of their initial application makes the process easier for everyone.
Ability or aptitude: Any such requirements must be publicly available. Only grammar schools can base their entire intake based upon this.
Faith schools: Enabling parents to submit supporting documentation at the point of application makes determining this much easier for everyone. Where faith schools are undersubscribed, places must be offered to all applicants regardless of faith.
Children of staff: The School Admissions Code states that this applies to children of staff who have been working at the school for two or more years, or where the staff member has been recruited to fill a vacant post for which there is a demonstrable skills shortage. Linking records again helps to make determining this easier.

Conclusion

Oversubscription criteria are essential to a fair and transparent admissions process. Where places are appealed, a robust set of protocols also helps to argue the admission authority’s decisions.

It is also a process that can be automated. Where complete information on a child is held in an authority’s education management information system, all relevant information can be submitted by parents, schools and professionals, recorded against the child and considered when oversubscriptions criteria are called upon in the school admissions process.

This makes collecting evidence for appeals much more straightforward. No more manually trawling through records, aspects such as catchment areas can simply be called upon and put forward to an appeals panel.

It also makes determining admissions based on the bespoke criteria of the admissions authority much easier. To use catchment area as an example again, linking to mapping tools makes determining distance from a school incredibly straightforward. The decision can then be logged in the central system, with no need to resort to spreadsheets and physical copies of children’s records and the outcomes of their admissions.

The technology exists now to make the admissions process easier to administer, as well as fairer and more transparent for children and their families.

This is a topic that we’ve covered in greater detail, examining the entire admissions process, in our recent white paper, A fair school admissions process for all. You can download a free copy here.

What do you get from your education software provider?

Posted on: 5 October 2023

The education software and integrated systems that you use to underpin your education services and processes are vital to the effective and efficient operation and oversight of your services. From early years to admissions and transfers, SEND/ALN to virtual school services, technology plays a fundamental role in efficient, effective and fair educational services to meet increasingly complex objectives. But what are your services getting from your software providers? From initial training through to ongoing support and maintenance, your providers play an important role themselves in sustaining your services.

Selecting the right technology means selecting the right partner. It’s not simply a case of buying a system and then switching it on. There’s an implementation to be planned and programmed, data to be exported, cleansed and imported. Then there are ongoing support needs and updates required over time to keep the system secure, compliant and supporting your evolving needs.

Getting started with your education software

Once a decision has been made, how are you going to get your team up to speed with your new education software? Ensuring that training is included in the procurement process is essential. So too is agreeing costs for any extra sessions, such as training and development.

Running parallel to this is ensuring that the configuration of local process covers everything you need. We’ve seen many cases where authorities have purchased the minimum viable product to meet procurement thresholds. They’ve then found layer upon layer of additional cost once they’ve gone live. These costs cover anything from additional infrastructure to third party licence agreements in order to get the system working.

Understanding these hidden extras can greatly help in gaining a more accurate cost of your education software. Building upon minimum viable products can be timely as well as expensive. Mapping this all out can minimise friction and disruption upon implementation. Better still, identifying a partner which has the experience and capability to work with local issues out of the box brings everything into scope upfront. Understanding how ongoing changes will be managed further helps to achieve your objectives over time.

How will your education software be updated?

Another issue we see repeatedly is the downtime associated with upgrades and maintenance. This covers everything from enhancements to the software to critical security patches. Standalone systems can help with this. They can help in greatly reducing the time your software is unavailable for. Any necessary work can also be conducted at times that best suit you.

Where your education software is linked to another piece of software within the same suite of products, updating one facet requires the downtime of everything else, too. So, for example, if your education software provider needs to update another system that is entirely unrelated to education and the work you do, but sits on the same architecture, it will mean that your software will be unavailable whilst their systems are updated.

IMPULSE Nexus – what you see is what you get

CACI has designed its IMPULSE Nexus education software to suit the needs of local authorities like yours. It is modular by design, so you can pick up and plug in the parts that you need. This means you’re free to use as much or as little of IMPULSE Nexus as your needs require.

All our pricing is upfront and transparent. You don’t have to pay for the bits of the software that you don’t need. This helps you manage your overarching software ecosystem that can use IMPULSE Nexus as part, or the heart of it.

Like everyone else, we do conduct upgrade work to IMPULSE Nexus. As a standalone system, however, we can work with you on the best time to conduct these. There are three every year, so there’s always advance warning and time to make arrangements. We also offer a hosting solution which means that we can carry out these upgrades for you as a fully managed service. This further reduces friction and minimises downtime.

Furthermore, as IMPULSE Nexus is a standalone system, any upgrade work won’t impact your integrated systems.

Where you need further support from the team at CACI, our costs are transparent and upfront. Our annual advisory service (AAS) days are bookable in advance or as and when you need them. These are designed to help you with everything from project management to additional training. You can find out more here.

IMPULSE Nexus is used by authorities across the UK, including Birmingham City Council. You can find out more about how it uses IMPULSE Nexus to handle its admissions process here.

If you would like more information on IMPULSE Nexus, please visit our website here.

Trauma informed practice – how a West Midlands coalition is changing things

Posted on: 20 September 2023

The idea of trauma informed practice has been around for a while now (SAMHSA 2014). It remains, however, a burgeoning area of practice. The West Midlands Combined Authority (WMCA) is attempting to take this forward into commissioning policy. Through a coalition of public service agencies, it aims to promote a framework for trauma informed practice in the region. Knowledge, practice-based evidence, data sharing, combined training and service inputs will set new pathways towards achieving better outcomes for all children in the region.

“Trauma informed practice is a journey, not a destination,” says Lucy Cavell Senior Trauma Informed Practitioner at Barnardo’s, the children’s charity which is coordinating the work of the WMCA trauma informed coalition which sets a policy direction. “There are different approaches in the seven constituent local authorities. For example, Birmingham City Council has a slightly different flavour to other organisations, having taken a holistic approach to training around trauma informed practice within children’s services and schools.

“We’re creating a community of practice on behalf of the coalition. There’s a sharing of knowledge and of best practice being implemented. The coalition is a reflective space with strategic support for locally based networks. It accepts the regional differences in localities such as Birmingham, Coventry and Wolverhampton, but it’s still early days, we’re still learning, gathering knowledge and promoting connections and promoting building the evidence base.”

Trauma informed practice in the West Midlands

The WMCA trauma informed coalition was established in 2022 in response to Punishing Abuse, to develop trauma informed practice in the localities. It includes the West Midlands police force, public health, primary care, local authority children’s services, schools, faith groups and charities including homelessness, temporary accommodation, drug, alcohol, domestic violence and mental health. The trauma informed coalition is borrowing from the learning about violence reduction and service developments in Scotland and other regions, such as in Wales, aiming to adapt this to the history and demographics of the WMCA.

“We saw the potential in being involved in such a coalition and the benefit that it can bring to so many vulnerable children,” says Lucy. “Punishing Abuse is a powerful piece of work that demands action. One of the primary barriers to this is siloed short-term responses. Services interact with children in the way that they see as being most appropriate and that makes sense to them. Children move in and out to other areas of the regional system with unseen and unmet needs and are dealt with in an entirely different way.” The importance of a more optimal and joined-up approach which is able to consider much more of the individual context of each child’s journey is something we’ve written about previously.

“One aspect has been the simple creation of training material to promote trauma informed practice,” says Lucy. “We’ve seen real leadership buy-in from the police, with training delivered to over 2,300 officers and staff so far. This covers the basics, from psychology and behaviours to appropriate skills in formulating partnership responses. This has seen a much more compassionate response from the police towards children, young people and families and their communities. Simply by understanding their behaviours differently it has increased the window of tolerance in police settings.”

What the future will bring

There is no blueprint for trauma informed practice and it remains a development area of work with vulnerable young people and their families. As Lucy outlines, there is no one-size-fits-all approach that will work.

“We hope that establishing a trauma informed framework via the coalition will at least set us on the path to end the punishment of abuse,” concludes Lucy. “The goal is to commission interventions that facilitate systemic resilience. Of particular interest and relevance to establishing a consistent unified approach across Educational settings is the Trauma Informed and Attachment Aware Schools regional certification model, informed by the work of ARC, Virtual Schools, Educational Psychology Services and Barnardo’s in the region.

“At the heart of the coalition is the intention to engage with adversity and trauma in regional localities to meet needs in an optimal way. Further, to promote evidence from effective collaborative partnership practice by capturing, monitoring and sharing relevant data and the context of individual, family and community adversity and trauma ethically. The objective is to make smarter service commissioning investments for the longer-term future of the region. There will be a need to step back to see what works and what doesn’t. It is, after all, early days.”

In the second part of this blog series, we will take a closer look at what success looks like for the WMCA trauma informed coalition.

SEND safety valve funding and the aim of inclusivity and integration

Posted on: 11 September 2023

Government bailouts to the tune of £1bn are ensuring that councils across England can cut their deficits. In return for this SEND safety valve funding, a focus on inclusivity of educational services to children with identified special educational needs and disabilities (SEND) is demanded. The move is designed to move councils away from a reliance on costly special measures educations. With inclusivity, it is expected that children with SEND will be reintegrated into mainstream school settings. Those who have been previously excluded, will be reintegrated into the mainstream setting.

The packages and fine print are different for each council, but these are the overarching themes. Councils are expected to work towards inclusion and integration, whilst being more accountable for their processes. How can councils achieve this?

The role of technology in supporting SEND safety valve funding

In creating transparency and accountability, technology will be fundamental to councils. As part of many of the safety valve funding bailouts, the government expects to see results. Maintaining manual systems of spreadsheets or paper-based notes is inefficient and ineffective. Being able to call upon robust digital records with every course of action mapped will save time and create much needed transparency.

Education, health and care plans (EHCPs) are also central to the SEND safety valve funding aims. It is important that each child who needs one receives one. One complaint across the board has been the inconsistency of the provision of this service across England. It has become something of a postcode lottery. Reshaping EHCPs was a central component of the SEND Review in 2022. The safety valve funding provides another opportunity to meet this challenge.

An aspect of this is early intervention. Many children go with unmet needs for a long period of time. This can result in behavioural challenges, exclusions and even entry into the youth justice system. A study by the National Institute for Health Research in 2021 found that 60% of children entering a youth justice service had an undiagnosed developmental language disorder (DLD).

Applying special measures later down the line is a costly process both financially and societally. Early intervention is a vastly preferable way of handling such issues.

Technology will support councils in monitoring their work in all these areas. EHCPs require a robust and consistent thread of attainment and information that will follow the child from 0-25. How children are included and reintegrated will also require input from several touchpoints such as parents, schools and professionals. Creating a central data hub for each child will make provisioning for their education easier. It will also make evidencing action points straightforward.

How SEND safety valve funding will improve inclusion

Primarily by building capacity in mainstream schools, thereby reducing the dependency on specialist provision. The SEND safety valve funding is there to directly support this, providing additional support in mainstream schools to support children with SEND.

This can cover EHCPs, too, with identified SEND on the increase as awareness of unmet needs increases. Having the administrative capacity to oversee EHCPs for every child with SEND is a challenge. Again, this is where technology will play a crucial supporting role for councils and their educational facilities.

Of course, specialist provision will still be required in some circumstances. Rather than use it as a go-to, however, the government would like to see a reduction in this. Creating a strong base of evidence, with all of a child’s records and professional inputs, will make it easier for schools and councils when demonstrating why such a course of action has been taken.

How SEND safety valve funding will support integration

In a similar way, SEND safety valve funding will support integration and reintegration. Exclusions happen but understanding why is paramount. SEND safety valve funding won’t eradicate exclusions and there will be circumstances in which they are necessary. When a child is excluded, however, having the context around their journey can help to inform next steps. Where there is SEND and unmet needs, can a child be reintegrated into a mainstream school environment where extra provisions have been arranged?

For reintegrating previously excluded children, a robust data source is imperative. Why was the child excluded? What were the circumstances? What are the circumstances in that child’s life? Were there any unmet or undiagnosed needs? Can new arrangements satisfy their educational needs within a mainstream setting?

This is a topic we’ve explored in a previous blog. The role of councils and schools in gathering accurate and reliable data is important in understanding not only a child’s educational journey, but their circumstances beyond the school gates.

Conclusion

SEND safety valve funding offers councils and schools an opportunity to recalibrate their services. And their approach to children displaying challenging behaviours. Understanding these behaviours and enacting early intervention will help prevent exclusions and improve inclusion for children with SEND.

Deploying a robust technology ecosystem will be crucial to the success of safety valve funding and councils and schools meeting the challenges laid before them. Joining the dots between a child’s circumstances and their education will drive understanding. This, ultimately, will determine the success or failure of safety valve funding. Deploying improved SEND provisions is one thing. Evidencing their effectiveness and meeting the goals of inclusion and integration are another. A strong evidence base will further drive understanding of those measure which work and those which do not.

For more information on how IMPULSE Nexus from CACI can support your education services in meeting the challenges laid out in the safety valve funding initiative, please visit: https://www.caci.co.uk/software/impulse/

Virtual schools – improving outcomes for looked after children

Posted on: 26 June 2023

The personal education plan (PEP) and attendance monitoring of looked after children (LAC) are vital in ensuring that they are being appropriately provisioned for and educated. They are vital components of the virtual schools framework, too. The PEP ensures that their education is on the right track; attendance monitoring provides robust information as to their whereabouts for five days of the week, placed in or out of authority. Such information is important to schools, local authorities, social and care workers and other professionals involved in their journey. Monitoring and provision of the information is the responsibility of the child’s local authority, their corporate parent. But how can this information be seamlessly gathered, recorded and shared across all relevant parties to the ultimate benefit of each child?

Real-time virtual schools monitoring

Having attendance information in real-time is a clear advantage. Where information takes time to filter through, vital intervention opportunities can be lost. In a manual world, where information is discovered twice daily by phoning the school the child attends, the data takes time to filter through the system to reach the decision makers.

Implementing a digital process, with registration data entered at the point of contact by the child’s school, helps local authorities to raise red flags and implement action quickly.

Each local authority will have its own plan of action for looked after children found to not be attending school. How is the point of action reached? With real-time data, actions can be implemented at exactly the right moment. No delays, just a clear understanding of the sequence of events and the next steps.

Equally, monitoring each PEP is crucial in ensuring that each child is receiving the educational opportunities deemed necessary at the outset of their journey. If targets are not being met, it is the role of the corporate parent to step in and find out why.

This can only be done with up to date information. Reducing the manual process of requesting, recording and interpreting the information in each PEP will expedite the process of acting upon it. Having a mechanism to seamlessly share the outcomes with other relevant parties will help them to make informed decisions in relation to the child.

Sharing virtual school information

There are often multiple agencies involved in the journey of a looked after child. It is, therefore, important that the information is made available to them. Any education welfare, social care or youth justice workers will need the information to create their own holistic view of the child and inform their own responses to their story.

Information becoming siloed only acts to the detriment of the child. Technology can certainly help, but it can also hinder. Interoperability of software is important in improving outcomes.

Attendance and PEP data can be useful to other agencies in the same way that information from them can be useful to the corporate parent. Disparate agencies working to the same goal of improving outcomes for vulnerable children will do just that.

Securing virtual school data

Recording attendance and PEP data is one thing, but how will the information be secured and shared? Working with a trusted technology partner is an important part of the process. Ensuring relevant security certificates are achieved and that the process is in place to record and make the data available to relevant colleagues and third parties.

What will this process look like? Handling sensitive data is a complex issue, so breaking through this complexity and making life easy for your school, local authority and associated parties is beneficial. IMPULSE Nexus features accessible portals through which only relevant data is shared with only relevant parties. There are school, parent, professional and provider portals. Data is input once, then can be redacted and shared with others. Rules for what data can be shared with whom are established at the outset and can be altered as necessary as you go, with the ability to manually override.

Background security is an important consideration, too. What if there is a data breach or physical hard drives get damaged? Robust backing up and disaster recovery planning is essential. Selecting a provider that can partner with you on this and provide a robust security framework for your data should be a primary consideration. Opting for a fully managed hosting solution with your software provider can also realise benefits in terms of cost and efficiency, as well as security. Leveraging the security spend of a provider can help to keep your data secure and takes it off your table. It also makes implementing updates much easier, with these done off-premise on your behalf.

Making virtual schools easy with IMPULSE Nexus from CACI

We understand the complexity you and your teams face. Our team is itself made up of former youth workers and experts from the education sector. That’s why we’ve designed IMPULSE Nexus to be modular and interoperable. Our virtual schools module can be used in isolation and plugged into the rest of your software solutions to provide a complete picture. You can use as much or as little of IMPULSE Nexus as you need.

Our Core record enables you to record all PEP and attendance data in one place against a child’s file. When certain criteria aren’t met, e.g. they’ve missed a set number of am/pm attendances, alerts can be raised in the system to notify relevant people. This helps to remove the manual strain in sifting through records or calling schools in search of information. Creating efficiency in the process frees up time to focus on interpreting data and improving their outcomes.

Once the process is established, the data is recorded at source in schools and uploaded in real-time to the children’s records. You can edit and adapt the rules underlining this process as you need going forward. Our team is always on hand to help.

Getting the virtual schools process right is fundamental to improving outcomes for looked after children. Receiving data late, misinterpreting it and missing intervention opportunities make a difficult task and impossible one. Having a system and process in place that facilitates swift and efficient PEP and attendance monitoring will help schools, authorities and children across the UK.

For more information on how IMPULSE Nexus can support virtual school requirements, you can view our IMPULSE Nexus virtual schools fact sheet here.

The SEND review and reshaping EHCPs

Posted on: 16 December 2022

One of the suggestions of the recent SEND review was to overhaul EHCPs. We take a look at how this can be done and what it will mean

The Department for Education (DfE) commissioned the SEND Review in 2019. The aim of this review was to explore the challenges faced by children and their families with identified special educational needs and disabilities (SEND). In March 2022, after much consultation, a green paper was published which puts forward several suggestions as to how the SEND process can be better administered to improve efficiency and, ultimately, improve outcomes for those children and their families. In amongst the plethora of suggestion sits one around EHCPs (education, health and care plans). I wanted to use this blog to explore this area specifically, since the response to the DfE’s suggestions is already available to schools, children, their families and local authorities.

What does the DfE want to do with EHCPs?

In short, the DfE wants to streamline EHCPs. As things stand, there is a loose outline for EHCPs but the level of detail within them is at local discretion. This has resulted in inconsistencies at local and national levels, leading to inconsistent responses to them. This is particularly acute where professionals work across two localities: getting to grips with two interpretations of EHCPs takes time and increases the manual, administrative burden upon professionals.

As the SEND green paper notes; “There were inconsistences in the structure, length and formatting of EHCP forms, with the samples included in the analysis ranging from a maximum of 40 pages in one local authority to between 8 and 23 in another. The EHCPs produced by the local authorities in the sample would take approximately 50 minutes on average to read aloud to a child. This lack of consistency means that partners who work across multiple local authorities must navigate multiple processes and templates, reducing their capacity to deliver support and adding to their administrative burden… We therefore propose to introduce standardised EHCP templates and processes.”

Sounds sensible, how will it work in practice?

The central hook upon which EHCPs will be hung going forward will be via a template provided by the DfE. This will standardise the information captured and make it easier for professionals to traverse each EHCP, simplifying the interpretation of the information within them and making it easier to input appropriately into each child’s journey.

Another rule that the DfE is seeking to implement around EHCPs is that any changes to them will need to be signed off by the parents of the child. Their increased involvement is seen as central to the success of the SEND process going forward.

The fundamental change to the management and administration of EHCPs is that the DfE is looking to fully digitise them. This means that they will only be accessible digitally. This will make the process much more efficient and transparent, since each EHCP will have a fully auditable trail of activities and inputs. This will make interpreting each EHCP much quicker, too, since a complete record of professional and parental input will be visible to schools, professionals and parents.

Creating a central record will enable for greater control, ease of access and interpretation of data for everyone concerned. Children with identified SEND necessarily find themselves in a multi-agency scenario, so tying their record together digitally makes interpreting and understanding their journey easier.

This also makes the information pertaining to a child’s SEND status useful beyond the boundaries of education. For example, in a youth justice scenario, it’s useful for practitioners to have a complete view of the young people within their services. Having information on their SEND can be informative in painting a complete picture of their journey and understanding their life story.

Technology supporting the single view

In creating a fully digital EHCP, there is a tacit acknowledgement of the involvement of technology. The vast majority of schools, local authorities, parents and professionals have the ability to access and record information digitally. How the DfE will implement this will be the interesting point.

A number of different technology solutions exist across the education industry, so there’s no chance of every authority and school deploying the same software. Nor should there be. Each school and authority should be free to select the technology and partners that work best for them.

Where the DfE will need they systems to work for them is in regards of interoperability. How can the information in an EHCP be shared between systems in multi-agency scenarios?

Most systems support this, with the ability to establish the set of data fields that will be outlined by the DfE and can communicate with third party systems to send and receive information. This will be vital in achieving the SEND aims of the DfE for EHCPs.

Conclusion

Achieving this single view of a child is something that we fully support, and our recent white paper covers the topic across children’s services more broadly. In multi-agency scenarios, such as those presented by SEND, it is imperative that all parties can access and record information unilaterally whilst contributing to the ultimate goal of improved outcomes for children with SEND.

A standardised response to SEND and EHCPs will also make the entire process more transparent, without local interpretations causing issues for children moving schools, region or for professionals picking up disparate cases. The response to SEND should not depend upon where you live and the process should be transparent and consistent for everyone.

As a technology provider in the education sector, we have long seen the benefit of interoperability with third party software providers in the sector. The ability to send and receive data seamlessly creates efficiencies in the process that will be to the ultimate benefit of the end service user, in this case children with identified SEND.

Creating a rich, single view of every child can only be beneficial in data mapping, understanding behaviours and tackling the challenge of improving outcomes for all children. We too often see information, systems and processes siloed into regions and sectors, so the aims of the DfE are welcome in tackling this. Education is a right for all children and young people, ensuring that the process is open, fair and easy to understand makes it a lot easier for everyone.

Creating a single view of the SEND journey is an important step. Making their information available to the multiple agencies that interact with SEND children, will only enhance the ability of each agency to interpret and record data on them, sharing their professional insights with others involved in their journey.

Joining the dots – linking education to circumstance

Posted on: 25 February 2022

What happens when a child is excluded from school? How is their educational journey completed? What can schools, parents and professionals involved with children in education do to intervene sooner, to help prevent exclusions? What is the profile of children excluded from school? Can we do more to support groups who are more likely to face exclusion?

Schools play a vital support role in the lives of children and young people, a role brought sharply into focus by the Covid pandemic. Bringing data together, we can join the dots in each student’s journey, linking their education to their circumstances to help improve their outcomes. For more context on the statistics provided in this blog, please take a look at our related white paper, which you can download for free.

Disadvantaging the disadvantaged

When we take a closer look at the numbers behind school exclusions, it becomes clear that children already born into disadvantaged circumstances are further disadvantaged by the education system. Children from the 10% most deprived areas of the UK are more than twice as likely to experience exclusion from school as other children (7.1% of these children experiences exclusion, compared to 3.4% from elsewhere). This extends beyond those areas, too. In 2017/18, 13.65% of children eligible for free school meals were excluded from school.

It’s a clear pattern. These children, too, are far more likely to be identified with special educational needs and disabilities (SEND). 25% of children with identified SEND are also eligible for free school meals. The link between their circumstances and their education is obvious. If you’re from a deprived background, you’re far more likely to be identified with SEND and far more likely to be excluded from school. The already disadvantaged face a greater uphill battle than their peers.

In 2019, some 78,150 children were looked after in England. Alarmingly, that number has risen 28% over the previous decade. 56,160 were officially placed with foster families. When factoring in children living with relatives, e.g. grandparents, this number rises to much closer to 200,000.

How can education help?

Besides the obvious point around providing stability, structure, relationships and food, the role of schools requires careful consideration when it comes to supporting vulnerable members of society. The school admissions process can be haphazard and manual, with children missing spots at their preferred, often their most convenient, schools.

Failure to identify a child’s circumstances can lead to missed opportunities which carry knock on effects into a young person’s life. It’s a topic we’ve explored through Lara’s Story, which you can watch here:

Walk in their shoes – Lara’s story

Joining the dots

By creating a complete, holistic record of every child and young person, authorities and schools can join the dots in each story. Understanding this story is fundamental to improving outcomes. Where c.50,000 children are missing education across the UK, how can we identify them, those that have fallen through the gaps?

This is also in the realms of youth justice, since there are c.50,000 children involved in county lines gang activities. The similarity in those numbers cannot be coincidental.

We can easily identify, via basic data analysis, where the children who fall through the gaps are most likely to be. By extending our analysis, by painting a complete picture, we can begin to make appropriate provisions and improve outcomes for these young people.

As we can see in Lara’s Story, often innocent judgements can have severe consequences for young people and their families. As we approach a cost of living crisis, with rising energy bills and rising inflation, many families will feel the pinch. Little things like paying for the bus can quickly become unaffordable. The compound affect of this is material to a young person’s life.

Simply linking circumstances to a child’s education drives understanding. This understanding can be used to improve outcomes. And it can be done simply, too, via a central, accessible record. Where schools, parents and professionals can record and share information, joining the dots is made easy. You can then start to join several dots, creating rich data insight to inform future practices and roadmaps, understanding the best way to handle young people in specific circumstances.

Data informed practice extends from education through youth justice. Improving outcomes for young people is the combined target.

You can read our whitepaper, Joining the dots: The power of technology systems to transform outcomes for vulnerable children and young people here.

What to expect from the ALN code and how authorities can support it

Posted on: 23 September 2021

In September, the Additional Learning Needs (ALN) code went live across Wales. The ALN code replaces the Special Educational Needs and Disabilities (SEND) framework that will continue to function across England. The change is being made in order to bring support networks and resources together and improve outcomes for children and young people with identified additional learning needs.

Obviously, one of the major changes is in the wording. Special educational needs replace additional learning needs; therefore, SENCOs will become ALNCOs. The changes, however, are more than just linguistic and will involve significant changes in thinking about process and practice.

At present, any child or young person recognised as having SEN is given an individual education plan (IEP). These are being phased out in Wales, to be replaced by an individual development plan (IDP). IEPs stop when a young person finishes school; IDPs will carry on if the young person attends higher or further education, covering their entire education journey from 0-25.

ALN will further cover children and young people who have learning difficulties and disabilities (LDD), bringing LDD and SEN together in a single code.

Highlights

Covers each young person with ALN from 0-25
Merges SEN and LDD
IDPs to replace IEPs

About the IDP

IDPs are structured to include minimum standards that must be adhered to by every school and local authority:

A record of the child’s identified, developing and changing needs
Required additional provisions for each child
A timely, current action plan and agreed outcomes for each child
How each element of progress is and will be measured
Information that enables accountability which is legally enforceable
Review dates to measure actions, tasks and outcomes

Ensuring that IDPs work efficiently and effectively will require services to collaborate to ensure that children recognised with ALN receive the support that they need to achieve the stated goals. This co-ordination between schools, colleges, other providers and local authority services will require a greater degree of flexibility in receiving and transferring holistic case records and data seamlessly.

It will also require more robust data capture, entry and checking to ensure that all contributions have been considered and the information is current, accurate and relevant within a child’s IDP. This is vital given that the IDP is an accountable and legally enforceable document. In sharing and collaborating on such important documents, their security and management is also paramount, containing as they will vast quantities of sensitive personal data.

Children, parents, outcomes

The collaboration goes beyond just working with other authorities and schools as the child or young people move schools or move location. There also needs to be full engagement with, and the provision of, information and appropriate advice to the families and young people. Again, the information needs to be shared seamlessly in a secure and timely fashion to enable families, children and young people to input into their journey and opportunities as appropriate.

The success of the ALN code will depend on this sharing of specific information about meeting needs, so it’s important for schools, colleges, other providers and authorities to consider new ways in how they will address the challenges and include the views of young people, parents and carers in the process, and the necessary adaptations to their service.

The role of technology

With all the relevant information stored electronically, amending, updating, transferring and receiving case records and IDPs will be performed using synchronised common structured data via a central hub system. The easiest way to open the entire process to the multi professional eco system in a secure fashion is via dedicated portals; one each for parents/carers, schools/colleges, local authorities and professionals. This enables everyone who needs to contribute to the process to have self-service tailored access and visibility so they can more easily make their contributions.

Maintaining a single, uniquely structured ALN case record enables schools, colleges and authorities to use the holistic view of each child to establish effective support. They can operationally establish things like reminders so that they can review and assess each case in good time and strategically use the structured data to understand and better respond to patterns of unmet need in different groups.

Having a well-structured central record then plays into the accountable and legally enforceable element of the IDP, since a transparent record of all chronological activity within the IDP will be available on demand. Furthermore, where a child moves school or placement, or a young person goes to college or university, their IDP can be simply passed to prospective institutions at which they will be continuing their education. These institutions will have a full record of prospective students, enabling them to plan and facilitate offers for their joining in good time, increasing the opportunity and likelihood of meeting stated outcomes.

Security

The General Data Protection Regulation (GDPR) necessitates robust handling of data such as IDPs and information surrounding young people. How does your school or authority store its data?

Working with a technology partner that can assist you with data hosting solutions is one option, since outsourcing hosting is one way of staying compliant with GDPR and means that you are storing data with a trusted partner. This means that you can store your data with the flexibility you need, on premise or in cloud, to give your teams real-time access to your data.

Aspects such as backups and downtime also need to be considered alongside security – if there’s a system outage, how long can you afford to be without your data and how much can you afford to lose? Scalable solutions offer greater flexibility in managing, storing and securing your data as well as working with a growing user population involved in the meeting of ALN support needs over many years.

Improving outcomes

Fundamentally, however, you need a technology solution and a technology partner that can empower your authority and the staff in schools, colleges and other providers in the education support eco system to achieve the fundamental objective of the ALN code – improving outcomes for children and young people with recognised ALN.

CACI’s IMPULSE Nexus software is being used by several Welsh councils to support this underlying objective, whilst also helping them to comply with data and security regulations by offering a fully managed hosting service. This helps to take the uncertainties out of data storage and management alongside providing an information management solution that facilitates the seamless recording, transfer and receiving of holistic case records and data with improved engagement and contribution from the people around the child.

IMPULSE Nexus fully supports the ALN code by operating a uniquely structured and synchronised common central hub case record and IDP with associated identification and support information. Further, the dedicated IMPUSE Nexus portals provide schools/colleges, parents/carers, professional and local authority staff a direct, relevant and focused online experience to collaborate on delivering the centralised IDP, with a fully auditable and transparent record of activity. This creates greater collaboration between professionals, providers and authorities, helping to realise the purpose of the ALN code in delivering better outcomes for children and young people.

If you would like any further information on how IMPULSE Nexus and how CACI’s dedicated team can support you with the implementation and future success of the ALN code in Wales, please visit: https://www.caci.co.uk/products/product/impulse-nexus