Agenda item

Cllr John Howson, Cabinet member for Children, Education, and Young People’s Services, and Cllr Kate Gregory, Cabinet member for SEND Improvement, have been invited to present a report on the Virtual School and to provide an update to the Committee on the extended responsibilities laid on the Virtual School as well as ones that are anticipated to come into force under new legislation.

Lisa Lyons, Director of Children’s Services, Kate Reynolds, Deputy Director for Education and Inclusion, and Clare Pike, Acting Headteacher of Oxfordshire Virtual School, have been invited to answer the Committee’s questions.

The Committee is asked to consider the report and raise any questions, and to AGREE any recommendations it wishes to make to Cabinet arising therefrom.

Cllr John Howson, Cabinet member for Children, Education, and Young People’s Services, attended to present a report on the Virtual School and to provide an update to the Committee on the extended responsibilities laid on the Virtual School as well as ones that were anticipated to come into force under new legislation.

Lisa Lyons, Director of Children’s Services, Kate Reynolds, Deputy Director for Education and Inclusion, and Clare Pike, Acting Headteacher of Oxfordshire Virtual School, also attended to answer the Committee’s questions.

The Cabinet Member for Children, Education, and Young People’s Services introduced the virtual school report and shared positive feedback from the February 2024 Ofsted inspection, praising the school's ambition and vision. Concerns about challenges faced by children in care were raised, particularly with in-year school admissions. The Cabinet Member voiced his support for the bill proposing local authorities handle in-year admissions. 

The Acting Headteacher of Oxfordshire Virtual School presented the report, outlining work done between September 2023 and August 2024. She described the core duty of promoting education for children in care and care leavers, and extended duties for previously cared-for children, children with a social worker, and children in kinship care. Achievements included reducing school move times, improving educational outcomes, and increasing university attendance and graduation rates among care leavers.

Members asked about co-production in personal education plans (PEPs) for children in care and the awareness of school governors. The Acting Headteacher of Oxfordshire Virtual School described how PEPs were significantly co-produced, ensuring the young person's voice was included. Efforts were made to ensure governors knew the number of children in care in their schools and their educational progress. Training for governors was being reviewed, and they were encouraged to attend relevant sessions, addressing non-attendance with governance leaders.

Members interrogated suspension statistics in measuring school success, noting that some schools might favour internal exclusions or rest days for children instead of official exclusions. The Acting Headteacher of Oxfordshire Virtual School agreed that suspension statistics were not as detailed as they might be, and was aware of this issue and planned further inquiries into how schools might be masking other forms of exclusion. The Acting Headteacher emphasised the relational schools programme, which aimed to create trauma-informed, shame-sensitive, relational, and restorative environments to reduce suspensions and exclusions by fostering belonging and support for all students.

Members discussed the careful consideration required for children with Education, Health and Care Plans (EHCPs) in their transition plans, including extended periods away from education to ensure effective transitions. The Acting Headteacher of Oxfordshire Virtual School emphasised the need for tailored support and involving young people in planning. The Council stressed the importance of collaborative efforts to address the child's needs during reintegration into school, noting thoughtful planning was vital for sustainable support.

The Committee sought assurance that there was sufficient capacity existed in the Admissions team to manage the increase in in-year admissions. The Acting Headteacher of Oxfordshire Virtual School believed the team was capable, noting that the workload depends on the number needing placements. Directing academies to take these children would simplify the process. The Council recognised some academies' reluctance to delegate but hoped the government would uphold the bill changes for better management. Officers had not heard opposition from any Academy Trusts and anticipated compliance once the bill came into force.

The Committee AGREED to recommendations under the following headings:

• That the Council should continue to highlight the work of the virtual school with governing boards and social workers to ensure they are well-informed and engaged in supporting the education of children in care.

• That the Council, in subsequent annual reports of the Virtual School, should report in more detail on exclusions including informal internal processes.

Katie N left the meeting at this stage.