Public Document Pack
GATESHEAD SCHOOLS FORUM AGENDA
Thursday, 9 January 2020 at 2.00 pm in the WH Brockett Room, Dryden Centre
From the Chief Executive, Sheena Ramsey Item Business
1 Apologies
2 Minutes (Pages 3 - 8)
The Forum is asked to approve as a correct record the minutes of the last meeting held on the 14 November 2019.
3 Growth Fund Allocation (Pages 9 - 10)
Carole Smith, Financial Resource Management
4 Dedicated Schools Grant Settlement (Pages 11 - 14)
Carole Smith, Financial Resource Management
5 Mainstream School Funding Formula (Pages 15 - 22)
Carole Smith, Financial Resource Management
6 De-Delegation Emotionally Based School Avoidance (Pages 23 - 38)
Jeanne Pratt, Educationgateshead
7 Date and Time of Next Meeting
6 February 2020, 2pm
Contact: Rosalyn Patterson, E-mail: rosalynpatterson@gateshead.gov.uk, Tel: 0191 433 2088, Date: Thursday, 2 January 2020 This page is intentionally left blank Agenda Item 2
GATESHEAD METROPOLITAN BOROUGH COUNCIL
GATESHEAD SCHOOLS FORUM MEETING
Thursday, 12 December 2019
PRESENT Ken Childs (Special Schools Governor) (Chair)
Sarah Diggle Primary Governors Martin Flowers Special Academy Headteachers Julie Goodfellow Primary Academy Headteachers Steve Haigh Secondary Academy Headteachers Christine Ingle Diocese Representatives Andrew Ramanandi Primary Headteachers Domenic Volpe Maintained Secondary Headteachers Christina Jones Pupil Referral Unit
APOLOGIES: Councillor Sheila Gallagher and Councillor Gary Haley, Matt Waterfield, Denise Kilner, Peter Largue, Mustafaa Malik, Ethel Mills, Elaine Pickering and Allan Symons
1 APOLOGIES
Apologies were received from Mustafaa Malik, Peter Largue, Allan Symons, Michelle Richards, Ethel Mills, Cllr Sheila Gallagher, Matt Waterfield, Denise Kilner and Elaine Pickering.
2 MINUTES
The minutes of the meeting held on 14 November 2019 were agreed as a correct record.
3 DE-DELEGATION EMTAS
The Forum received a report on the work delivered by the EMTAS.
It was reported that from there has been an increase in Ethnic Minority and Gypsy Roma and Traveller children attending Gateshead schools, this has increased from 10.91% to 12.1%. The January census shows that 7.76% of pupils are identified as having English as an additional language (EAL), this is an increase from 6.98%.
Staffing levels have remained the same, however there is now one HLTA supporting the educational outcomes for pupils from Gypsy, Roma and Traveller communities.
There are now 12 primary schools accessing the service, this has increased from 10. 21 training sessions have been held over the year and 25 schools have made referrals. It was noted that student attainment is excellent.
EMTAS staff continue to be involved in multi-agency meetings, for example the Fair
Page 3 Access Panel and Pupil Placement Panel.
Following previous feedback the methodology of funding was looked at. It is now linked to EAL numbers, an increase from £430 per pupil in 2018/19 to £515 for 2019/20 and the proposal is to increase to £535 for 2020/21. Therefore the de- delegation of funding for EMTAS increases the per pupil cost to £3.15 and £260 for each primary maintained mainstream EAL pupil.
It was questioned whether there has been a difference to the demands on the service. It was confirmed that there has been a change as staff are now used on a consultation basis more, this has changed the relationship between schools and EMTAS.
It was noted that the service has been positively received by Headteachers over the last year.
RESOLVED:
(i) That Forum noted the work undertaken by EMTAS to support the educational achievement of all ethnic minority and Traveller pupils in Gateshead schools.
(ii) That Forum approved the de-delegation of funding for EMTAS at the rates of £3.15 for every maintained mainstream primary pupil and £260 for each primary maintained mainstream EAL pupil.
4 DE-DELEGATION PRIMARY BEHAVIOUR SUPPORT AND FAP
Forum received a report around the de-delegation of primary funding to support the existing Primary Behaviour Support Team.
It was noted that during 2018/19 74% of the young people worked with remained in mainstream primary school. In terms of the FAP Educational Psychologist take up was slow initially therefore a range of training programmes were put in place on relevant areas requested by primary Headteachers.
Forum advised that the Behaviour Support service has been well received in schools and by parents and that an essential part of FAP is access to Educational Psychologist time. It was felt that the EP gives an extra level of support which is needed in order to keep as many young people in mainstream education.
RESOLVED:
(i) That Forum agreed to the de-delegation of funds to continue with the Primary Fair Access Educational Psychologist and the Primary Behaviour Support Team special needs assistants.
Page 4
5 DE-DELEGATION EMOTIONALLY BASED SCHOOL AVOIDANCE
A report was presented to the Forum on the increasing numbers of young people unable to access education due to Emotionally Based School Avoidance (EBSA). It has come to light that there is an increasing number of pupils, in particular in the higher end of primary school, who are school refusers. Work has been ongoing to establish the reasons behind this increase.
A paper on EBSA has been published by West Sussex and it was found that elective home education is one of the reasons. Although it is apparent that there is usually not just one reason why a young person will refuse to attend school.
The report sets out the various reasons for avoidance and that there is a need to address these issues at a tiered level and think about support and intervention. In particular, transition is an issue.
It was noted that through the Education Inclusion Panel there is a focus on home tuition, however this does not support the transition back into school.
It was reported that the service was successful in getting £33,000 to purchase avatars to allow the child to link into the classroom. This will be delivered by two learning mentors, one paid from the High Needs Block and one paid for by schools and academies.
The point was made that this funding should fully come from the High Needs Block and not de-delegated. It was noted however that the High Needs Block is already over spent and that the local authority is proposing to meet schools halfway.
The Forum generally supported the proposal but felt that all schools needed to be engaged with before a decision could be made. It was questioned whether there would be difficulty in employing the learning mentors as it would be for one year only. It was acknowledged that it may be tough to recruit, however the complexity of the role has been recognised in the pay grade.
It was agreed that all schools would be consulted on the proposal in the report (option one) prior to the next meeting on 9 January 2020.
RESOLVED:
(i) That Schools Forum consult with all schools for KS2, KS3 and KS4 to buy back the service prior to the next meeting.
6 DE-DELEGATION TRADE UNION FACILITY TIME AND MATERNITY CREDITS
A report was presented on the de-delegation of Trade Union Facility Time and Maternity Credits.
It was noted that funding has not changed for primary and secondary maintained sector, with maternity credits at £8 per pupil and Trade Union facility time at £4 per
Page 5 pupil.
RESOLVED:
(i) That Schools Forum agree to the de-delegation of Trade Union time and Maternity Credits.
7 DSG REVENUE MONITORING QUARTER 3 2019-20
Forum received the projected outturn position of DSG for 2019/20 quarter two.
The budget is £101.761m, with a projected outturn of £102.431m, which is an overspend of £670,000.
The balance of DSG reserves is £816,000, this will reduce to £288,000 if the reserves fund the overspend.
RESOLVED:
(i) That the Forum noted the content of the report.
8 HIGH NEEDS BLOCK FUNDING PRESSURES
A report was presented on the pressures on the DSG High Needs Block (HNB) and the proposal to top-slice 0.5% from the Schools Block to the HNB for 2020/21.
It was noted that since 2014 HNB spending has increased by 20% to an estimated £24.6m in 2019.20. Last year there was an overspend of £1.8m, this was due to a number of factors including; an increase in EHCP’s, an increase in the number of children in special schools, increase in spending on alternative provision. In addition, there has been no increase in pupil funding. DSG reserves have also fallen because approximately £300,000 have been used this year.
The HNB funding is expected to increase by £2.241m for 2020/21, however there still remains significant cost pressures.
If the top slice was removed there would be a £1.359m overspend, creating additional pressure and still £500,000 shortfall.
It was noted that if there was a HNB overspend a deficit recovery plan would have to be undertaken.
RESOLVED:
(i) That the Forum noted the content of the report and agreed to a top-slice of 0.5% from the Schools Block to the HNB for 2020/21.
Page 6 9 MAINSTREAM SCHOOL FUNDING CONSULTATION OUTCOME
A report was presented on the results from the Mainstream Schools Funding Consultation.
RESOLVED:
(i) That the Forum noted the consultation responses and comments. (ii) That the Forum approved the proposed formula as detailed in appendix 2.
10 DATE AND TIME OF NEXT MEETING
The next meeting will be held on Thursday 9 January 2020 at 2pm in the Dryden Centre.
Page 7 This page is intentionally left blank Agenda Item 3 REPORT TO SCHOOLS FORUM
9 January 2020
Item 3
TITLE OF REPORT: Growth Fund Allocation
Purpose of the Report
To inform Schools Forum that there has been a successful application and allocations of Growth Funding that have satisfied the growth fund criteria previously approved by Schools Forum.
Background
In December 2014 Schools Forum approved the creation and the criteria of a Growth Fund for mainstream schools (appendix 1). Schools Forum agreed to centrally hold £100,000 of the Dedicated Schools Grant for a Growth Fund as a permitted centrally retained service in accordance with Schools and Early Years Finance Regulations 2019 and the Education and Skills Funding Agency Schools Revenue Funding 2019 - 20 Operational Guide. For 2019 – 20 the growth fund is £779,732.
Emmaville Primary School
Emmaville School made an application to the Growth Fund for funding for pupil growth from September 2019.
The school has been extended to create a 2-form entry school due to basic need (pupil population growth) in the Crawcrook area of Gateshead. The schools Planned Admissions Number (PAN) was increased from 45 to 60 from September 2016.
School Admissions team have confirmed that 60 children will be admitted in September 2018 and the school meets all of the Growth Fund criteria. The Schools Budget Team have supported the school in applying for funding and the Service Director, Learning and Schools has approved the allocation of funding.
In accordance with the Growth Funding criteria, the allocation is calculated as Age Weighted Pupil Unit * additional pupil numbers * 7/12.
£2,817.22 * 35 pupils * 7/12 = £98,602.70
This amount is over the maximum allocation permitted for primary schools and therefore the maximum amount of £35,000 will be allocated to Emmaville Primary School.
Thomas Hepburn Pupils
Schools Forum approved the updated Growth Fund Criteria at Septembers Schools Forum to allow the funding that was recouped from Thomas Hepburn to fund Page 9 1 of 2
schools and settings. The funding was then divided by the number of children displaced from the school to give a per pupil allocation of £5,104.906. This was then multiplied by the number children at the different settings to give the funding allocations.
Below is a table of funding allocations to the different schools and settings. For those children that where out of borough (OOB) at a special school or had been permanently excluded (PX) the funding was transferred to the High Needs Block (HNB) of the DSG to support the funding of their education in schools and settings that will be paid for by the HNB.
School / Setting Moved To Total Hebburn Comprehensive School 18 £92,536.30 Emmanuel College 35 £179,931.70 Lord Lawson 17 £87,395.40 Cardinal Hume 1 £5,140.91 Heworth Grange 7 £35,986.34 Joseph Swan 26 £133,663.55 Thorp 1 £5,140.91 Whickham 1 £5,140.91 Kingsmeadow 10 £51,409.06 Futures Plus UTC 6 £30,845.43 OOB/Special/PX 16 £82,254.49 Total 138 £709,445.00
Proposal
That Schools Forum notes the allocation of Growth Funding to Emmaville Primary School of £35,000 for additional pupils from September 2019 and notes the allocation of growth funding to the above schools settings and HNB for the displaced Thomas Hepburn pupils.
Recommendations
That Schools Forum notes that funding has been awarded to Emmaville Primary School for growth in pupil numbers and the allocation of funding to the above schools and settings for the displaced Thomas Hepburn pupils.
For the following reasons: -
To provide funding for increased pupil numbers from September 2019 To allow funding to follow the child for the displaced Thomas Hepburn pupils
CONTACT: Carole Smith ext. 2747
Page 10 2 of 2
Agenda Item 4
REPORT TO SCHOOLS FORUM
9 January 2020
Item 4
TITLE OF REPORT: DSG Funding Settlement
Purpose of the Report
To bring to Schools Forum attention the information received from the Department for Education (DfE) for the 2020/21 Dedicated Schools Grant (DSG) funding settlement, and the work being carried out to provide schools and early years providers with their budgets for 2020/21.
Background
The DfE issued the 2020/21 funding settlement on the 19 December 2019. Gateshead will receive an estimated £153.633m DSG for 2020/21 (before recoupment), which is an increase in funding of £4.972m from the £148.661m received for 2019/20.
The DfE announced allocations for the four main funding blocks of the DSG, which includes estimates for some areas. The four blocks are:
The Early Years Block - for 2 and 3 & 4 year old funding, including Early Years Pupil Premium Schools Block – for mainstream schools Central Schools Services Block – for retained duties and historic spend High Needs Block - which includes special schools, PRU and high needs top-up and place funding
The Early Years Block (EYB)
The way in which the Early Years block is calculated was changed in 2017/18 due to the implementation of the Early Years National Funding Formula (EYNFF). For 2017/18 there was a new hourly rate of £4.53 for Gateshead, which is an equivalent of £4,303.50 per FTE funding. The funding rate for 2020/21 has increased by £0.08 per hour giving an hourly rate of £4.61 per hour or £5,255.40 per FTE funding. The EYNFF also includes funding for the increase to 30 hours for eligible children (from September 2017), the Maintained Nursery Supplement (MNS) and Early Years Disability Access Funding (EY DAF). There has been a reduction in the estimated universal hours for 3 & 4 year olds, but an increase in 30 hour provision for eligible children. There have also been increases in DAF, MNS and Early Years pupil premium.
2 year old funding also Increased by £0.08 per hour from £5.20 to £5.28 per hour.
The estimated allocation is £14.284 an increase of £13.8m, which is an increase of £0.492 m from the £13.8m received for 2019/20.
Page 11 1 of 3
The actual funding allocations for 2, 3 and 4 year old funding will be updated in July 2020 following calculations using the January 2019 census.
The MNS funding which is part of the early years block has increased from £152,972 for 2019/20 to £183,295 an increase of £30,322.96. However this allocation will be subject to change following data returns to the DfE.
The Central Schools Services Block (CSSB)
CSSB was new for 2018/19 and was created by taking elements that used to be top sliced from the schools block and transferred them into this new block. The transferred items include contributions to combined budgets, school admissions, Servicing of Schools Forum, Termination of Employment Costs, School Licences and the retained element of what was the Education Services Grant (ESG). The CSSB for 2020/20 £1.543m which is a reduction of £0.185m form 2019/20 level of £1.729m. The funding rate has reduced by £0.02 to £32.68 per pupil, and pupil numbers have increased by 171. The main reduction in funding has been in the historic commitments element which has been reduced by 20% from £0.953 for 2019/20 to £0.762 a reduction in funding of £0.191m which will have a direct impact on the local authorities (LA) none DSG budget.
The Schools Block (SB)
2018/19 was the first year of the National Funding Formula at a local authority level for mainstream schools. There are 3 elements used to calculate the overall funding of the Schools Block, the Primary Unit of Funding (PUF), the Secondary Unit of Funding (SUF) and the historical based elements for private finance initiative (PFI) funded schools, premises and mobility factors. In 2019/20 is a formula for growth funding was introduced. The values of these elements are: PUF £4,264 per pupil, an increase of £190.24 from 2019/20 SUF £5,230.3 per pupil, an increase of £164.21 from 2019/20 Premises factors totalling £4.254m an decrease of £0.259m (rates, PFI and mobility) Growth funding totalling £0.975m an increase of £0.232m from 2019/20.
The total allocation for 2020/21 is £115,718m (before recoupment), which is an increase of £5.467m from the £110,251m available to schools in 2019/20. The increase in funding is due to the increase in per pupil funding, the increase in pupil numbers and the increase in growth funding.
High Needs Block (HNB)
The 2019/20 HNB allocation (before recoupment) is £25.196m, which is an increase of £2.306m from the initial December 2019 settlement. There is an overall increase in the formula allocation of £2.403m,and increase in funding for pupils in special schools due to the increase in the number of pupils in special schools a negative import/export adjustment of -£0.114m which for the 2019/20 settlement will be updated in the summer and is therefore subject to change.
Other Funding Information
The below grants will continue for 2020/21 but the rates per pupil for the following grants have not yet been published:- Page 12 2 of 3
All the different types of pupil premium Universal Infant Free School Meals Primary PE and Sport Premium have not been announced for 2019/20 academic year. Further details will be available later in the year with regard to Gateshead Schools grant allocations. The pay and pensions grant will continue for the academic year 2019/20, there have been no announcements beyond this other than it is expected that they will be mainstreamed into the DSG in the near future.
It is not known if the Free School Meal Supplementary Grant will continue
Proposal
That Schools Forum notes the funding available in the individual DSG Blocks before any movement between the blocks. This information enables the individual school budgets to be calculated using the DfE’s Authority Proforma Tool (APT) (subject to a later report), and notes the estimated amounts available for the Early Years Block, the Central Schools Services Block, the High Needs Block allocation, and the other grant information provided.
Recommendations
That Schools Forum:-
Notes the estimated Early Years Block Notes the Central Schools Services Block Notes the Schools Block Notes the High Needs Block allocation Notes the other grant information
For the following reasons:-
To enable individual school budgets to be calculated To provide DSG and grant funding information
CONTACT: Carole Smith Ext 2747
Page 13 3 of 3
This page is intentionally left blank Agenda Item 5 REPORT TO SCHOOLS FORUM
9 January 2020
Report 5
TITLE OF REPORT: Mainstream Schools Funding
Purpose of the Report
To bring to Schools Forum the proposed Authority Proforma Tool (APT) for submission of Gateshead Schools funding factors and values to the DfE for approval, to enable the calculation of mainstream schools’ individual school budgets for 2020/21.
Background
This report builds on reports to Schools Forum in November and December 2019 and previous agenda items.
Gateshead received the APT on the 18 of December 2019 and its Dedicated Schools Grant (DSG) funding settlement on 19 December 2019. Since receipt of the APT and the settlement, work has been undertaken to calculate mainstream individual school budgets.
The Schools and Early Years Finance Regulations for 2020 have not been issued but the Schools Revenue Funding 2020/21 – Operational Guidance, updated in December 2019 are available on the DfE’s website.
The schools block (SB) allocation of funding for 2020/21 is £115,718m which is calculated: Primary pupil numbers * Primary Unit of Funding (PUF) 14,964 x £4,264 = £63.806m Secondary pupil numbers * Secondary Unit of Funding (SUF) 8,925.5 x £5,230.3 = £46,683m Plus £4.253m for premises and mobility factors The growth funding for 2020/21 is £0.975m
Therefore, the amount available to fund Gateshead mainstream schools in 2020/21 is £115.718m, an increase of £5.467m from 2019/20.
Schools Forum agreed the 0.5% top slice of the SB at December 2019 Schools Forum which is £0.579m which reduces the amount to be allocated to mainstream schools to £115.140m
This amount of funding has been used to calculate Gateshead mainstream schools’ individual schools’ budgets using the APT based on the agreed methodology and formula factors proposed.
A number of inputs and adjustments were made to the APT prior to modelling. These included: -
Page 15 1 of 8
Input of estimated rates charges for 2020/21 and adjustments for actual rates charges for 2019/20 in comparison to the amount funded for 2019/20. There have been some swings in rates charges due to revaluations of school premises. All schools including voluntary aided and voluntary controlled schools will pay rates, as the rate relief has been reduced from 100% to 80% for these schools. The DfE has not yet issued the updated rates data for academies. The PFI factor was re-calculated to take into account the changes in pupil numbers and updated PFI charges for 2020/21. De-delegation has been input as agreed at December’s Schools Forum.
Funding Pressures
There are a number of funding pressures for 2020/21 these are: -
The increase in secondary pupils especially KS4 by 141 pupils, KS3 have increased by 162 and primary 33 pupils PFI funding to schools has increased by £122k when the funding has decreased for premises factors by £259k Increase in FSM and FSMe6 pupils The increase in IDACI deprivation especially secondary bands A and B As the PUFs and SUFs are calculated using 2018 data there is a lag in the units of funding which does not take account of these changes.
Data Changes
The APT was received 18 December; and contains an updated data set for the calculation of the mainstream school budgets, predominantly based on the October 2019 census. The updated data set was checked against last year’s APT data to review the changes in data. There were found to be no unexpected changes in data for individual schools.
Overall however there has been a significant increase in the number of current FSM children. Primary numbers have increased by 493 pupils and secondary by 414 pupils. For secondary school pupils there has also been an increase of 115 pupils in IDACI bands A and B.
Modelling
Due to a different distribution of pupils between the primary and secondary phases, and the updated data set, when the mainstream school budgets were calculated using the agreed Schools Forum factor values, the formula was not affordable, and there was a funding short fall of £593k. There was no capping or scaling and minimum funding guarantee (MFG) was at +1.84% with total MFG funding of £193K. As this formula was not affordable further modelling was undertaken.
For the second model a number of changes were made to bring the model into balance:- Primary FSM funding was reduced from the proposed £650 to £580 which is still above the NFF factor value of £560 Secondary FSM factor value was reduced from the proposed £1,025 to £900 which is still above the NFF factor value of £815 Primary IDACI A and B bands were reduced by £37 and £12 respectively to the NFF factor values of £840 for A and £625 for B Page 16 2 of 8
Secondary IDACI band A was reduced by £37 to £840 which is the NFF factor value.
The above proposed changes brought the model into balance with a residual funding amount of £782 distributed as an additional £14 per school via the lump sum leaving £87 unallocated.
Appendix 1 is the proposed proforma
Appendix 2 shows the comparison between 2019/20 actual funding and the proposed funding before de-delegation using the updated data and the proposed factor values in appendix 1.
Appendix 3 shows 2019/20 factor values, the NFF factor values and the proposed factor values.
Proposal
That Schools Forum reviews the information and approves the factor values in appendix 1 and notes the information in appendix 2 and 3.
Recommendations
That Schools Forum approves the factor values in appendix 1 and notes the information in appendix 2 and 3.
For the following reasons: - To enable Gateshead mainstream schools funding to be calculated To enable the proforma to be submitted to the DfE within timescale To move Gateshead’s mainstream schools funding formula towards the NFF.
CONTACT: Carole Smith Ext. 2747
Page 17 3 of 8
Page 18 Appendix 1
Local Authority Funding Reform Proforma
Gateshead LA Name: 390 LA Number:
Disapplication number where Primary minimum per pupil Secondary (KS3 only) minimum per Secondary (KS4 only) minimum per Secondary minimum per pupil funding level alternative MPPF values are funding level pupil funding level pupil funding level used £3,750 £4,800.00 £5,300.00 £5,000.00
Pupil Led Factors Reception uplift No Pupil Units 0.00
Proportion of total pre MFG Description Amount per pupil Pupil Units Sub Total Total Notional SEN (%) 1) Basic Entitlement funding (%) Age Weighted Pupil Unit (AWPU) Primary (Years R-6) £2,857.00 14,964.00 £42,752,148 37.27% 5.00%
Key Stage 3 (Years 7-9) £4,018.00 5,548.00 £22,291,864 £80,455,631 19.44% 5.00%
Key Stage 4 (Years 10-11) £4,561.00 3,379.00 £15,411,619 13.44% 5.00%
Primary Secondary Primary amount Secondary Eligible proportion Eligible proportion Proportion of total pre MFG Description Sub Total Total Notional SEN Notional SEN per pupil amount per pupil of primary NOR of secondary NOR funding (%) (%) (%)
FSM £450.00 £450.00 3,441.00 1,852.00 £2,381,850 23.00% 19.00%
FSM6 £580.00 £900.00 4,282.57 2,887.48 £5,082,623 23.00% 19.00%
IDACI Band F £210.00 £300.00 1,799.20 1,072.48 £699,576 0.00% 0.00%
IDACI Band E £250.00 £405.00 1,745.24 1,003.08 £842,559 0.00% 0.00% 2) Deprivation £12,425,371 10.83% IDACI Band D £375.00 £535.00 2,029.06 1,238.44 £1,423,460 0.00% 0.00%
IDACI Band C £405.00 £580.00 565.43 302.06 £404,195 0.00% 0.00%
IDACI Band B £435.00 £625.00 1,083.17 595.07 £843,102 23.00% 19.00%
IDACI Band A £600.00 £840.00 724.99 372.63 £748,005 23.00% 19.00%
Primary Secondary Primary amount Secondary Eligible proportion Eligible proportion Proportion of total pre MFG Description Sub Total Total Notional SEN Notional SEN per pupil amount per pupil of primary NOR of secondary NOR funding (%) (%) (%)
3) Looked After Children (LAC) LAC X March 19 176.77 £0 0.00% 0.00%
EAL 3 Primary £535.00 918.06 £491,163 0.00% 4) English as an Additional £829,894 0.61% Language (EAL) EAL 3 Secondary £1,440.00 142.92 £205,802 0.00% Pupils starting school outside of 5) Mobility £1,500.00 £1,500.00 87.04 1.58 £132,930 0.12% 0.00% 0.00% normal entry dates Amount per pupil Eligible proportion Primary Secondary (primary or Percentage of of primary and Proportion of total pre MFG Description Weighting Sub Total Total Notional SEN Notional SEN secondary eligible pupils secondary NOR funding (%) (%) (%) respectively) respectively Primary Low Attainment £1,065.00 31.74% 4,749.13 £5,057,819 100.00%
Secondary low attainment (year 7) 64.53% 20.88%
Secondary low attainment (year 8) 63.59% 18.54% 6) Prior attainment £7,670,520 6.69% Secondary low attainment (year 9) 58.05% £1,610.00 17.03% 1,622.80 £2,612,701 100.00%
Secondary low attainment (year 10) 48.02% 17.91%
Secondary low attainment (year 11) 16.25%
Other Factors
Lump Sum per Lump Sum per Lump Sum per Lump Sum per All- Proportion of total pre MFG Factor Secondary School Total (£) Notional SEN (%) Primary School (£) Middle School (£) through School (£) funding (%) (£)
7) Lump Sum £114,414.00 £114,414.00 £8,581,050 7.48% 0.00% 0.00%
8) Sparsity factor £0 0.00% 0.00% 0.00%
Please provide alternative distance and pupil number thresholds for the sparsity factor below. Please leave blank if you want to use the default thresholds. Also specify whether you want to use a tapered lump sum or the NFF weighting for any of the phases.
Primary distance threshold Primary pupil number average year Fixed, tapered or NFF sparsity primary lump sum? Fixed (miles) group threshold Secondary distance threshold Secondary pupil number average Fixed, tapered or NFF sparsity secondary lump sum? Fixed (miles) year group threshold Middle schools distance Middle school pupil number average Fixed, tapered or NFF sparsity middle school lump sum? Fixed threshold (miles) year group threshold All-through schools distance All-through pupil number average Fixed, tapered or NFF sparsity all-through lump sum? Fixed threshold (miles) year group threshold
9) Fringe Payments £0 0.00%
10) Split Sites £0 0.00% 0.00%
11) Rates £1,507,172 1.31% 0.00%
12) PFI funding £2,775,251 2.42% 0.00%
13 ) Exceptional circumstances (can only be used with prior agreement of ESFA)
Proportion of total pre MFG Circumstance Total (£) Notional SEN (%) funding (%)
Additional lump sum for schools amalgamated during FY19-20 £0 0.00% 0.00% 0.00%
Additional sparsity lump sum for small schools £0 0.00% 0.00%
Exceptional Circumstance3 £0 0.00% 0.00%
Exceptional Circumstance4 £0 0.00% 0.00%
Exceptional Circumstance5 £0 0.00% 0.00%
Exceptional Circumstance6 £0 0.00% 0.00%
Exceptional Circumstance7 £0 0.00% 0.00%
Total Funding for Schools Block Formula (excluding minimum per pupil funding level and MFG Funding Total) £114,244,888 99.61%
14) Additional funding to meet minimum per pupil funding level £449,797 0.39% 0.00%
Total Funding for Schools Block Formula (excluding MFG Funding Total) £114,694,686 100.00%
15) Minimum Funding Guarantee 1.84% £294,730
Where a value less than 0.5% or greater than 1.84% has been entered please provide the disapplication reference number authorising the value
Apply capping and scaling factors? (gains may be capped above a specific ceiling and/or scaled) No
Capping Factor (%) Scaling Factor (%)
Total deduction if capping and scaling factors are applied £0
Proportion of Total Total (£) Notional SEN (%) funding(%)
MFG Net Total Funding (MFG + deduction from capping and scaling) £294,730 0.26% 0.00%
Total Funding for Schools Block Formula £114,989,416 £13,611,402
High Needs threshold (only fill in if, exceptionally, a high needs threshold different from £6,000 has been approved)
Additional funding from the high needs budget
Growth fund (if applicable) £150,000.00
Falling rolls fund (if applicable)
Other Adjustment to 19-20 Budget Shares £0
Total Funding For Schools Block Formula (including growth and falling rolls funding) £115,139,416
% Distributed through Basic Entitlement 70.15%
% Pupil Led Funding 88.39% Primary: Secondary Ratio Page 19 1 : 1.28 5 of 8
Appendix 2
19/20 20/21 Pupil MFG 19-20 Post School Name Post MFG Budget Diff in total funding NOR NOR Movement Adjustment MFG Budget
£294,730.19 £114,989,415.83 £108,920,120 £6,069,295.88 Carr Hill Community Primary School 297 292 -5 £0.00 £1,447,179.88 £1,393,742 £53,438.16 Kelvin Grove Community Primary School 309 325 16 £0.00 £1,527,971.10 £1,415,679 £112,292.17 South Street Community Primary School 250 240 -10 £874.32 £1,164,167.27 £1,187,103 -£22,935.74 Bede Community Primary School 186 200 14 £27,004.24 £1,068,242.38 £986,784 £81,458.60 Oakfield Junior School 239 238 -1 £0.00 £904,122.88 £878,014 £26,109.20 Larkspur Community Primary School 106 104 -2 £0.00 £611,416.81 £595,079 £16,338.01 Oakfield Infant School 180 180 0 £0.00 £690,598.50 £677,790 £12,808.10 Ravensworth Terrace Primary School 309 329 20 £0.00 £1,281,630.00 £1,197,371 £84,258.91 Portobello Primary School 200 192 -8 £0.00 £777,398.71 £786,200 -£8,801.74 Birtley East Community Primary School 217 206 -11 £0.00 £962,526.78 £990,538 -£28,011.45 Dunston Hill Community Primary School 384 383 -1 £0.00 £1,761,048.92 £1,666,685 £94,364.11 Emmaville Primary School 351 386 35 £0.00 £1,464,316.75 £1,249,424 £214,893.19 High Spen Primary School 163 161 -2 £0.00 £724,181.90 £706,251 £17,930.74 Swalwell Primary School 155 136 -19 £11,071.73 £699,668.09 £767,063 -£67,394.51 Winlaton West Lane Community Primary £1,336,804 School 347 364 17 £0.00 £1,460,417.55 £123,613.80 Greenside Primary School 181 187 6 £57,964.77 £811,960.28 £778,021 £33,939.02 Blaydon West Primary School 164 168 4 £57,641.30 £781,559.09 £754,276 £27,283.21 Front Street Community Primary School 408 395 -13 £0.00 £1,526,862.00 £1,497,102 £29,760.06 Highfield Community Primary School 114 109 -5 £0.00 £672,924.24 £653,443 £19,481.70 Ryton Community Infant School 83 88 5 £0.00 £420,408.96 £391,214 £29,195.02 Ryton Junior School 164 155 -9 £0.00 £648,288.21 £660,653 -£12,364.47 Washingwell Community Primary School 125 120 -5 £0.00 £554,464.97 £561,509 -£7,044.04 Bill Quay Primary School 214 203 -11 £0.00 £816,939.99 £832,892 -£15,952.05 Falla Park Community Primary School 206 206 0 £0.00 £1,015,301.57 £979,161 £36,140.31 Brandling Primary School 160 171 11 £28,411.50 £885,532.79 £823,763 £61,769.92 Lingey House Primary School 397 411 14 £0.00 £1,701,931.09 £1,544,090 £157,841.27 The Drive Community Primary School 173 174 1 £0.00 £830,104.66 £793,106 £36,998.45 White Mere Community Primary School 143 139 -4 £0.00 £596,502.79 £595,371 £1,131.82 Clover Hill Community Primary School 206 207 1 £0.00 £800,473.90 £769,471 £31,002.43 Crookhill Community Primary School 192 189 -3 £0.00 £812,270.01 £795,001 £17,269.11 Brighton Avenue Primary School 299 292 -7 £38,651.16 £1,400,453.13 £1,406,117 -£5,664.16 Lobley Hill Primary School 387 379 -8 £0.00 £1,543,921.62 £1,494,610 £49,311.71 Wardley Primary School 265 264 -1 £0.00 £1,129,967.88 £1,073,155 £56,812.76 Glynwood Community Primary School 405 404 -1 £16,547.39 £1,642,010.20 £1,618,266 £23,744.17 Barley Mow Primary School 164 169 5 £3,546.56 £791,637.77 £760,889 £30,748.57 Windy Nook Primary School 279 294 15 £0.00 £1,183,451.99 £1,085,672 £97,779.66 Colegate Community Primary School 165 146 -19 £0.00 £699,387.76 £750,903 -£51,515.51 Roman Road Primary School 176 198 22 £0.00 £958,270.65 £823,665 £134,605.23 Fellside Community Primary School 210 211 1 £0.00 £811,258.25 £773,842 £37,416.36 Fell Dyke Community Primary School 274 268 -6 £4,996.48 £1,311,765.50 £1,316,132 -£4,366.40 Caedmon Community Primary School 206 210 4 £0.00 £1,002,708.71 £960,594 £42,115.10 Kells Lane Primary School 415 418 3 £0.00 £1,591,804.50 £1,476,600 £115,204.10 Chopwell Primary School 191 185 -6 £0.00 £897,837.60 £888,251 £9,586.12 Parkhead Community Primary School 318 302 -16 £0.00 £1,278,117.80 £1,299,449 -£21,330.76 St Aidan's Church of England Primary School 195 199 4 £0.00 £945,464.91 £898,397 £47,067.69 Harlow Green Community Primary School 377 379 2 £0.00 £1,779,304.69 £1,721,508 £57,796.81 Rowlands Gill Community Primary School 245 224 -21 £0.00 £1,235,096.19 £1,197,184 £37,912.22 Whickham Parochial Church of England £765,211 Primary School 209 207 -2 £0.00 £791,839.25 £26,628.10 Corpus Christi Catholic Primary School 201 198 -3 £0.00 £873,644.21 £866,254 £7,389.92 St Joseph's Roman Catholic Voluntary Aided £841,600 Primary School, Gateshead 193 183 -10 £0.00 £826,321.68 -£15,278.75 St Oswald's Roman Catholic Voluntary Aided £869,384 Primary School 198 197 -1 £0.00 £890,583.66 £21,200.03 St Peter's Roman Catholic Voluntary Aided £780,248 Primary School 211 215 4 £0.00 £809,131.97 £28,884.37 St Joseph's Catholic Junior School, Birtley 115 115 0 £0.00 £532,347.79 £518,882 £13,465.63 St Joseph's Catholic Infant School, Birtley 73 73 0 £0.00 £376,349.38 £366,402 £9,947.55 St Agnes' Catholic Primary School 200 203 3 £0.00 £764,883.59 £735,759 £29,125.04 St Joseph's Roman Catholic Voluntary Aided £482,838 Primary School, Highfield 114 106 Page-8 20£623.09 £465,090.54 -£17,747.33 6 of 8
St Mary and St Thomas Aquinas Catholic £780,896 Primary School 215 211 -4 £0.00 £793,962.69 £13,066.84 St Philip Neri Roman Catholic Primary School 174 187 13 £0.00 £806,873.64 £739,011 £67,862.37 St Joseph's Catholic Primary School, Blaydon 210 210 0 £0.00 £845,708.65 £810,031 £35,677.60 St Mary's Roman Catholic Primary School 210 211 1 £0.00 £794,162.07 £775,765 £18,397.03 St Alban's Catholic Primary School 209 198 -11 £0.00 £818,643.65 £824,801 -£6,157.32 St Augustine's Catholic Primary School 310 315 5 £0.00 £1,290,910.59 £1,217,359 £73,551.54 St Wilfrid's Roman Catholic Voluntary Aided £639,736 Primary School 122 127 5 £28,604.30 £668,878.90 £29,142.59 Kingsmeadow Community Comprehensive £5,077,051 School 739 807 68 £17,445.72 £5,517,093.54 £440,042.27 Kibblesworth Academy 164 161 -3 £0.00 £682,814.91 £677,601 £5,214.19 Riverside Primary Academy 240 274 34 £0.00 £1,191,852.50 £1,010,531 £181,321.63 St Anne's Catholic Primary School 128 132 4 £0.00 £631,796.04 £581,760 £50,035.62 Sacred Heart Catholic Primary School 241 241 0 £1,347.63 £921,345.85 £906,929 £14,416.69 Thorp Academy 834 905 71 £0.00 £4,623,409.94 £4,094,510 £528,900.12 Heworth Grange School 1,027 1,031 4 £0.00 £5,850,048.54 £5,518,906 £331,142.18 Grace College 1,010 1,090 80 £0.00 £6,304,751.37 £5,521,750 £783,001.64 Lord Lawson of Beamish Academy 1,245 1,263 18 £0.00 £7,784,605.19 £7,232,833 £551,772.28 Whickham School 1,307 1,338 31 £0.00 £6,786,865.29 £6,308,582 £478,283.15 Cardinal Hume Catholic School 1,215 1,263 48 £0.00 £6,537,349.20 £6,047,788 £489,561.09 St Thomas More Catholic School 1,217 1,230 13 £0.00 £6,185,280.00 £5,876,263 £309,017.12 £6,311,900.21 Difference Due to Thomas Hepburn £242,604.33
Page 21 7 of 8
Appendix 3
Difference Proposed NFF Unit 2019 20 NFF to 20/21 Difference Values Values 2019/20 values to 2019/20 Basic per pupil Funding AWPU Primary AWPU £2,857 £2,817.22 £39.78 2857 £39.78 KS3 AWPU £4,018 £3,841.81 £176.19 4018 £176.19 KS4 AWPU £4,561 £4,385.81 £175.19 4561 £175.19 Minimum per pupil Primary Minimum Per Pupil funding £3,750 £3,500.00 £250.00 3750 £250.00 Secondary Minimum Per Pupil funding £5,000 £4,800.00 £200.00 5000 £200.00 Additional Needs Funding Deprivation Primary FSM £450 £440.00 £10.00 450 £10.00 Secondary FSM £450 £440.00 £10.00 450 £10.00 Primary FSM6 £560 £677.78 -£117.78 580 -£97.78 Secondary FSM6 £815 £1,058.33 -£243.33 900 -£158.33
Primary IDACI F £210 £200.00 £10.00 210 £10.00 Primary IDACI E £250 £186.67 £63.33 250 £63.33 Primary IDACI D £375 £357.28 £17.72 375 £17.72 Primary IDACI C £405 £395.00 £10.00 405 £10.00 Primary IDACI B £435 £447.33 -£12.33 435 -£12.33 Primary IDACI A £600 £676.11 -£76.11 600 -£76.11
Secondary IDACI F £300 £225.55 £74.45 300 £74.45 Secondary IDACI E £405 £303.33 £101.67 405 £101.67 Secondary IDACI D £535 £493.05 £41.95 535 £41.95 Secondary IDACI C £580 £542.29 £37.71 580 £37.71 Secondary IDACI B £625 £600.00 £25.00 625 £25.00 Secondary IDACI A £840 £876.91 -£36.91 840 -£36.91
Low Prior Attainment Primary LPA £1,065 £716.22 £348.78 1065 £348.78 Secondary LPA £1,610 £1,068.89 £541.11 1610 £541.11
English as an Additional Language Primary EAL £535 £515.00 £20.00 535 £20.00 Secondary EAL £1,440 £1,385.00 £55.00 1440 £55.00
Mobility Primary mobility £875 £2,000.00 -£1,125.00 1500 -£500.00 Secondary mobility £1,250 £2,000.00 -£750.00 1500 -£500.00
Lump Sum Primary lump sum £114,400 £112,222.00 £2,178.00 114414 £2,192.00 Secondary lump sum £114,400 £123,333.00 -£8,933.00 114414 -£8,919.00
Page 22 8 of 8
Agenda Item 6
REPORT TO SCHOOLS FORUM
9 January 2020
Item 6
TITLE OF REPORT: Funding for Pupils with Emotionally Based School Avoidance (EBSA)
Purpose of the Report
The purpose of this report is;to bring to the attention of School Forum the increasing number of children and young people who are unable to access their educational provision due to Emotionally Based School Avoidance (EBSA) to invite School Forum to consider a range of options to address the issue.
Background
Nationally UK literature reports that between 1 and 2% of the school population are absent from school due to emotional reasons (Elliott, 1999, Gulliford & Miller, 2015). This can often present as ongoing anxiety or Emotionally Based School Avoidance (EBSA) and with support these issues can be managed within a mainstream school setting.
Over the past few years Gateshead has seen an increasing number of children and young people who are refusing to attend school due to EBSA. This is not just a mainstream school issue, as we also have children and young people with an Education Health Care Plan (EHCP) who are refusing to attend their special school placement as well as children and young people who have been taken out of school to be home educated due to mental health/anxiety issues.
This issue is complex and multi-layered, Kearney and Silberman’s (1990) review of the literature indicates that there tends to be four main reasons for school avoidance:
To avoid uncomfortable feelings brought on by attending school, such as feelings of anxiety or low mood To avoid situations that might be stressful; such as academic demands, social pressures and/or aspects of the school environment To reduce separation anxiety or to gain attention from significant others, such as parents and/or other family members To pursue tangible reinforces outside of school, such as going shopping or playing computer games during school time
Given the complexity of the issues, the approach to addressing the needs of children and young people with of EBSA needs to be comprehensive and multi-layered. The attached paper (Appendix 1) sets out what we currently have in place and what work still needs to be undertaken to address the issues raised by EBSA.
A recent analysis of data suggests that during the 2019/20 academic year we will have at least the following numbers of pupils who have some type of EBSA, which is making attending school a challenge:
HINT Y6=25 Page 23 1 of 15
Y7=12 LINT 24 (already have TA support) EHE 20 Home and Hospital Tuition 25 SEND 28
Total 134
These numbers are a conservative estimate. In addition, there are 348 pupils with an SEMH for autism (who often have linked anxiety issues).
During the academic year 2018-19 there were 21 pupils who received 1-1 tuition due to anxieties and we are currently projecting at least 25 pupils this year (2019-20 academic year) who will need 1-1 tuition to continue with their education.
A conservative estimate of costs during the 2018-19 academic year for pupils receiving 1-1 home tuition is approximately £192,060, of which 70% of these funds were paid for pupils receiving home tuition due to anxieties.
The number of pupils who go back into their educational placement following home tuition for anxiety related issues is limited. During the last academic year it was 4% of the number of pupils that were being home tutored e.g. 1 pupil who returned to their mainstream school.
In order to address the issue of the limited number of pupils returning to their education placement the Education Support Service has been successful in securing £33,000.00 of funding to pilot the use of 10 AV1 Avatars across primary, secondary and special schools as a bridge to support pupils back into formal educational settings.
The AV1 Avatar is a telepresence robot designed to help children and young people with long-term illness reconnect with school and their social lives. It acts as their eyes, ears and voice, representing them wherever they cannot physically be, whilst at hospital or at home. The robot cannot record, screenshots are forbidden, and it is a one-user devise.
However, given what we know about EBSA, it is felt that 1-1 and small group support would also be beneficial to aiding in the transition from home into the more formal educational setting of a school.
The proposal is that we employ 2 learning mentors to provide this 1-1 transitional support for pupils with EBSA. This would go alongside the AV1 Avatar pilot and the ongoing work to provide a comprehensive approach to supporting schools, pupils and their families as set out in Appendix 1.
Also at the end of appendix 1 are two links to online vidieo’s.
One of the learning mentors would be paid for out of the high needs block and 1 of the learning mentors would be paid for by schools/academies.
It is estimated that the cost of a grade H post with on costs, training and travel would cost approximately £50,000.
The beneit of both these posts to schoolsPage are: - 24 2 of 15
Improved attendance as pupils are supported more effectively back into a school setting Possible reduction in school costs for alternative provision Schools supported with strategies and interventsions to help the pupils transition back to school Future pro-active work with schools and pupils to prevent EBSA
Proposal
It is proposed that Schools Forum de-delegate funding for 20/21and special schools and academies agree to buyback this service at the same rate.
There are a number of options for schools to consider:- Option 1 - All schools for KS2, KS3 and KS4 buy back – which will include all primary secondary special schools and Pru Option 2 - All primary only including special schools Option 3 - All secondary schools including special schools and Pru
The proposed de-delegation values are based on estimated pupil numbers for mainstream schools and May 19 for special schools and the Pru as this census is more relective of pupil numbers as the some schools especially primary and the Pru fill up over the academic year are: - Option 1 £2.77 per pupil – All schools Option 2 £5.69 per pupil – All Primary schools Option 3 £5.40 per pupil – All Secondary schools
Individual school information for the three option are in appendix 3.
Recommendations
That School Forum provides feedback from all schools on the proposals, recommends an option and agrees to de-delagate for maintained mainstream schools for a Learning Mentor to support pupils with EBSA.
Academies and schools that cannot de -delegate agreed to pay towards the cost of a Learning Mentor to support pupils with EBSA.
For the following reason(s):
To ensure that all children and young people in Gateshead receive an education that is suitable and appropriate to their needs and abilities.
CONTACT: Jeanne Pratt ext. 8644
Page 25 3 of 15
Appendix 1 Emotionally Based School Avoidance (EBSA)
Nationally UK literature reports that between 1 and 2% of the school population are absent from school due to emotional reasons (Elliott, 1999, Gulliford & Miller, 2015). This can often present as ongoing anxiety or Emotionally Based School Avoidance (EBSA) and with support these issues can be managed within a mainstream school setting.
Over the past few years Gateshead has seen an increasing number of children and young people who are refusing to attend school due to EBSA. This issue is not just a mainstream school issue, we also have children and young people with an Education Health Care Plan (EHCP) who are refusing to attend their special school placement as well as children and young people who have been taken out of school to be home educated due to mental health/anxiety issues.
We know from work undertaken in West Sussex that any approach to meeting the needs of these pupils needs to be comprehensive and multi-layered. Much of the information in this paper has come from their work on EBSA.
Kearney and Silberman’s (1990) review of the literature indicates that there tends to be four main reasons for school avoidance:
To avoid uncomfortable feelings brought on by attending school, such as feelings or anxiety or low mood To avoid situations that might be stressful; such as academic demands, social pressures and/or aspects of the school environment To reduce separation anxiety or to gain attention from significant others, such as parents and/or other family members To pursue tangible reinforces outside of school, such as going shopping or playing computer games during school time
According to this model the avoidance of the uncomfortable feelings or situations described in the first two points could be viewed as negatively reinforcing the EBSA, whereas in the second two points, the EBSA could be seen as being positively reinforced by factors outside of school (Kearney & Spear, 2012).
For some children and young people, the distress may be obvious and display itself in their presentation and in chronic non-attendance. For others this may not be the case, with distress displayed as sporadic non-attendance or only able to attend school with high levels of support.
The onset of EBSA may be sudden or gradual, although the literature suggests there may be trends corresponding to transition phases in schools (King & Bernstein, 2001). Some children and young people may appear to recover quite quickly from the initial upsets of school which can mean that the ‘legitimacy’ of EBSA may be questioned. It is worthwhile noting that in looking at the models of anxiety, it is not unusual for the anxiety to quickly dissipate once the perceived threat has been removed (Thambirjah et al. 2008).
Page 26 4 of 15
Contextual Information
A recent analysis of data suggests that during the 2019/20 academic year we will have at least the following numbers of pupils who have some type of emotionally based school avoidance, which is making attending school a challenge: HINT y6=25 o Y7=12 LINT 24 (already have TA support) EHE 20 Home and Hospital Tuition=25 SEND 28 Total 134
These numbers are a conservative estimate. In addition, there are 348 pupils with an SEMH for autism (who often have linked anxiety issues).
The data indicates that is an issue that impacts on all schools, primary and secondary, academy or maintained, special or mainstream.
The Education Inclusion Panel (EIP) is the process by which Gateshead allocates a home tutor to work with a child or young person who is unable to attend their designated educational placement. The panel is a multi-agency panel with representation from education, health, including CYPS and 0-19 service, Early Help, Platform and social care. Their remit is to decide (with documentational support) the most appropriate provision for permanently excluded pupils and those who are unable to attend mainstream school due to medical reasons.
Once home tuition is agreed by EIP for those pupils who are medically unfit to attend mainstream school, pupils on average receive between 4 and 10 hours of home tuition per week, depending on their abilities to access the education on offer. Home tuition costs on average £192 per week; which equates to 6 hours of home tuition per week at £32 a session. This means that for full year the cost on average for home tuition is £7500 per child.
During the academic year 2018-19 there were 21 pupils who received 1-1 tuition due to anxieties and we are currently projecting at least 25 pupils this year (2019-20 academic year) who will need 1-1 tuition to continue with their education. The number of pupils who go back into their educational placement following home tuition for anxiety related issues is limited. During the last year it was 4% of the number of pupils that were being working with.
During 2018-19 a further 9 pupils were supported with home tuition with medically related issues (spinal surgery etc). These pupils are also socially isolated from school and their peers. These pupils usually return to school once their medical issues have been addressed so home tuition is for a much shorter period overall, 12 weeks on average, but there are more hours of tuition allocated per week e.g. 10 hours, so the cost is on average £3840 per child (10 hours per week x £32 an hour for 12 weeks).
A conservative estimate of costs during the 2018-19 academic year for pupils receiving 1-1 home tuition is approximately £192,060.
Provision of Support for Pupils with EBSAPage 27 5 of 15
Given the complexity of the issues, the approach to addressing the needs of children and young people with of EBSA needs to be comprehensive and multi-layered. The following sets out what we currently have in place and what work still needs to be undertaken to address the issues raised by EBSA.
Whole school support and training
Work needs to be undertaken to provide schools with training and support to better understand the needs of pupils with EBSA as well as providing them with a range of strategies which they can use in schools to support these pupils. Training for school staff should include: A better understanding of EBSA and links with anxiety Risk and resilience factors of EBSA and the role of the school The push and pull factors relating to EBSA How to identify EBSA in children and young people How to gather information and what information needs to be gathered How to work with the child/young person to gather their views on the issues and what needs to be done
What we already have in place: ELSA training for staff EP training and support Fair Access Panel EP training to primary schools on o ACE’s o Attachment o Mental health resilience in children o Managing strong emotions o The development of social and emotional skills Primary Behaviour Support work on whole school support for behaviour management EYSF training for staff in the area of behaviour HINT training on whole school inclusive practice Page 28 6 of 15
Supporting Successful Transitions of Pupils with Autism and social communication Needs (for reception class teachers)
What we need to do Work with schools to take ‘ownership’ of pupils with EBSA Further develop packages of support and training Develop an overarching strategy to support pupils with EBSA
Interventions and Strategies
Work needs to be undertaken with schools to provide them with interventions and strategies to meet the needs of children and young people with EBSA. These interventions should be chosen following careful analysis of the school avoidance behaviour. Kearney and Silverman (1990) describe four types of variables which can maintain school avoidance behaviour; often these variables can be involved at one time:
To avoid something or situations that elicits negative feelings or high levels of stress To escape difficult social situations To get attention from or spend more time with significant others To spend more time out of school as it is more fun or stimulating
Strategies and interventions need to include Strategies for working with the child/young person Strategies for working with the parents
What we have in place Primary Behaviour Support to work with schools on whole school and individual behaviour management HINT works with schools on providing support for pupils with ASD Primary Fair Access EP who works with schools and individual pupils
What we need to do Continue to develop a range of strategies to support individual pupils
Transitions
Periods of transition can be particularly difficult for children or young people with EBSA. Schools need to be supported to better understand the impact that transitions can have on children and young people and how they can better make adjustments to the transition process while also supporting children and young people to make adjustments to fit in with their new environment
What we need to do Page 29 7 of 15
Transition work is being undertaken this year by the Primary Behaviour Support Team with support from primary schools, with a view to providing strategies to aid primary -secondary transition. This work will link with the work being undertaken by HINT on transition as set out below
Development of transition arrangements for pupils with Autism and social communication needs which includes Multi-agency pre-transition planning mtg Flexible transition programmes Opportunity to develop peer relationships ‘Secondary ready’ skills set list Key worker support (see pilot proposals)
Individual work
Evidence and experience suggest that children and young people with ASD are at increased risk of EBSA. Given the increased risk of a child or young person with ASD experiencing high levels of anxiety which may lead to EBSA, it is essential that early attention and intervention is given to building the child’s social skills, emotional literacy, resilience and their ability to self-regulate.
This process should also apply to anyone who schools have concerns about in relation to mental health issues and/or anxiety related concerns.
For work with individual children and young people for whom school-based interventions and strategies have not been effective, schools currently have access to support from HINT and educational psychology.
In addition, schools can refer to the Education Inclusion Panel (EIP) for access to home tuition while they are unable to access education.
Pilots
Pilot (AV1 Avatar) The AV1 avatar is a telepresence robot designed to help children and young people with long-term illness reconnect with school and their social lives. It acts as their eyes, ears and voice, representing them wherever they cannot physically be, whilst at hospital or at home. The robot cannot record, screenshots are forbidden, and it is a one-user devise. See attached for more detailed information on the AV1 Avatar.
The cost of 1 AV1 avatar is £3,278.00, which is less than ½ the cost of what we are currently spending on 1 year of 1-1 home tuition.
We would like to purchase 10 AV1 avatars to pilot working with our schools and the families of our more socially isolated pupils to support them both while at home and also as part of the overall process to re-engage them back into their educational placement. The use of the AV1 avatar could potentailly lead to an annual saving of 42,220.
Update on Proposal Page 30 8 of 15
We have been granted 33,000 out of ICT capital bid funding. We currently have 2 potently 3 schools (primary, secondary and special) who are interested in the pilot and are also considering several home-educated pupils who we would like to move back into mainstream school
Pilot (EBSA Learning Mentors) One of the issues we face with those children and young people who have EBSA and who either refuse to attend or who are removed from school to be home educated is how we provide tangible support for their transition back into a full-time educational setting. Discussions have recently been had with a view to piloting 2 transition support workers (EBSA-Learning Mentors) to provide this support. Appendix 1 is the draft job profile at a grade H (40,245-43,967) which includes on costs of
The proposal is that these 2 staff are paid; for one from the HNB and 1 by schools through a discussion with school’s forum.
The staff would be allocated through the Education Inclusion Panel who would decide who would be allocated to which child, what the remit of the work they would do would be and for how long. As CYPS are members of EIP, by EIP overseeing the work of the EBSA LM, this might also highlight the issues currently being raised that information we get from CYPS doesn’t include what they are doing about meeting the EBSA needs of the child or young person.
The EBSA LM would be line managed by the Education Support Service who oversee the management of EIP and the provision of home tuition for these children and young people. However, the workers could also provide link support for pupils identified as having transition needs by other teams e.g. HINT, EPS etc.
Future Actions Future actions to include…. Building on the good work of some schools, we need to work with all schools to ensure there is ownership of pupils with EBSA and that we can address the ‘out of sight, out of mind’ thinking that sometimes occurs in schools The development of an EBSA Strategy for schools and other services o Agree who would lead on the development and roll out of the EBSA strategy o Timeframe o What needs to be included in the EBSA Strategy (see document produced by West Sussex) The promotion of a resilience curriculum across schools o This links with permanent exclusions o Identify what a resilience curriculum looks like The piloting of the AV1 Avatar o Funding has been secured via the ICT Capital bid o Schools need to be identified o Criteria decided o 10 Pupils need to be identified (we currently have 3) identified EBSA LM pilot o Pilot needs to be agreed o Paper to school forum regarding funding o Appointing staff o Criteria for support agreed Page 31 9 of 15
o Pupils identified o Evaluation of project Discussions with CYPS regarding the information they provide when asking for a child to access home tuition o Letters need to be detailed about what CYPS are doing to support the mental health needs to enable them to better access their education provision Closer links with CYPS to ensure support is dovetailed Consider what options we have in place or need to develop, for those pupils who may never be able to access fulltime in a mainstream/special education environment?
Jeanne Pratt Service Manager Education Support Service
https://www.noisolation.com/uk/av1/
https://www.noisolation.com/uk/news/av1-everton/
Page 32 10 of 15
Appendix 2 Gateshead Council – Learning and Schools Job Profile Grade H Job Title: Learning Mentor
Responsible for: No line management responsibility Responsible to: Team Manager
Purpose of the role: To work as a member of the Service, and in partnership with parents/carers and families, schools/settings, and other agencies to support children and young people who are struggling to access education To facilitate equality of access and provide high quality mentoring support to maintain children and young people within their educational settings or to aid the transition back into educational/alternative settings Main Duties: 1. To work with identified children and young people in order to help overcome barriers to learning related to anxiety by facilitating access to learning and extended school activities. 2. To manage a caseload of pupils who require intervention, support and monitoring. To write reports which identify appropriate strategies and educational advice under the supervision of Appropriate professionals involved with the children/young people 3. To work in collaboration with a range of services to develop and implement specialist Learning Plans to address the social, emotional and mental health needs of individual pupils. 4. To plan, develop and deliver learning activities with a focus on social, emotional and mental health aspects of learning and responding to individual pupils needs following identification by appropriate professionals. To inform, develop and enhance the practice of schools and alternative educational settings staff through specialist coaching and modelling and promoting specific strategies to secure the effective learning of anxious pupils 5. To support the young person in their transition from home into the school/alternative setting 6. To establish productive empathetic relationships with children and young people, challenge and motivate them, promote and reinforce self-esteem, build resilience, act as a role model and set high expectations. 7. To mentor children and young people, out of the classroom, in order to support them in achieving their social/emotional aspects of learning targets. 8. To support transition of pupils between key stages and across educational settings and collaborate with appropriate agencies on further education/career opportunities. 9. To support transition of pupils between key stages and across educational settings back into their mainstream/special educational placement and collaborate with appropriate agencies on further education/career opportunities. Page 33 11 of 15
10. To research and develop appropriate resources in learning in personal development.
11. To work closely with parents and external agencies informed to ensure continuity of approach between home and school for children and young people.
12. To work within a multi-agency framework to support inclusion and access in accordance with the relevant legislation, guidance and local policies. 13. To maintain all records required by schools, settings, and the Local Authority in order to enable monitoring of quality, delivery and outcomes. 14. To select and prepare specialist equipment and resources to support learning activities that meet children and young people’s social, emotional and mental health needs. 15. To lead INSET to raise awareness in schools/settings
16. To attend and contribute to plan-do-review process for individual children and young people in order to report on progress of social/emotional interventions and plan future targets. 17. To advise schools/settings, on access arrangements for internal/external exams and assessments.
18. To support and build pupils confidence and resilience in attending out of school activities including out of hours as required. 19. To undertake training relevant to the role 20. To adhere to the policies and overall ethos of each school and setting worked in. 21. To build on the work of and work in partnership with existing mental health services and projects including CYPSS 22. To understand, attend appropriate training and operate in accordance with safeguarding and child protection requirements.
23. To conduct, as required, any other tasks deemed appropriate to the post.
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Person Specification Learning Mentor for EBSA Essential Desirable Knowledge: Understanding of the impact of Knowledge: social, emotional and mental health Ability to extend desirable learning outcomes to needs on learning and suit individual children and young people. development and access to the Relevant legislation/codes of practice relating to curriculum. safeguarding children and young people. Good understanding of the Experience of working with anxious pupils and principles of child development, pupils who are out of their mainstream learning processes and barriers to educational setting learning. Excellent literacy and numeracy skills Working knowledge of national/ curriculum and other learning programmes and strategies Qualifications: including Post 16. A recognised mental health qualification or similar qualification and/or experience Good understanding of special educational needs process Full first aid qualification
Good understanding of social, emotional and mental health needs Experience of: Clerical duties, report writing Qualifications: Meet the Higher-Level Teaching Supervising groups of children Assistants Standards or equivalent Coaching and modelling to other staff qualification. Working across the different key stages Full driving license Working in both mainstream and specialist Training in relevant specialist skills (SEMH) provisions
Experience of: Working independently and as part of a team Working with children and young people with social, emotional and mental health needs and/or social and communication difficulties (ASD)
Working within an educational setting
The different key stages
devising/planning and delivering successful 1-1 and small group activities in the area of SEMH
The effective use of ICT to maintain records and to support learning. Page 35 13 of 15
Appendix 3
SchoolName KS2 KS3 & KS4 Bensham Grove Community Nursery School Carr Hill Community Primary School £472.56 Kelvin Grove Primary School £525.06 South Street Primary School £395.18 Bede Community Primary School £292.93 Oakfield Junior School £657.71 LARKSPUR COMMUNITY PRIMARY SCHOOL £187.92 Oakfield Infant School £0.00 Ravensworth Tce Primary School £450.45 Kibblesworth Academy £259.77 Portobello Primary School £317.80 Birtley East Primary School £339.91 Dunston Hill Community Primary £596.92 Emmaville Primary School £574.81 High Spen Primary School £270.82 Swalwell Primary School £262.53 Winlaton West Lane Primary Sch £627.31 Greenside Primary School £312.28 Blaydon West Primary School £243.19 Front Street Community Primary £638.37 Highfield Primary School £176.86 Ryton Community Infant School £0.00 Ryton Community Junior School £428.34 Washingwell Community Primary School £204.50 Bill Quay Primary School £315.04 Falla Park Community Primary School £353.73 Brandling Primary School £234.90 Lingey House Primary School £638.37 THE DRIVE PRIMARY SCHOOL £287.40 White Mere Comm Primary School £218.32 Clover Hill Primary School £337.15 Crookhill Primary £298.46 Riverside Primary £337.15 Brighton Avenue Primary School £447.69 Lobley Hill Primary School £616.26 Wardley Primary School £431.11 Glynwood Primary School £635.60 Barley Mow Primary School £268.06 Windy Nook Primary School £467.03 Colegate Primary £248.71 Roman Road Primary School £303.98 Fellside Primary School £334.38 Fell Dyke Primary School £425.58 Caedmon Community Primary Page 36£337.15 14 of 15
Kells Lane Primary School £660.48 Chopwell Primary £303.98 Park Head Primary School £458.74 St Aidan's CofE Primary School £312.28 Harlow Green Primary School £596.92 Rowlands Gill Primary School £389.65 WHICKHAM PAROCHIAL PRIMARY SCH £326.09 Corpus Christi Catholic School £303.98 St Joseph's R C Primary School £273.59 St.Oswalds RC (Aided) Primary £331.62 St Peter's R C Primary School £345.44 St Anne's Catholic Primary School £218.32 St Joseph's Catholic Junior School £317.80 Birtley St.Joseph's Catholic Infant School £0.00 St Agnes' R C Primary School £331.62 St Joseph's R C Sch Highfield £185.15 St Mary & St Thomas Aquinas £337.15 Sacred Heart Catholic Primary School, Byermoor £353.73 St Philip Neri R C Primary Sch £303.98 ST JOSEPH'S CATHOLIC SCHOOL £331.62 St Mary's R.C. Primary School £342.67 St Alban's Catholic Primary School £323.33 Felling St.Augustine's R.C.P £511.25 St Wilfrid's R C Primary Sch. £187.92 Thorp Academy £2,503.73 Heworth Grange School £2,851.93 Grace College £3,012.21 Lord Lawson of Beamish Academy £3,495.83 WHICKHAM COMPREHENSIVE SCHOOL £3,617.42 Kingsmeadow School £2,230.14 Cardinal Hume Catholic School £3,495.83 St Thomas More School £3,357.65 Cedars School Sports Colllege £431.11 Furrowfield £190.68 Gibside School £234.90 Hilltop Secondary MLD School £281.88 Dryden School £71.85 Eslington Primary £151.99
River Tyne Academy Gateshead £254.24
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