28. Successful Support for Three Looked After Young People

Background A Secondary 1 pupil who had been placed with foster parents in Perth and Kinross was excluded from school three times in his first six weeks at Secondary school . His placement with foster parents broke down, partly as a result of difficulties in school. After time in a residential unit out of the Authority and time in a local school there, (with more exclusions), he was placed with Perth and Kinross carers in another Authority. Solution Focused Approach Planning meetings which included the Looked After Children Co-ordinator were held with his new school as part of the Looked After Child/Additional Support review process. It was decided that a part-time Support teacher from the school (additional hours agreed) would work closely with him and his foster parents and provide both with strategies and support to catch up on learning and develop social skills and rules. Strategies It was agreed that the teacher’s hours would reduce as he became more settled.
Background A Secondary 3 young person, looked after for much of her time in school, had experienced many exclusions and frequently truanted during primary and secondary school. Despite partnership interventions and planning, she continued to put herself at risk in the community and also off ended. It was decided that, as life at home became more chaotic and unsafe, the young person should be placed in an Intensive Support unit outwith the Authority. After issues of curtailed time in education had been addressed by Perth and Kinross, the young person made some progress. An aunt living near Perth who had full-time employment, was willing to look after the young person provided she was in full-time education. Solution Focused Approach Planning meetings between the Re-integration team, an alternative care and education facility in Perth, and the girl’s mainstream local school developed a flexible partnership and an individualised curriculum. Strategies Close and frequent monitoring by the team’s Link worker who worked closely with school staff ensured the progress of the young person and shared aims amongst partners and the young person.
Background A Primary 5 pupil, living with short term foster parents, was progressing well in a Nurture Group in Perth and Kinross – However, the short-term living situation had to be addressed. Solution Focused Approach A long term living placement was identified outwith the Authority. The Co-ordinator for Looked After Children and the child’s Social Worker worked with the new Authority to agree an appropriate educational placement since a Nurture Group was not available. Strategies The child attended a small group provision for children with learning difficulties. He also attended on one afternoon per week, the small primary school near where he lived, supported by a Support assistant from the learning base. This mainstream integration placement increased to attendance every afternoon.

Successful Outcomes included:

  • this approach worked well. The out of Authority school now manages to meet his needs from within its own resources;
  •  support needs were effectively matched to provision in a cost effective way;
  • this approach has allowed this pupil to become a successful member of his school community.

Successful Outcomes included:

  • the young person’s educational and personal, social and emotional needs were met within her community;
  • time in residential care was reduced;
  • the young person was able to return to the care of family members.

Successful Outcomes included:

  • the child is happy, settled and progressing;
  •  the positive start to a new living situation and attendance in a shared placement with clear educational progress has had a huge impact on the boy’s emotional and educational growth;
  • this young person did not require to be placed in a residential special school, but instead is part of a family in the local community.
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