Virtual School Inclusion Officer
This position will initially, in line with current government guidance be based from home rather than the office, with an expectation of being home based for the foreseeable future. However, if / when government guidelines change the role may then revert to being office based, whilst retaining some flexible working options.
The Virtual School Service work in designated localities with Children in Care (CiC) to improve the attendance and access to education. The Service supports other professionals working with children in their care, by sharing good practice relating to education.
As a Virtual Schools Inclusion Support Officer, you will monitor exclusions of children in care, supporting or challenging schools and ensuring appropriate provision is put in place. You will contribute to cross service arrangements to progress cases; work with other school managers, professionals, and partners to remove barriers to education for children in care; reduce NEET and contribute to the Raising Participation Age strategy.
Supporting the work of the Children in Care Council, you will ensure young people's views are listened to and participate in opportunities for children in care to contribute to the planning and delivery of services.
- Partner with designated localities with the Inclusion team for CiC. Accountable for the improvement of the attendance and access to education for children in care within quadrant.
- Responsible for monitoring and improving attendance, attainment and reducing exclusions through solution focused casework across designated localities, to narrow the gap in attainment and improve outcomes for children in care wherever they receive their education.
- Use attendance data to identify children in care at risk of persistent absence and undertake appropriate casework action to improve their attendance and remove barriers to learning.
- Influence school leaders and other professionals to progress individual cases to remove barriers to access to education.
- Responsible for managing complex cases, working closely with the PEP & Virtual School Operations Lead to reduce exclusion, raise attendance and reduce the number of CiC missing Education.
- Lead on the training of other professionals and sharing good practice to raise the profile of children in care and understand their needs and issues around education.
- Contribute to the monitoring and evaluation of the compliance and quality of Personal Education Plans with regard to how they meet the needs of the specific child or young person, irrespective of where the child receives their education.
- Provide advice, support and challenge to schools and other professionals on individual cases in order to improve attendance, attainment, reduce exclusions and improve outcomes for children in care.
- Support the Head of Achievement for CiC in driving forward cultural, workforce and other changes necessary to ensure services cohere around children and young people's needs and secure improved outcomes.
Knowledge, Skills and Experience
- Educated to RQF level 3 (A level) or equivalent by experience with recent learning and development in relation to new initiatives and the needs of children in care.
- Evidence of continuing professional development and expert knowledge of legislation, regulations and guidance that relate to education, attendance and exclusion and how it relates to children in care.
- Proven knowledge and successful experience of casework management in the area of attendance, access and removing barriers to education.
- Successful evidence-based experience of undertaking casework to improve and resolve educational issues through a solution focused approach.
- A sound understanding and knowledge of legislation, regulations and guidance that relates to education, attendance and exclusion and how it relates to children in care.
- Ability to work in partnership with school managers advocating for CiC, providing advice, support or challenge, whilst maintaining a positive working relationship.
- Evidence of working with school managers and governors on establishing and monitoring school improvement plans, including target setting and identifying improvement strategies for individual or groups of children.