Reading Virtual School Pack v4

Educa:on  Pack  for  Social  Workers Many  thanks  for  everything   you  do  to  support  the   educa1on  of  our  Children   who  are  Looked  AFer. A  successful  educa1onal  experience  can   make  such  a  difference  to  the  life-­‐chances   of  our  children.  The  more  qualifica1ons   they  manage  to  achieve.  the  more  doors   and  opportuni1es  will  open  for  them. This  pack  contains  informa1on,  which  the  Virtual   School  hopes  will  assist  you  when  working  with   schools  and  give  you  some  up-­‐to-­‐date   knowledge  of  our  ever-­‐changing  educa1on   system.  We  hope  it  is  useful  to  you  in  your  work. Thank  you  to  everyone  working  with  our   children  across  Reading  Borough  Council  for   their  contribu1ons  to  this  informa1on  pack. VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 1

Virtual  School  in  Reading  The  Virtual  School  is  a  system  of  drawing  together  all  who  support  the  educa1on  of  children  who  are  looked  aFer    so  that  they  receive  the  best  possible  educa1on  and  have  the  best  possible  outcomes.  Increasing  educa1on  a+ainment  will  give  children  who  are  looked  aFer  more  life  choices  and  chances.    High  a+ainment  will  open  more  doors  for  them  and  increase  their  chances  of  financial  and  social  stability.  Contents   ePEPs   How  to  write  a  good  PEP   Holiday  1mes   Keeping  treasures  safe   Pupil  premium   What  children  should  know  and  be  able  to  do   Measuring  progress   Primary  school     Transi1on  from  keystage  2  to  keystage  3   Secondary  school   Secondary  school  curriculum   Behaviour  and  exclusions   First  Reading  pledge   Second  Reading  pledge   Services  in  Reading   Integrated  review  chart  for  2  year  olds   Early  years  en1tlement   School  admissions   Careers   Contacts   Virtual  school  structure   VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 2

ePEPs  • An  ePEP  is  a  Personal  Educa1on  Plan.  • It  is  used  by  many  authori1es  to  collect  and  share  informa1on  between  schools  and   social  care  professionals.  • Social  workers  and  schools  have  passwords  to  access  the  ePEP  at  any  1me  so  that  they   can  update  informa1on  as  it  changes.  • A  snapshot  can  be  taken  before  a  PEP  mee1ng  to  discuss  when  all  meet.  This  snapshot   can  be  uploaded  to  Frameworki  /Mosaic.  • The  Virtual  School  can  access  and  quality  assure  the  informa1on  at  any  1me.  • Memories,  school  reports,  photographs,  cer1ficates  and  test  results  can  be  stored  with   the  ePEP.  • All  school  history  is  stored  for  future  informa1on.  • Reminders  are  sent  to  schools  and  social  workers  to  ensure  that  PEP  requirements  are   completed  in  date.How  to  write  a  good  PEP  • Insert  all  personal  details,  checking  for  accuracy  and  spelling  of  names,  dates  of  birth,   addresses,  school  details,  unique  numbers  and  permission  details.  • Check  all  previous  school  informa1on  has  been  transferred,  previous  schools,  test  results,   SEN  informa1on  and  add  new  informa1on.  • Ensure  pupil  voice  is  present  throughout,  including  par1cular  strengths  and  interests  of   the  pupil  and  plans  for  the  future.  • A+ach  school  reports,  exam  results,  cer1ficates  and  photographs.  • Ensure  targets  are  SMART  specific,  measurable,  a+ainable,  relevant  and  1mely  e.g.  To  be   able  to  recite  and  use  accurately  in  calcula1ons,  the  six  1mes  table  by  end  of  the  Summer   Term.  To  reduce  number  of  1mes  sent  to  exclusion  room  by  50%  by  October  half  term.  • Ensure  relevant  health  informa1on  is  included  as  this  may  affect  school  a+endance.  • Include  details  of  what  pupil  premium  will  be  spent  on  and  request  any  addi1onal   support  or  equipment  required. VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 3

Holiday  times  • Schools  work  at  high  speed  under  pressure,  reac1ng   constantly  to  ever  changing  government  policy.  • Teachers  and  Headteachers  become  very  nervous  just   before  holidays  about  children  in  need  –  they  oFen  over-­‐ refer  at  these  1mes,  as  they  will  not  be  keeping  a  daily  eye  on  these  children.  •  Children  can  also  become  more  challenging  leading  up  to  a  holiday  as  regular  rou1ne,  meal1mes,  support  is  to  stop,  leading  schools  to  think  that  issues  have  escalated.  Keeping  treasures  safe  • We  are  corporate  parents    • We  need  to  act  as  most  birth  and  adop1ve  parents  and   guardians  would.      • We  have  a  duty  to  store  photos,  work,  cer1ficates  and   informa1on  about  our  children’s  educa1on.    • Children  don’t  remember  their  achievements  unless  constantly  reminded.    • Keeping  evidence  can  Help  to  avoid  low  self-­‐esteem  and  lack  of  confidence.     VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 4

Pupil  premium  in  Reading  Borough  Council  • Pupil  Premium  is  allocated  to  each  Child  who  is  Looked  AFer.  • £1,200  is  paid  to  schools  in  two  payments  of  £600  per   academic  year.  It  is  paid  by  central  government  but  is   allocated  by  Reading  Virtual  School.  •  Money  is  sent  to  schools  in  Oct  and  April.  Reading’s  Virtual  School  retains  £700    •  Retained  money  provides  addi1onal  funding  for  children  with  addi1onal  and/or  emergency  needs,  one  to  one  tui1on,  training  for  designated  teachers  and  social  workers,  tracking  systems  to  monitor  progress  and  special  events  and  ac1vi1es  open  to  all  Reading  children  who  are  looked  aFer.  •  Children  a+ending  a  nursery  or  child  minder  aged  3-­‐4  years  are  also  en1tled  to  an  Early  Years  pupil  premium  at  a  reduced  rate.  This  money  is  paid  to  the  seeng  the  child  a+ends.  Reading  do  not  retain  any  Early  Years  Pupil  Premium  funding.  •  An  audit  sheet  is  sent  to  schools  and  Early  Years  seengs  annually,  so  that  the  Virtual  School  can  account  for  all  money  spent.Examples  for  spending  the  pupil  premium  •  One  to  one  or  small  group  tui1on  to  meet  targets  in  Personal  Educa1on  Plan.  •  Teaching  Assistant  or  mentor  support  and  specific  individual  trips  and  visits.  •  Resources  and  equipment  that  aid  access  to  educa1on  or  extra  curricular  classes.  •  Technology  that  enhances  the  learning  experience.  •  Exam  revision  classes  and  transi1on  ac1vi1es.  •  Specialist  lessons  and  classes  specifically  linked  to  individual  interest.  •  Anything  that  prevents  a  barrier  to  accessing  a  successful  educa1onal  experience.  •  Pupil  Premium  funds  should  provide  specific  support  for  named  children  who  are  looked  aFer  and  should  not  be  used  as  general  school  funding.   VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 5

Useful  websites  www.gov.ukwww.reports.ofsted.gov.uk  www.gov.uk/government/organisa1ons/department-­‐for-­‐educa1onPlease  watch:“ShiF  Happens”Our  educa1on  system  is  on  the  verge  of  drama1c  change,  par1cularly  in  the  secondary  sector  where  childcare  is  not  a  prime  concern.   Did  you  know  2015  -­‐  YouTube SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 6

What  we  think  children  should  know  and  be  able  to  do:  0  –  5  years  The  Early  Years  Framework  5  –  14  years  The  Na1onal  Curriculum  14+  years   Appren1ceships,    A  range  of  courses  such  as:     Work-­‐based  training,               Founda1on  Level  awards,               GCSEs,               A  Levels,               University  Courses            Good  to  remember  Children  with  stable,  financially  and  socially  sound  families:     can  go  back  up  to  six  months  when  they  move  schools  –  friends,  confidence,  different   curriculum  1mings,  courses,  teaching  styles,  environments.  Children  with  chao1c,  financially  and  socially  unstable  families:     may  never  catch  up.  If  they  stay  at  the  same  school  two  things  might  happen:   They  immerse  themselves  in  educa1on  and  the  familiarity  of  friends,  adults  and   rou1nes.   They  find  the  complexity  of  their  lives  too  overwhelming  to  find  the  ‘space’  to  take  on   academic  learning  and  either  refuse  to  a+end  or  behave  in  ways  that  schools,  as   organisa1ons,  are  not  funded  or  trained  to  deal  with.   SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 7

Measuring  how  well  children  are  doing  Un:l  July  2015  children  aged  5  –  14  years  were  levelled  according  to  criteria  set  out  in  the  Na1onal  Curriculum.  Level  1  was  the  lowest  and  level  8  the  highest  with  an  exceeding  level  8  grade.    Children  below  Level  1  were  measured  using  P  scales  assessing  smaller  steps  of  progress.  Levels  were  sub  divided  into  A,  B  and  C  with  A  the  highest  so  a  1A  would  be  higher  than  a  1C.  Since  September  this  year  children  are  graded  rela1ve  to  the  year  group  they  are  chronologically  in:             emerging               expected               exceeding    There  are  criteria  to  follow  issued  by  teaching  unions  but  schools  have  become  more  diverse  in  assessing  pupils. SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 8

Schools  don’t  mean  to  get  it  wrong  •  Schools  are  limited  by  the  ra1os  they  work  under,  costed  at  about  26-­‐1  with  some  TA  (teaching  assistant)  support.  •  Teachers  receive  very  li+le  behaviour  management  training  at  college  –  they  learn  these  techniques  “on  the  job.”  •  Teachers  receive  no  a+achment  training  and  li+le  educa1onal  psychology  training.  They  rely  on  their  own  empathy  and  family  knowledge  to  support  children  in  trauma.  •  Schools  are  held  to  account  in  the  UK  by  how  many  high  exam  results  they  can  achieve  –  poor  results  indicate  a  poor  school.  It  doesn’t  ma+er  how  caring  or  accommoda1ng  or  empathe1c  a  school  is,  if  the  data  is  poor  then  it  is  regarded  as  a  poor  school.  •  If  a  child,  however  trauma1sed,  starts  to  affect  a  teacher  and  a  school’s  ability  to  educate  the  majority  of    children  to  a  high  standard,  then  the  school  will  oFen  feel  the  need  to  seek  alterna1ve  provision  for  the  child.  Primary  schooling  Nursery     EYFS  (early  years  founda1on  stage)     usually  3  –  4  years  in  school,     EYFS     can  be  2  –  4  years   KS1    (keystage  1)     or      0  –  4  years   in  a  day  nursery       KS1   KS2    (keystage  2)  Infants     KS2  Recep1on   ages      4  –  5  years       KS2  Year  1   ages      5  –  6  years       KS2  Year  2   ages      6  –  7  years    Juniors   ages      7  –  8  years       Year  3   ages      8  –  9  years       Year  4   ages      9  –  10  years       Year  5   ages  10  –  11  years       Year  6   SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 9

Transi:on  from  KS2  to  KS3What  we  are  improving:   What  has  been  delivered:  •  Smooth  transi1ons  from  Year  6  into  7     Transi1on  support  package  for  Year  6  students,  •  Reduc1on  of  anxie1es  in  young  people   including    •  Comple1on  of  homework  to  improve  levels   •  Support  and  advice  to  carers/social  worker  to  •  Support  to  carers  to  maintain  placements   select  secondary  school  placement  •  Challenge  and  support  to  schools   •  Facilita1ng  extra  visits  to  secondary  schools,  •  PEP  mee1ngs,  CLA  Reviews   as  required   •  1:1  mee1ngs  with  Year  6  pupils  to  iden1fy  any   anxie1es  about  transi1on  to  secondary  school   •  Support  to  carers/young  people  to  complete   the  RBC  transi1on  booklet   1:1  mee1ngs  with  Year  7  LAC  pupils  to  offer   opportuni1es  to  express  difficul1es  and   discussing  strategies  for  overcoming  these.The  evidence:   What  the  impact  has  been  on  children,  young  •Key  Stage  3  Results   people  and  families:  •Individual  levels  of  progress     •  Support  and  interven1ons  to  promote  the  •Monitoring  a+endance  and  exclusions   educa1onal  a+ainment  of  LAC  •Pupil  Premium  Plus  impact  and  outcomes   •  Improved  safeguarding  in  rela1on  to  •Admissions  to  Outstanding  or  Good  schools   a+endance  and  children  missing  •Primary/Secondary  transi1on     •  Increased  targeted  interven1ons  through  •Partnership  working   Pupil  Premium  Plus  •Educa1onal  and  foster  placements  stability   •  Improved  quality  of  educa1onal  provision  •LAC  reviews  and  PEP  mee1ngs •  Monitoring  of  a+ainment,  levels  of  progress   •  Mul1  agency  support   •  Opportuni1es  to  celebrate  success  at  the   Awards  Ceremony   •  Stability  of  placements    Risks:  •  Heightening  levels  of  anxiety  due  to  focus  of  transi1on  work  •  Con1nued  work  required  to  narrow  the  a+ainment  gaps  across  Key  Stage  2  to  Key  Stage  3  •  Quality  of  PEPs  and  comple1on  rates  •  Inability  to  deliver  the  same  level  of  interven1ons  with  pupils  placed  at  a  distance  from  Reading VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 10

Secondary  schooling  Year  7   11-­‐12  years     KS3    Year  8   12-­‐13  years     KS3      Year  9   13-­‐14  years     KS3   KS4    op1ons  choices  at  end  of  y9   KS4   KS5  Year  10   14-­‐15  years     KS5  Year  11   15-­‐16  years    op1ons  choices  at  end  of  y11  Year  12   16-­‐17  years    Year  13   17-­‐18  years    FE  (Further  Educa1on)     14  plus  HE  (Higher  Educa1on)     18  plus  Some  areas  of  the  country  have  Middle  Schools  for  ages    9  -­‐  13  years.  Some  areas  of  the  country  have  grammar  schools  where  children  have  to  pass  exams  to  enter.  Children  who  are  or  who  have  been  looked  aFer  are  given  priority  when  they  apply  for  school  places.  EET:  Employment,  Educa1on  and  Training    NEET:  Not  in  Employment,  Educa1on  and  Training  It  is  a  legal  requirement  that  all  young  people  remain  “in  educa1on”  un1l  at  least  the  age  of  18.  This  usually  means  a+ending  a  full-­‐1me  course,  but  if  they  do  have  a  job  it  means  that  they  must  a+end  college  for  at  least  one  day  per  week.   VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 11

The  secondary  school  curriculum  Key  stage  3     ages  11-­‐14  years       school  years  7,  8  and  9  Compulsory  na1onal  curriculum  subjects  are:  •   English  •   Maths  •   Science  •   History  •   Geography  •   Modern  foreign  languages  •   Design  and  technology  •   Art  and  design  •   Music  •   Physical  educa1on  •   Ci1zenship  •   Compu1ng  Schools  must  provide  religious  educa1on  and  sex  educa1on  from  key  stage  3  but  parents  can  ask  for  their  children  to  be  taken  out  of  the  whole  lesson  or  part  of  it.  Key  stage  4     ages  14-­‐16  years       school  years10  and  11  During  key  stage  4  most  pupils  work  towards  na1onal  qualifica1ons  -­‐  usually  GCSEs  but  can  be  appren1ceships  or  voca1onal  qualifica1ons  studied  part  1me  or  full  1me  at  colleges.  The  compulsory  na1onal  curriculum  subjects  are  the  ‘core’  and  ‘founda1on’  subjects.  Core  subjects  are:  •   English  •   Maths  •   Science  Founda:on  subjects  are:  •   Compu1ng  •   Physical  educa1on  •   Ci1zenship  Schools  must  also  offer  at  least  one  subject  from  each  of  these  areas:  •   Arts  •   Design  and  technology  •   Humani1es  •   Modern  foreign  languages  Schools  must  provide  religious  educa1on  and  sex  educa1on  at  key  stage  4  English  Baccalaureate  (EBacc)  In  performance  tables,  the  EBacc  shows  how  many  students  got  a  GCSE  grade  C  or  above  in  English,  maths,  2  sciences,  a  language,  and  history  or  geography.   SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 12

Behaviour  in  school  and  exclusions  Every school has a behaviour policy, which lists the rules of conduct for pupils before andafter school as well as during the school day.The policy should also say what the school does to prevent bullying.You can ask the school for a copy of the policy document.PunishmentsSchools can punish pupils if they behave badly.Examples of punishments (sometimes called ‘sanctions’) include:◦ a telling-off◦ a letter home◦ removal from a class or group◦ confiscating something inappropriate for school , eg mobile phone or MP3 player◦ detentionDetentionSchools don’t have to give parents notice of after-school detentions or tell them why adetention has been givenPhysical contactSchool staff can use reasonable force to control and restrain pupils. This could includeleading a pupil by the arm into a classroom.Complaining about a punishmentIf you disagree with the way your child’s been punished, first talk to the head teacher. Ifyou’re not satisfied, ask for a copy of the complaints procedure.ExclusionsHeadteachers can exclude a child (also called being ‘expelled’ or ‘suspended’) if theymisbehave. Always inform the Headteacher of the Virtual School if a child who is lookedafter is excluded or at risk of permanent exclusion.What happens when a child is excluded?Your child’s school will let you know about an exclusion as soon as possible and provide afollow up letter, including information about how long your child is excluded for and why. Youshould be told how to challenge the exclusion, if you want to.Types of exclusionThere are 2 kinds of exclusion - fixed period and permanent.A fixed period exclusion is where your child is temporarily removed from school. They canonly be removed for up to 45 school days in one school year.If a child has been excluded for a fixed period, schools should set and mark work for thefirst 5 school days. A permanent exclusion will mean that an alternative school must besought. The Virtual School can usually arrange a ‘managed move’ to another provision forany children who are looked after, in order to prevent the child being permanently excluded. VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 13

Our  pledge  to  children  looked  a8er:We will… Keep you SAFEWhere we can, help Treat you with Try you have RESPECT NOT TO CONTACT CHANGEwith people who are your social worker important to youMake sure we Always tell you the Help you enjoy LISTEN TRUTH SCHOOL to you Help you to be Give you a HEALTHY HOME you like Help you to have FUN These are promises made to you by the adults who work with you while you are in care. If they are not happening, tell your carer or social-worker!More detail on each part of the pledge is available from www.readingyouth.com SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 14

Our  pledge  to  children  looked  a8er: SAFE CONTACT RESPECTWe will help you to stay Where possible we will We will treat you in a safe, and be there for help you to see your friendly and respectfulyou when you need us. family and other people way. important to you. CONSISTENT SUCCEED This is our We won’t change your social worker unless we We will support you as PLEDGE really have to, and when you get older to we do, we will tell you to yousuccessfully leave care, why.become adults and live HOME on your own We will give youLISTENED TO somewhere to live where you will feel safeWe will give you different and cared about. ways to have your voice heard, will always listen HONESTYto you and help you deal We will tell you about with your problems. everything you are HEALTHY ACHIEVE entitled to in a clear and open way. We will help you live a We will help you to have healthy life, both fun and achieve great things, both in schoolphysically and mentally. and in other activities.This pledge is a set of promises to Reading’s young people in care, byReading Borough Council, written with the CiCC. All adults who work withyou will ensure that the pledge really is what happens – if it’s not, tell us!To see more detail on each part of the pledge, visit www.readingyouth.com VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 15

www.reading.gov.uk/servicesguideReadingServicesGuide Adult & Family Reading Carers Information YouthSupportServices Services Services, activities and support for young Care services, 0118 937 3777 people. specialist support Information for families in services, social the Family Informationactivities and advice Service (FIS) section of the services for older guide - parents can search people and peoplewith disabilities and for Registered Childcare Services, see OFSTED their carers. reports, find activities or get parenting advice. The “Local Offer” provides details about local services and support for children and young people with Special Educational Needs and Disabilities (SEND) to help improve choice for them and their families. SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 16

Integrated  review  chart  for  2  year  olds SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 17

Early  years  en:tlement  for  3  and  4  year  olds  leaflet:  front  pageEduca1on  &  Children’s  Services   Early  Years  Helpline:  0118  937  2560  Civic  Centre   www.reading.gov.uk/earlyyearsfundingRG1  7WA SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 18

Early  Years  En:tlement  for  3  and  4  year  olds  leaflet:  back  pageEduca1on  &  Children’s  Services   Early  Years  Helpline:  0118  937  2560  Civic  Centre   www.reading.gov.uk/earlyyearsfundingRG1  7WA SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 19

School  admissions  How  do  I  get  a  child  into  a  school  “in  year”  (part  way  through  the  year)?      If  the  school  is  in  Reading  Borough,  Wokingham  or  Oxfordshire  then  the  applica1on  should  be  made  to  Reading  Borough  Council  at  h+p://www.reading.gov.uk/inyear  .  Give  suppor1ng  evidence  and  clearly  state  whether  the  child  is  looked  aFer  or  previously  looked  aFer  as  this  dis1nc1on  is  important  for  some  schools.  A  paper  version  of  the  form  can  be  downloaded  from  our  website.  If  any  of  the  preferred  schools  are  in  West  Berkshire  or  another  authority,  please  apply  directly  to  those  schools.  To  apply  to  Reading  and  West  Berkshire  schools,two  applica1on  forms  should  be  completed.      If  the  preference  is  for  St  Mary  and  All  Saints,  St  John’s,  Churchend  Academy,  All  Saints  Infants  or  All  Saints  Juniors  –  please  apply  directly  to  the  school  as  well  as  filling  in  an  applica1on  form  from  Reading  Borough  Council.  We  will  then  send  the  details  to  the  schools  and  get  back  with  a  response  within  20  school  days  –  it  is  usually  quicker  for  a  looked  aFer  child/previously  looked  aFer  child.      Secondary  schools  that  use  a  supplementary  form:  •  Maiden  Erlegh  Reading  •  Blessed  Hugh  Faringdon      Primary  schools  that  use  supplementary  forms:  •  All  Saints  Infant  School  •  Christ  the  King  Catholic  Primary  School  •  English  Martyrs  Catholic  Primary  School  •  New  Christchurch  CofE  Primary  School  •  St  Anne's  Catholic  Primary  School  •  St  John's  Church  of  England  Primary  School  •  St  Mar1n's  Catholic  Primary  School  •  St  Mary  and  All  Saints  CofE  Primary  SchoolHow  do  I  do  a  “routine  admission”  for  a  child  (ready  for  the  following  September)?      If  the  applica1on  is  for  a  place  in  Recep1on  or  Year  7  for  the  next  September  and  the  child  is  resident  in  Reading,  complete  the  form  on  our  website  showing  the  order  of  school  preferences.  Parents  and  carers  will  get  a  response  to  their  home  address  on  “offer  day”.  If  the  applica1on  is  received  aFer  the  closing  date,  usually  the  end  of  October,  it  will  be  considered  as  late  and  parents  will  get  an  offer  aFer  3rd  May.      Note  that  from  September  2016  Reading  Borough  Council  community  schools  have  a  supplementary  form  for  pupils  in  receipt  of  pupil  premium.  This  should  be  completed  and  stamped  by  the  child’s  current  school  if  the  child  is  not  previously  looked  aFer. VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 20

Careers  Adviza  is  our    careers  service,  formerly  known  as  Connexions  Thames  Valley.    Young  people  are  able  to  get  impartial  information  advice  and  guidance,  support  and  inspiration  to  help  them  progress  in  learning  and  work.      Careers  advisers  can  help,  often  using  online  chat,  with:  •  Finding  a  suitable  apprenticeship  or  job  •  Writing  a  CV,  cover  letter,  personal  statement  or  application  form  •  Preparing  for  interviews  •  Looking  at  options  in  year  8  or  9,  11  or  sixth  form  •  Finding  useful  websites  and  other  sources  of  information  http://www.adviza.org.uk/who-am-i/young-person SVcirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 21

Useful  contacts  Informa1on  can  be  found  on  the  Reading  Services  Guide:    h+p://servicesguide.reading.gov.uk/kb5/reading/directory/home.pageThe  Na:onal  Youth  Advocacy  Service  (NYAS),  is  a  Children’s   Ruth  Carney  Rights  charity  providing  independent  issue  based  advocacy   [email protected]  for  Looked  AFer  Children  and  young  people.Time  to  Talk:  Reading  is  a  free  confiden1al  counselling  service   0118  903  5151  available  to  all  young  people  in  Reading  aged  11  –19  and  up  to  25   [email protected]  years  for  young  people  with  addi1onal  needs.  The  purpose  is  to  provide  a  place  where  young  people:   Reading  Adviza  -­‐  will  be  listened  to   Elevate  Reading  Hub  -­‐  will  be  taken  seriously   3rd  Floor,  Reading  Central  -­‐  will  be  respected   Library,  Abbey  Square,  -­‐  will  be  encouraged   Reading  RG1  3BQ  -­‐  will  not  be  judged 0845  408  5004  Adviza  -­‐  Informa:on  and  Guidance   [email protected]  Adviza  delivers  informa1on,  advice  and  guidance  services  on   Jay  Gilbert  behalf  of  local  authori1es  to  13-­‐19  year  olds  (and  up  to  25  with   Reading  Football  Club  learning  difficul1es  or  disabili1es)  to  help  them  progress   Community  Trust  successfully  into  educa1on,  employment  and  training,  in  parts   Madejski  Stadium  of  Berkshire  and  Buckinghamshire. Reading   RG2  0FL  Kickz  youth  clubs   01189072153Reading  FC  provides  open-­‐access  youth  clubs  across  Reading.  Kicks  use  the  appeal  of  football  and  the  power  of  professional   Clare  Stra+on    clubs,  the  KICKS  Project  works  in  some  of  the  most   [email protected]  disadvantaged  communi1es  across  the  country  to  create  safer,  stronger,  more  respecyul  communi1es  through  the  development  of  young  people’s  poten1al.Reading  Carers  Link  Reading  Carers  Link  is  a  foster  care  associa1on  suppor1ng  foster  and  family  link  carers  in  the  Reading  Area.  Their  aims  are:  -­‐  To  support  carers  by  working  closely  with  Reading  Borough   Council.  -­‐  To  provide  emo1onal  and  prac1cal  support  via  the  support   line  which  is  available  when  the  social  work  office  is  closed   for  any  ques1ons  you  may  have.  -­‐  To  provide  ac1vi1es  and  ou1ngs  for  families  at  a  subsidised   cost  -­‐  To  ensure  foster  carers  voices  are  heard.   VScirhtouoall   Working  together        for  Children  who  are  Looked  A8er to  raise  a+ainment  and  realise  poten1al 22