ERIC Number: ED676827
Record Type: Non-Journal
Publication Date: 2024-Apr
Pages: 119
Abstractor: ERIC
ISBN: 978-1-83870-547-3
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Evaluation of the Extension of Virtual School Heads' Duties to Children with a Social Worker. Phase Two: Interim Report
Andrew Brown; Alun Rees; Nikki Luke; Leon Feinstein; Georgia Hyde-Dryden; Judy Sebba
UK Department for Education
From September 2021, the role of the Virtual School Head (VSH) was extended to include the strategic oversight of children subject to a Child in Need (CIN) plan or Child Protection (CP) plan or having been subject to such plans over the previous 6 years. The duty is not statutory. Non-statutory guidance was first published by the Department for Education (DfE) in June 2022 which uses the terms Children With a Social Worker (CWSW) and Ever 6 CWSW, respectively. Funding was allocated to VSHs in every local authority (LA) until 31 March 2022. This initial six-month period comprised Phase One of the programme and was evaluated by the Rees Centre, though a formative, realist mixed methods evaluation, reflecting the early stage of development of the programme. The findings from the Phase One evaluation suggested that the additional resources were used by VSHs strategically to influence practice through, for example, better use of data, training of SWs and DSLs, supporting SWs to work more closely with schools and creating a culture of high aspirations. Barriers to implementing the extended duties included the short lead in time and duration of the funding, lack of access to accurate data, SW turnover and issues related to SEND among the cohort. Recommendations included longer-term funding commitments, making the CWSW duties of VSHs statutory, providing statutory guidance related to CWSW for schools, improving the systems for data-sharing and extending Pupil Premium to all CWSW. In March 2022, it was announced by DfE that VSHs' responsibilities for promoting the educational outcomes of the CWSW cohorts would be extended until March 2025 and would comprise Phase Two of the programme. The Rees Centre was commissioned to undertake the evaluation of Phase Two. As with Phase One, this will deliver mixed methods formative support for the programme by sharing findings on how the funding is being used, difficulties and barriers for VSHs in implementation and solutions identified in practice. In addition, the evaluation will, in time, include analysis of national datasets seeking to identify benchmarks for impact. This interim report covers the first 20 months of the Phase Two evaluation (April 2022-November 2023), drawing on evidence from two national surveys of VSHs (Survey 3 in October 2022 and Survey 4 in October 2023) and a second round of case studies (March 2023). The structure of this interim report is as follows: the methodology for each type of data collection is detailed before the most salient points from surveys 3 and 4, alongside evidence from the Phase Two case studies, are drawn together as key findings related to progress on ToC outcomes, commensurate to the time of reporting. A discussion of the key findings concludes the main body of the report. The case studies are presented in full in Appendix 1, and full results from surveys 3 and 4 are provided in Appendices 2 and 3 respectively.
Descriptors: Foreign Countries, Occupational Information, County School Districts, School Administration, Administrators, School Social Workers, Outcomes of Education, Special Needs Students, Virtual Schools, Program Implementation, Administrative Change, Change Strategies, Educational Finance, Program Evaluation, Elementary Secondary Education
UK Department for Education. Castle View House East Lane, Runcorn, Cheshire, WA7 2GJ, UK. Tel: +44-37-0000-2288; Fax: +44-19-2873-8248; Web site: http://www.education.gov.uk
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department for Education (DfE) (United Kingdom); University of Oxford (United Kingdom), Rees Centre
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A
Author Affiliations: N/A


