case studies

ERW (Education through Regional Working)
Attachment Awareness in Schools project delivered across a large regional consortium area in Wales

the need

Strategic governance of education in Wales is divided into four regional consortia charged with driving and supporting school improvement. ERW (Education through Regional Working) is the working alliance of six local authorities in South West and Mid Wales, including Pembrokeshire, Carmarthenshire, Powys, Ceredigion, Swansea and Neath Port Talbot. It is the largest region geographically, covering 12,000km 2 , with great diversity including a wide spectrum of affluence and deprivation across…

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The Grange School, Runcorn
Attachment Awareness in Schools: working quickly to introduce a more relationship-based approach to behaviour management in an all-through academy for 3- to 16-year-olds.

the need

The town of Runcorn makes up half of the small unitary authority of Halton, which straddles the River Mersey immediately south-east of Liverpool. The Grange School occupies a striking ultra-modern building on a gentle slope in a well-established residential area of the town where older estates meet the late-twentieth-century New Town developments. The Grange is a rare breed of school – an all-through school whose 1,100 pupils, 53% of whom attract the Pupil Premium, span an age range of…

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Tri-Borough Virtual School
Our Lady of Dolours and Oxford Gardens Primary Schools Attachment Awareness in Schools Project

the need

Two primary schools took up an offer from the Virtual School in London's Tri-Borough area for a fully funded and comprehensive training programme in Attachment Awareness for all staff. (For a case study with an overview of the whole project from the perspective of the Virtual School click here .) Oxford Gardens Primary School (OGPS) had identified a population of children that included three children in care, but also a significant group of others on the edge of care, in kinship care or…

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Tri-Borough Attachment Awareness in Schools Project – Virtual School project overview
Attachment aware schools

the need

The Tri-Borough consists of Westminster, Hammersmith and Fulham, and the Royal Borough of Kensington and Chelsea. Though perceived as affluent boroughs, there are pockets of deprivation alongside areas of comparative wealth, with 20–30% of children across the area living in poverty. In 2014–15 across the UK, 14% of looked after children achieved 5 or more A*– C GCSEs or equivalent, including English and maths, compared with 53% of non-looked after children. Looked after…

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Haringey Virtual School
Haringey Virtual School

the need

Haringey Virtual School (HVS) was concerned about the high level of school exclusion among vulnerable children and young people. Initial work based on using an attachment framework had convinced the Virtual School that this was an area which could bring about improvement. However, schools often appeared to be unable to move beyond a focus on 'diagnosis' in relation to parental attachment styles, finding it impossible to apply this practically to their day-to-day work in the school setting. A…

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Central Bedfordshire Council
E-learning use

the need

The initial identified need was that of improving the accessibility of training for adopters and foster carers. Although the council – and most carers – see benefits in bringing carers together for group training, there was an acknowledgement that a substantial number of carers, particularly those who have other employment, experience difficulties in making themselves available for training events, and would benefit from the convenience of online learning at home. The Adoption…

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Nottinghamshire Virtual School - Developing Attachment-Aware Schools
Nottinghamshire Virtual School

the need

The Head of Virtual School began working with KCA after attending a conference for Designated Teachers for Looked After Children in an adjacent county, with a view to improving the understanding and skills of Designated Teachers in relation to children in care. Thereafter, involvement in the national Virtual School Heads group sparked an interest in Attachment-Aware Schools, and the need to enable all school staff to become competent practitioners in relation to all children's…

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Milton Keynes
Learning and Development across Children's Social Care

the need

Milton Keynes have a committment to delivering the highest quality training to those working with looked after children, both in terms of content and delivery. In order to be cost-effective it has been important that the training offered can at any time meet a number of learning needs across a range of levels, disciplines and professional roles. The workforce reached through the contract between KCA and Milton Keynes has included Social Workers (including ASYE), IROs, Foster Carers and other…

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Southampton City Council
Foster Carer training programme

the need

Southampton City Council have used KCA in a number of ways since November 2011 to support learning and development within the fostering and adoption service. There is great diversity within the Southampton foster carer population not only in terms of cultural and academic backgrounds, but also in terms of learning needs. In times of budget constraints, it has been important to identify and provide training that can be responsive to this diversity. Southampton has a well-established tiered…

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Hertfordshire County Council, Childhood Support Services
My Baby's Brain

the need

'My Baby's Brain' was conceived as a response to the growing body of research in neuroscience about brain development, and the increasing recognition of the period between conception and the age of three. This research indicates that nurture, or lack of it, in this period has important ramifications for a child's learning, their social and emotional well-being, and positive outcomes in later life. Importantly it highlights the significance of everyday attachment interactions in the home…

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Stoke Virtual School
The Stoke Partnership

the need

Having adopted a zero tolerance of permanent exclusions of children in care policy in Stoke, the Virtual School needed to provide schools with the necessary resources, knowledge and understanding for them to support this policy. Stoke on Trent is a small urban local authority and has been ranked as one of the 10 most economically deprived local authority areas for a number of years. The Virtual school has a very small budget but a strong history of working effectively across the local…

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