Source · Select Committees · Education Committee
Recommendation 11
11
Deferred
When rolled out nationally, post-16 Pupil Premium Plus funding must be calculated using the same...
Recommendation
When rolled out nationally, post-16 Pupil Premium Plus funding must be calculated using the same funding formula as for the pre-16 cohort. Virtual School Heads must ensure Post-16 Pupil Premium Plus funding is used on specific, evidence- based interventions to improve progress and outcomes of looked-after pupils. Given that 41% of care leavers aged 19–21 are not in education, employment or training, Virtual School Heads should also ensure post-16 Pupil Premium Plus is being used to commission careers mentoring and advice. (Paragraph 38) Getting looked-after children into the best schools: the state as not-so- pushy parent
Government Response Summary
The Department ran a pilot to extend Pupil Premium Plus style funding to looked-after children and care leavers in further education, and the evaluation will inform next steps. Further details about the continuation of the funding will be provided in the autumn.
Government Response
Deferred
HM Government
Deferred
27. We recognise the crucial importance of looked-after children and young people, as well as care leavers, receiving the right level of support to be successful in all stages of their education. Looked-after children can have more difficult transitions into post-16 education, take longer to progress, and often study lower-level qualifications compared to their non-looked-after peers. They are around six times more likely than average to not be in education or employment at any point between the ages of 16–24, and over three times more likely to be on out-of-work benefits. 28. For this reason, in October 2021 the department launched a £3 million pilot in 30 local authorities to test proof of concept of extending Pupil Premium Plus style funding support to looked-after children and care leavers in further education. The department agrees that funding should be used to deliver specific, evidence-based interventions such as employing additional staff in FE colleges and training for FE leads and tutors to improve progress and outcomes, and the pilot has been testing this approach. 29. The department has commissioned the Rees Centre at Oxford University to evaluate the pilot and their report will be published shortly. The evaluation will provide insights to inform how best to take forward. We will provide further details about the continuation of the funding in the autumn.