Guidance for Schools, Academies, Colleges and other Education Settings

Transcription

1 Guidance for Schools, Academies, Colleges and other Education Settings Provision of Education, Support and Reintegration of Pregnant Students and Young Parents Updated 2012

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3 Foreword This guidance has been developed to provide information to schools, academies, colleges and other education settings, on good practice issues related to managing the support of students who are pregnant, and those needing to prepare for teenage parenthood. It is not a guide to Sex and Relationships Education (SRE) for which other policies and guidance exist. Whilst we are aware that many young people are sexually active, very few intend to become pregnant and those who do face many challenges. It is important that those who become parents are able to reach their potential in society in order to avoid social exclusion for themselves and their children. Pregnancy and parenthood can be daunting and challenging for people of all ages. Young people who are facing these changes may have complex issues and difficult choices to make, they therefore require a flexible and supportive approach based around the needs of the individual. Parenthood often engenders great motivation by the parents to do their best for their child and this may provide an opportunity to encourage greater participation in education by some students. Most issues around teenage parents inevitably focus upon young mothers. However this document also gives guidance on the issues faced by young fathers who are students too. The document is the result of cross agency collaboration, drawing on national guidance and local experience. We welcome the publication and believe that education settings, and all those supporting pregnant students and young parents, will find it to be a useful and practical resource. 3

4 Contents Page No. 1. Background 5 2. Confidentiality and Safeguarding 6 3. Disclosure of Possible Pregnancy 6 4. Child Protection 8 5. Continuing the Pregnancy and Supporting Pregnant Students 8 6. Supporting Young Mothers Supporting Young Fathers Child Care 14 Appendix A - Guidance on the education of school age parents (DfES / 01629/2001) Appendix B Possible Pregnancy Flowchart Appendix C Confirmed Pregnancy Flowchart Appendix D - Checklist for education settings on pregnancy and parenthood issues Appendix E Buckinghamshire Contacts 4

5 1.0 Background Britain has the highest teenage pregnancy rate in Western Europe, and whilst the conceptions under 18 years in Buckinghamshire reported by the Office of National Statistics are lower than many other areas the overall rate has not reduced significantly in recent years. It is also important to note that about 60% of teenage conceptions in Buckinghamshire lead to abortion, an indication for the need to improve services around the prevention of early pregnancy. Regardless of the relatively low local incidence of teenage conceptions in Buckinghamshire those students who become pregnant, and those who are parents, need to be appropriately supported. Low educational achievement is a contributing factor for teenage parenthood. Teenage mothers, who disengage from education early, are more likely to be long-term single parents, have poorer employment prospects and become dependent on welfare subsidies. Their children may also be disadvantaged educationally and have poorer life chances as described in Teenage Parents Next Steps: Guidance for Local Authorities and Primary care Trusts on Improving Outcomes for Teenage Parents and their Children this increases their likelihood of long-term social exclusion. Teenage parenthood can be a life enhancing and a motivating experience. However, evidence suggests that the lives of many young parents and their children are characterised by lack of opportunity, poor housing, poor nutrition, poor health and poverty. The Labour Government ( ) introduced a ten year teenage pregnancy strategy in 1999 focussing upon two main themes: Prevention of teenage pregnancy and sexually transmitted infections through improved education, information and services for young people Reduce long term exclusion of young parents and their children by addressing health and social inequalities through co-operative partnership working. The Coalition Government (May 2010) also stated a commitment to reducing teenage conceptions and supporting young parents and their children. The Local Authority (LA), schools, academies, colleges, and their partners, therefore, have an important role through supporting the education of pregnant students and young parents. Education settings and other education providers need to be seen by their students as a source of support and encouragement to continue in education. This contributes to the general inclusive practice of education settings, to support students at risk of exclusion. This guidance should be read in conjunction with the circular DfES / 01629/2001 Guidance on the education of school age parents which explains the responsibilities of the Local Authority in relation to young parents. (Appendix A) 5

6 2.0 Confidentiality 2.1 All decisions and actions have to be considered within the context of Buckinghamshire Safeguarding Procedures, see Buckinghamshire Safeguarding Children Board If it is believed that a pregnancy is the result of abuse, there is a need to make reference to the requirements within Working together to Safeguard Children: A guide to interagency working to safeguard and promote the welfare of children The Department for Education hosts the Sex & Relationship Education Guidance which states that all education settings should have a clear and explicit Confidentiality Policy. Head Teacher / Principal should ensure that all staff, students and parents are made aware of this policy and that staff act consistently within it. 2.3 School, academy and college staff must be absolutely clear about the boundaries of their legal and professional roles and responsibilities. A clear and explicit Confidentiality Policy should ensure good practice throughout the organisation, which students, parents, staff and governors understand. The policy should be kept up to date, be available for inspection and circulated to parents. The Head Teacher / Principal, teachers / tutors and other staff should seek consent from the student about passing information on to others. They cannot offer or guarantee students unconditional confidentiality but need to be aware that the duty of confidentiality owed to a person under 16 is as great as the duty owed to any person 2.4 Teachers / tutors and other staff are not legally bound to inform parents or the Head Teacher / Principal of any disclosure by students unless the school s / academy s or college s confidentiality policy requires them to do so. Staff in education settings can expect support from the school s senior management for guidance in situations that may arise. 2.4 Teachers / tutors and other staff also need to be aware of the Fraser Guidelines in regard to those under 16yrs who receive health related services. See Under 16: consent and confidentiality in health services (fpa March 2009) 2.5 All students, including those aged under sixteen years old, are subject to the confidentiality guidelines of the school, academy or college. All staff should make clear to students that they cannot guarantee confidentiality and that if confidentiality has to be broken the student will be informed / involved except for exceptional cases. 3.0 Disclosure of Possible Pregnancy 3.1 When a member of staff has been informed by a student that she is / might be pregnant, and whether or not she intends to continue with the pregnancy it is important that the guidance / information found in the following is actioned as soon as possible: Possible Pregnancy Flowchart (Appendix B) Confirmed Pregnancy Flowchart (Appendix C) Checklist for education settings on pregnancy and parenthood issues (Appendix D) Buckinghamshire Contacts (Appendix E) 3.2 School, academy or college staff will need to ascertain confidentiality and child protection concerns. The Common Assessment Framework (CAF) will need to be 6

7 considered to assess need. The link between teenage pregnancy and social exclusion is well established. A CAF will enable exploration of whether there are likely to be any additional unidentified / unmet needs. If a student is pregnant and has decided to continue with the pregnancy, use of the Common Assessment Framework (CAF) should be seriously considered, as a multi-agency support programme is likely to be required. 3.3 When a young person tells a teacher / tutor or other member of staff that they may be pregnant the teacher / tutor or other member of staff s first professional responsibility must be the welfare of the young person. The teacher / tutor or other member of staff needs to be aware that the student may be suffering both emotional and physical stress on suspecting or discovering she is pregnant. Students should be asked whether they can tell their parents / carers and whether they want help in doing so. It is always best for the student to be encouraged to tell her parents / carers herself (if necessary with support from a trusted teacher / tutor or adult e.g. school nurse / welfare officer). If this takes place, subsequent responsibility then lies with parents/ carers. N.B. The Head Teacher / Principal or another member staff is not obliged to inform parents / carers of the pregnancy, but should take steps to encourage the pupil to do so. 3.4 Some students will need support in telling their parents / carers of their pregnancy. It might be helpful to talk through the suggestions below. Practice telling someone else first - the school / academy / college may be able to assist with this. Pick an appropriate time and place to tell your parents/ carers when they are not stressed about things Tell the parent / carer you are closest to first they can help you break the news If you are concerned about how they will react, have someone else with you. Having someone else who is not emotionally involved can be helpful (the school / academy / college may be able to assist with this). Break the news to your parents / carers in a letter so they can get over their first reactions before they see you 3.5 Parents / carers of pregnant students / young parents will experience a wide range of emotions as they adjust to the change of their status. It is important to include student s parents / carers in planning for the students future when appropriate. 3.6 The effectiveness of the support offered by the school / academy /college will depend on excellent communication with key partners and a serious commitment to working with the student to develop and implement a tailored education package where necessary. 3.7 A designated member of school / academy /college staff should take on the role of an advocate by assisting the student and taking responsibility for their continuing education. The Head Teacher / Principal should continue to respect the student s right to confidentiality and ensure the pregnancy is dealt with sensitively by all staff and students in the school, academy or college. 3.8 It is important that those students considering abortion receive coordinated support (in particular to access suitable contraceptive methods to avoid repeat pregnancies), in order to ensure their emotional and physical well being. Information about local services can be found on Buckinghamshire s Sexual Health website. It is essential that the young woman is referred speedily as many abortions are performed before 9 weeks of pregnancy and most take place by 13 weeks of pregnancy; however a few abortions are carried out up to 24 weeks of pregnancy in special circumstances. See 7

8 Buckinghamshire Contacts (Appendix E) for local services for counselling, information and support. Education for Choice also provides comprehensive information for young people, teachers / tutors and parents /carers. It is important that confidentiality is strictly maintained within the framework of the school, academy or college policy. It may be helpful (if the student agrees) for key staff in the school, academy or college to be informed in order that some allowances are made if she suffers emotional distress. Policies, practices and staff attitudes should be non- judgemental and supportive of the student s choice. 3.9 If it is known that a student has experienced a miscarriage the procedures in 3.8 should be applied. 4.0 Safeguarding - Child Protection 4.1 In the case of students under 16, and if the member of staff judges that there may be a child protection issue to be addressed. The member of staff should liaise with the school, academy or college s designated teacher / tutor / member of staff for child protection. Staff should make it clear to all students that they cannot always guarantee unconditional confidentiality and that if confidentiality has to be broken the student will be informed first (unless it is considered that the she will be at risk e.g. potential suicide attempt). 4.2 The Sexual Offences Act 2003 is not intended to criminalise young people aged under 16 years old who have had consensual sex with another of a similar age. A child protection issue arises when there has been non-consensual sex or an exploitative relationship, particularly with an older person or someone in a position of trust. The designated teacher / tutor /member of staff will advise on this position; however staff have the right to inform the Social Care Safeguarding Team themselves, following discussion with the designated teacher. Contact details can be found on the Buckinghamshire Safeguarding Children Board website. If there is a suspicion that the student is / has been sexually exploited support can be sought from the RU Safe? the local Young People s Sexual Exploitation and Missing service see Buckinghamshire contacts (Appendix E). 4.3 Children aged under 13years old cannot consent to ANY sexual activity. In all cases involving students under 13 years old there must be a formal recorded consultation with the Children & Young people s Safeguarding Team. See Buckinghamshire Safeguarding Children Board Sexually Active Children 4.4 If a student under 16 who is pregnant or has a baby it does not automatically mean that the young mother or her baby will be defined by Social Care as a Child in Need. Services can be provided if they are essential to safeguard and promote the welfare of mother or baby or if one of them has disabilities Continuing the Pregnancy and Supporting Pregnant Students 5.1 It is good practice when developing policy in relation to teenage pregnancy to involve students, parents and governors in discussion before the policy is implemented. 5.2 The member of staff who finds out that a student is pregnant should ensure that the student receives full information about services in her local area in order for her to consider options to maintain the pregnancy to adoption / parenting or an abortion see Flowchart Confirmed Pregnancy (Appendix C) and Buckinghamshire Contacts (Appendix E) 5.3 Members of school, academy or college staff are not obliged to tell the pregnant student s parent /carers about the pregnancy but may support her in doing so - see

9 5.4 In cases where a student has decided to continue with her pregnancy, the Head Teacher / Principal will need to be informed so that arrangements can be made for her continuing education. The Head Teacher / Principal / senior member of staff may nominate a member of pastoral staff to support the young woman to be responsible for overseeing all issues related to the pregnancy including co-ordinating support. The Head Teacher / Principal and senior management team will ensure that teachers / tutors other staff and students within the school, academy or college deal with the pregnancy sensitively to ensure confidentiality boundaries and appropriate support for the student. 5.5 Lines of communication / liaison need to be developed between the school, academy or college, and parents/ carers, if appropriate, and with other agencies. The nominated member of staff will provide mentoring for the student and take responsibility for the student continuing education. 5.6 The student, her parents/carers, partner and other staff need to be aware of the nominated member of staff in the school, academy or college providing support to the student so that they may discuss any issues, which may arise. 5.7 Schools, academies and colleges, will endeavour to obtain the agreement of the student to inform and involve appropriate support agencies. The Education Welfare Officer (EWO) and Connexions Personal Adviser (P.A.) for the school, academy or college should always be informed about pregnant students, with the student s knowledge, to ensure additional support in regard to education and the student s changing role to parenthood. The LA Exclusions and Reintegration Manager and Student Referral Unit should also be informed to record and monitor progress. 5.8 It is important that someone acts as an independent advocate for the student during discussions throughout the pregnancy and after the birth to ensure that her views are considered and represented appropriately. The student will be facing stressful emotional and health challenges, perhaps involving difficult relationships, both inside and outside school, academy or college. With this in mind it is recommended that the advocate is not the nominated member of staff at the school, academy or college. The advocate would need to have engaged the trust of the student and might be a Connexions PA, EWO, or school health nurse, a student welfare officer or youth worker. 5.9 The nominated member of staff will need to convene a multi-agency meeting with the key staff outside the school, academy or college e.g. midwife, health visitor, Connexions P.A., health nurse, student welfare officer. Others who may be invited include the Education Welfare Officer, Pupil /Student Referral Unit and social care representative if the student is involved with these services. The student and her partner and her parents/carers may be involved in the meeting or alternatively her independent advocate may represent her. The aim of the meeting is to obtain the full picture of the needs of the student concerned and to begin planning for support during the pregnancy and reintegration into the school, academy or college after the birth of the baby When a student has decided to maintain the pregnancy the nominated member of staff should make sure that the student has access to appropriate local health and other support services including Specialist Teenage Parents Connexion Personal Adviser and the Teenage Pregnancy Liaison Midwife (see Appendix E) to assess and to plan appropriate care It is important to remember that pregnancy is not an illness and changes need only be made if problems occur The nominated member of staff overseeing the support for the pregnant student should undertake a risk assessment with her in a similar way that one would be undertaken for a pregnant member of staff. This may result in the student changing classes at a slightly different time, adjusted break times, allowing periods for rest particularly at break and lunchtime and some restrictions in practical activities. 9

10 5.13 All cases will be unique depending upon the context. The best educational option is for the student to remain in the school, academy or college for as long as possible in familiar surroundings with their friendship group and staff they know. This is particularly important for students who are part way through an examination curriculum The school / academy / college s aim should be to keep the pregnant student or young mother in learning; this means keeping the student on the school / academy college roll, even if she may not be able to attend for a period of time. During any absence the nominated member of staff will co-ordinate an education package Pregnant students do have a right to remain in a school, academy or college for as long as they feel able to do so and schools, academies and colleges have a duty to support them in this choice. The school, academy or college should ensure that the student continues learning as long as possible until the birth. See DCSF Improving behaviour and attendance: guidance on exclusion from school / academy /college s, academies and colleges and student referral units. September 2008 and which replaced Chapter 6 and Annex D of Circular 10/99, issued in July 1999 makes clear that. pregnancy is not a reason for exclusion from school / academy /college. Health and safety should not be used as reason to prevent a pregnant student attending school / academy /college (also see 5.10) 5.16 Pregnancy and maternity is protected by the Equality Act In April 2011, the public Sector equality duty under the Act came into force. It is unlawful for any education provider, including a private or independent provider, to discriminate between students on grounds of disability, race, sex, gender reassignment, pregnancy and maternity, religion or belief, or sex. Discrimination on these grounds (known as protected characteristics ) is unlawful in relation to prospective or registered students (admissions arrangements), at a school / academy /college including absent or temporarily excluded students, and former students who have a continuing relationship with the school / academy /college If a student in public care becomes pregnant, the Education for Children in Public Care (ECPC) Team (Appendix E) should be involved in the discussions and review of the student s care plan to ensure her educational needs are considered alongside her other needs It is often the case that a pregnant student will be the only person or one of very few in her position within the school, academy or college. This may be very isolating and may also lead to serious bullying if issues are not handled carefully Some pregnant young women are very anxious about their body image and are concerned about weight gain. They may therefore diet or eat less healthily than is appropriate. Staff will need to ensure that during the school, academy or college day, the student is encouraged to eat healthy well balanced meals and snacks Young women may also pride themselves on not showing visible signs of pregnancy and may need support and encouragement to feel more positive and accepting of their changing body shape. Education settings may need to provide some flexibility in regard to school, academy or uniform / work attire rules as the pregnancy progresses. The Education Welfare Service and Connexions Personal Advisers may be able to advice on possible sources of funding available to help with additional costs Education settings should try to maintain continuity of learning, through an individual and flexible learning programme, which may include home tuition and other supported education opportunities. However when a student becomes pregnant in Year 11 consideration should be given to her examination entries and requirements. Time may not allow her to complete the course / take the examinations therefore further education or other post 16 provision may be an option. 10

11 5.22 The Head Teacher / Principal may disapply the National Curriculum in order for the student to maintain progress in her core subjects If a pregnant student is medically advised to take days off during her pregnancy, she will need to be supported and given work to take home as far as is possible. If the student is absent with a pregnancy related illness. The Buckinghamshire County Council s Home Tuition and Hospital Teaching Service Policy takes account of the statutory guidance Access to Education for Children and Young People with Medical Needs April 2003 It includes: Home tuition, if appropriate, will be considered The BCC Policy states that students with medical needs include those who are pre and post-natal students unable to access education in school / academy /college 5.24 These arrangements would not discriminate against a pregnant student / teenage parent but would follow procedures in place for any student experiencing difficulties within a school, academy or college setting Teenagers often delay seeking support when they think they are pregnant, as they fear the consequences. They therefore need to be encouraged to access antenatal and medical services, which may take place during the school, academy or college day. The DfE states that absence for antenatal classes or illness of the baby should be classified as authorised A student who becomes pregnant is entitled to no more than 18 calendar weeks of authorised absence to cover the time immediately before and after the birth of her baby. If the student fails to return within this period, she should continue to have access to support from the school, academy or college, Education Welfare Service, Pupil/ Student Referral Unit, and Connexions PA to help and encourage returning to education when she is ready. After the maximum length of authorised absence, the school, academy or college should follow the guidance set out in DfE Absence and Attendance codes. A negotiated period of six weeks maternity leave may maximise the likelihood of a student returning successfully to their education The type and amount of work given to the student during maternity leave will partly depend on the age of the student and the timing of the academic year Whilst the student is absent, it is good practice for the nominated member of staff at the school, academy or college to keep in contact with the student and/or the independent advocate, on a weekly or fortnightly basis to provide support so that all parties concerned are prepared for the student s return to the school, academy or college. 6. Supporting Young Mothers 6.1 All students are legally entitled to return to school, academy or college after the birth of their baby. They should not be removed from the school, academy or college roll. 6.2 Planning for the student s reintegration into the school, academy or college after the birth of her baby should be discussed well in advance of the expected date of delivery as it is not possible to predict how much time a pregnant student will need to have off in the last weeks of pregnancy. Inevitably there are unexpected events, which will mean a regular review of the agreed plan. A multi-agency group would include the school, academy or college s nominated member of staff, Education Welfare Officer, Pupil / Student Referral Unit representative, Connexions PA, school health nurse, welfare officer, midwife, health visitor and social care representative if the student is known to Social Care, as well as the student and her partner/parents/carers. Childcare issues also need to be considered (see Section 7). 11

12 6.3 For pregnant students or those who are mothers, the student s school / academy /college would normally be expected to oversee her education, including setting and marking work and examination requirements while she is away. 6.4 Some students will feel ready to return to school, academy or college soon after their babies are born. However, there may complications with the birth or the baby that require the student to have a longer time off school, academy or college. It may be appropriate for the student to return for half days to get back into the routine, before building up to a fuller timetable 6.5 Schools, academies and colleges need to fully appreciate the emotional and social impact of parenthood. The young parent will require sensitive support to manage their changed perspective, new conflicts and shifting priorities. 6.6 The needs of young fathers in school, academy and college communities also have to considered (see Section 7) 6.7 The whole school, academy or college approach should be non-judgemental, empathetic and inclusive to the student s change of role. Genuine negotiation between the young parent and key staff (teachers / tutors, pastoral leads and senior management) is required to ensure that optimum attendance and educational progress is achieved. 6.8 The nominated member of staff in the school, academy or college should prepare the tutor/teaching groups for the student s return to minimise the risk of bullying and to allay possible anxieties on both sides. It is important for all staff to acknowledge the student s dual role as a student within the school, academy or college and as a new parent who will be missing her baby during the day. 6.9 It may be helpful for the student to return to her tutor group at the end of one day, prior to the planned return to lessons, to show the baby to the group. This will remove part of the need for further conversations when she returns to the school, academy or college and enables lessons to continue with fewer distractions Some students may have had challenging behaviour before their pregnancy. If so, it may important to prepare for any known trigger points. However, because parenthood often motivates a young person to achieve more educationally for the sake of the future of their child, previous problems may well be reduced If, exceptionally, it is considered that the school, academy or college is no longer a suitable environment for the education of the pregnant student / young mother, the student, her parents/carers, a Local Authority representative and the student s Connexions PA should be involved in deciding the most suitable provision for that student. It is important to involve the independent advocate in these discussions Following extensive research, the government is very keen to encourage breastfeeding by mothers. The student will be advised by her midwife and health visitor. Education settings will need to consider arrangements that facilitate breast feeding which may include adjusting the student s timetable and making facilities available on site It is important to allow the student time off from the school, academy or college to attend appointments to ensure the good health of her baby; for example immunisation appointments, child development screens, and attendance at child health clinics. The young mother may also have the opportunity to attend specialised young parent groups. These commitments will need to be considered during the planning of the student s individual educational package The nominated member of staff should continue to be responsible for the student throughout her remaining time on the school, academy or college roll. 12

13 7. Supporting Young Fathers 7.1 If a member of staff finds out that a student is a father or father-to-be they should follow the same procedure as when they find out a student is pregnant (Refer to all previous sections) 7.2 Young fathers may face threats of violence within the community, emotional distress about the relationship with their girlfriend or within their own family, anxiety about the future, feelings of loss if an abortion or miscarriage has occurred or if access to their child is denied. Schools, academies and college may consider it necessary to help a student to have access to a counsellor or obtain support from Connexions or the Youth Service. The level of involvement of support agencies will depend on the needs of the individual. 7.3 Schools, academies and colleges need to consider the additional needs those young fathers and fathers-to-be may have. In some cases both partners may be students at the same school, academy or college. Difficulties could arise if the relationship has ended, the student has been unable to fulfil or rejected his parenting responsibility, or been excluded from his parenting role. Whilst the school, academy or college has a duty to continue to educate both young parents, a degree of creativity and sensitivity may be needed in regard to timetabling, and teaching groups. 7.4 The peer group may need to explore strong feelings around relationships, gender issues and responsibilities through SRE / PSHE sessions or tutor groups. This can be a challenge for education settings but can have positive educational outcomes if approached sensitively. 7.5 Education settings will need to consider and be supportive of both parents in their caring responsibilities for their child. Bonding by both parents with the baby is vital in the early stages of parenthood and the approach and attitude which the school, academy or college adopts may be a significant factor in the future viability of the relationship. Even if the relationship breaks down in the future, the student will remain the child s father and may have Parental Responsibility as defined in the Children Act Where young fathers wish to be involved and want to maintain the relationship with the young mother it is important that they are supported in this. This may include participation in antenatal and postnatal appointments, the birth of their child and parenting support classes/groups. Education settings, may consider offering paternity leave, as for staff, if this is appropriate. 7.7 The school, academy or college may judge it appropriate to offer the young father a more flexible timetable, attendance schedule and curriculum. 7.8 Education settings should acknowledge the additional needs that young fathers and fathers-to be may have. The Head Teacher / Principal should nominate a member of pastoral staff to take responsibility for that student s needs. The school, academy or college may consider it necessary to help a young man to have access to a counsellor in some circumstances. 7.9 Policies, practices and staff attitudes should be non-judgemental and supportive of young people s choices. 13

14 8. Child Care 8.1 Before the pregnant student takes maternity leave there should be a full discussion to ensure that future adequate childcare support will be in place to prevent problems on her return to education. The Buckinghamshire Family Information Service (BFIS) (Tel: ; familyinfo@buckscc.govc.uk; Website: can provide support, information and advice on childcare provision available and costs that will best meet the needs of young parent/s and their families. 8.2 Schools, academies and colleges do not have a responsibility to provide or fund childcare but can play an important role in supporting the student to access appropriate childcare. Young mothers are often reluctant to leave their baby for any length of time, particularly in the care of strangers or in unfamiliar venues. Evidence suggests that reintegration into education is more successful if the return is phased and the childcare is as close as possible to where the education is provided or with trusted relatives. Childcare should be included in the overall plan during pregnancy. 8.3 Funding for childcare is available through the Care to Learn Grant, which funds the cost of childcare and may include transport costs to and from the childcare provider. Applications will require support of the school, academy or college. The scheme requires the childcare to be provided by registered child carers for reasons of safety and quality. The student s Connexions PA will be able to assist the student with the Care to Learn application process and the BFIS can support with finding suitable childcare placements for her child. 8.4 Parents of teenage parents may need support in adjusting to their often unexpected and early role as grandparents. The BFIS offers a telephone helpline and website of local information to support parents of children from 0-19 (or up to 26 with a disability). Familylives provides a national helpline and information for parent/carers of children of all ages. 8.5 Parents of students who are teenage parents, particularly those of the young mother, often provide a great deal of support, including childcare. Whilst this is usually of great help, on occasion it can lead to a negative impact on the parenting skills of the young parents who may feel disempowered. Grandparents may need support to help foster good parenting skills in the young parents, in order that appropriate attachments and bonding occurs. If the school / academy /college is concerned in regard to the young parents becoming strongly influenced by poor parenting practices the nominated member of staff may raise the issue with the health visitor in liaison with the student s independent advocate. 8.6 The benefits system is complicated for teenage parents and their children; the student s Connexions PA will be able to provide support and information. 14

15 Appendix A Guidance on the education of school age parents Overview How to support pregnant pupils in school. Pregnancy is not a reason for exclusion from school. Action required Further information None Audience: Secondary school headteachers and teachers Local Education Authorities Status: Recommended Date of issue: October 2001 Ref DfES/0629/2001 Introduction 1.1 Britain has the highest rate of teenage pregnancy in Western Europe. The Government aims to: halve the rate of teenage conceptions among under 18s by 2010: and get more teenage parents into education, training and employment, to reduce their risk of long term social exclusion. 1.2 This guidance is part of the drive to achieve the second of these aims. It provides information for schools and Local Education Authorities (LEAs) when they discover that a girl of compulsory school age is pregnant and advice on supporting young fathers and young fathers-to-be. It is not about reducing conception rates or sex education, which is covered in the Sex and Relationship Education (SRE) guidance. 1.3 This guidance builds on paragraphs of DfEE Circular 11/99 which covers teenage parents amongst groups of pupils who need particular help. Case studies are available in the Ofsted publication Sex and Relationships Education in Schools due to be issued in the Autumn This will be available from Related Documents: - Social Inclusion: Pupil Support Circulars 10/99 and 11/99 - Sex and Relationship Education Guidance - Social Exclusion Unit report on Teenage Pregnancy - Connexions and Teenage Pregnancy - Ofsted report Sex and Relationships Education in Schools available in Autumn 2001 Superseded documents: None Working with other agencies Links with local teenage pregnancy strategy

16 DfES, Guidance on the education of school age parents 2.1 All LEAs should maintain links with the teenage pregnancy co-ordinator in their area who has been jointly appointed by their Health and Local Authorities. In addition to supporting improvements in SRE, LEAs have an important role in contributing to the local teenage pregnancy strategy through supporting the education of pregnant girls and school age parents, and supplying progress reports and data to the teenage pregnancy co-ordinator. The co-ordinator has up to date information on local organisations and agencies that can provide support and advice to pregnant schoolgirls and school age parents. The teenage pregnancy co-ordinator will produce a directory of these organisations by March 2002, which will also be held by Healthy Schools co-ordinators and school nurses. The local Healthy Schools Programme provides support to schools on sexual health issues in the context of Personal Social Health Education (PSHE). In areas where there is a Sure Start Plus Pilot programme, a Sure Start Plus personal adviser will co-ordinate tailored support packages for teenage parents. Many LEAs employ re-integration officers to help pupils to get back to school. It is particularly important that these officers link effectively to the local strategy and with the designated member of school staff. Connexions 3.1 The Connexions Service is being introduced to provide integrated information, advice, guidance, support and access to personal development opportunities for all year olds in England. It aims to help young people engage in learning, achieve their full potential and make a smooth transition to adult life. Connexions will work with existing services and build on work already taking place, with the overall aim of providing the best support for the young person whilst ensuring that Connexions does not duplicate the work of other services. The Connexions Service will work more intensively with teenage parents, helping them to access the support they need to reach their full potential. 3.2 It is important that strategic links are developed between Connexions and those involved in the local teenage pregnancy strategy, including teenage pregnancy co-ordinators and reintegration officers and through protocol agreements and representation on the Connexions Local Management Committees, in addition to individual Teenage Pregnancy Workers and Connexions Personal Advisers. Connexions Partnerships will need to be aware of the content of and involved in the further development of local teenage pregnancy strategies. 3.3 In areas with high rates of teenage pregnancy there may be a number of other agencies working with teenage parents, and where appropriate, other workers may take on the lead Personal Adviser role. Where there is a Sure Start Plus Adviser in the area, it will usually be appropriate for them to take on the role of the Connexions personal adviser. Connexions Partnerships outside the Sure Start Plus pilot areas will need to consider how they can provide specialist advice to pregnant teenagers and teenage parents to ensure that they remain engaged in learning and that their risk of social exclusion is minimised 3.1 Guidance on Connexions and those involved in the local teenage pregnancy strategy is being issued over Summer 2001, to help them plan together how to most effectively structure their work in relation to one another. Further information on Connexions is available on the website at Responsibilities of the Local Education Authority Duties Statutory duties 4.1 LEAs have a duty to provide suitable education for all pupils for whom they are

17 DfES, Guidance on the education of school age parents responsible, including pupils of compulsory school age who become parents. Suitable education must meet the particular needs of the pupil. This means that LEAs should not impose one policy for all but should consult the pupil, their parents or carers and their school to secure a package which is suitable to their age, ability, aptitude and individual needs, including any special educational needs they may have. Pupils with statements of special educational needs (SEN) 5.1 Pupils with statements who become pregnant should be treated in the same way as other girls under the LEA's teenage pregnancy strategy. However, the LEA may need to review the statement under section 328 of the Education Act 1996 and The Education (Special Educational Needs) Regulations [1994 or 2001 depending on when the guidance is going to be published or just leave out the date altogether] in order to ensure, for example, that the placement named and the non-educational provision set out in the statement remain appropriate. Guidance is given on reviewing statements in the SEN Code of Practice. Nominated official for teenage pregnancy 6.1 An LEA officer, normally a member of the Education Welfare Service, should be nominated to be responsible for this group. This will be the specialist reintegration officer in areas which have them. Data collection 7.1 Since September 1999, all LEAs have a responsibility to collect data on participation and achievement of all pupils out of school (Circular 11/99). This includes any teenage parents who are out of school. It is also good practice for LEAs to collect separate data on the attainment of those teenage parents attending school. Their transition to further education or employment should also be monitored and recorded. For monitoring purposes, this data should be broken down by ethnic background. An example database is available from the Department for Education and Skills. All data must be collected and stored in accordance with the Data Protection Act Systems should be designed to complement datasets required by Connexions Partnerships. Provision Education out of school 8.1 LEAs have a duty to provide suitable education to pupils who are unable to attend school. Suitable education is described in law as suitable to the age ability, aptitude and any SEN the child may have. For pregnant teenagers or those who are mothers, the young woman s school would normally be expected to oversee her education, including setting and marking work while she is away. The LEA may find a place at a pupil referral unit (PRU) or other educational centre during periods of absence from school, or choose to provide home tuition. Decisions should be taken in the light of individual needs. If the young woman is off school with a pregnancy related illness, DfEE Circular 10/94 on the education of sick children applies. Reintegration officers, the Connexions Service and Sure Start Plus personal advisers will provide a route for re-engaging young mothers who have dropped out of the system altogether. Pupil Referral Units 9.1 Links with mainstream school should be maintained for pupils in PRUs. Pregnant school girls and school age mothers will remain on the roll of their mainstream school, unless they have been excluded for other reasons (Circular, 10/99). The aim should be re-integration

18 DfES, Guidance on the education of school age parents where possible, and mainstream schools and PRUs should work together to achieve this. In circumstances where the girl has become pregnant in Year 11, time may not allow for reintegration into mainstream. In that case the aim should be to encourage the young woman to consider further education or other suitable post-16 provision. The Connexions Service should provide personal support through this process. (See Circular 11/99, Chapter 6 for more detail on PRUs and the Connexions guidance on Teenage Pregnancy). The Government is committed to raising standards in PRUs. It will work with PRUs, LEAs and OFSTED to ensure that young people in PRUs have tailor made provision which enables them to catch up. Some PRUs specialise in the education of school age mothers and these units usually have childcare facilities on-site An LEA should normally arrange continuing education for a young person over compulsory school age, but under 18 where: Childcare a young person is a "year behind" in their schooling, so when they are over compulsory school age they still need to study for a further year to complete examination courses; and a student has shown a high-level commitment prior to the point when they could no longer attend school Lack of appropriate or affordable childcare provision can prove to be a significant barrier to participation in education. The reintegration officer, Connexions adviser and Sure Start Plus personal adviser can provide advice to the young woman, young father or young fatherto-be about accessing childcare. Only where other family members are unable to help with childcare will the teenage parents be eligible for financial help with childcare. Families where both grandparents are working, or where a lone grandparent works, may be eligible for Working Families Tax Credit for the childcare for their grandchild whilst they are claiming child benefit for that child. Further information about Working Families Tax Credit is available by calling Additional childcare help may be available from the Local Authority. This will be determined by the policy and priorities of the Local Authority, particularly in respect of children in need (section 17, Children Act, 1989). The fact that a young woman under 16 is pregnant or has a baby does not automatically mean that she or her baby is a child in need. This will need to be assessed individually by Social Services Departments. Services can be provided if they are essential to safeguard and promote the welfare of mother or baby or if one of them is disabled. Local authorities are required to provide appropriate day care for children in need in their area (section 18, Children Act, 1989) Local Authorities may help to arrange or to fund such provision, or both. For more information about local childcare provision please get in touch with your local Early Years Development and Childcare Partnership. Teenage pregnancy co-ordinators also have access to the Teenage Pregnancy Unit s website which contains information, including initiatives providing funds for childcare. Home-School transport for pregnant teenagers 12.1 There is evidence to suggest that help with transport for this group has a positive impact on attendance. LEAs must provide free transport if they consider it necessary to enable a pupil to attend school, and they may help other pupils with fares. LEAs must also publish annually their policy on free and assisted transport. LEAs have considerable scope to decide when transport is necessary. Free transport is always necessary for a pupil of f

19 DfES, Guidance on the education of school age parents compulsory school age who attends the nearest suitable school if it is beyond walking distance. Where no statutory provision applies, it would be good practice for authorities to provide assistance with transport in circumstances where, for example, a General Practitioner certifies that the pupil's stage of pregnancy is such that they are no longer able to walk to school. Responsibilities of schools 13.1 Circular 10/99 makes clear that pregnancy is not a reason for exclusion from school. Health and safety should not be used as a reason to prevent a pregnant pupil attending school. The school s aim should be to keep the pregnant pupil or school age mother in learning. This means keeping the pupil on the school roll, even if she may not be able to attend for a period of time; keeping up to date with her progress and working with the LEA looking for a suitable time to re-integrate her into the school. If, exceptionally, a headteacher considers that the school is no longer a suitable environment for the education of a pregnant pupil or school age mother, the pupil her parents, the LEA and the pupil s Connexions or Sure Start Plus personal adviser (if she has one) should be involved in deciding the most suitable provision for that young person It is not unusual for a young woman to become more motivated about her education as a result of pregnancy and a desire to plan for the future. As set out in paragraph 7 of this guidance it is good practice for schools to share data with their LEAs on the achievement of pregnant pupils and school age mothers. Their transition to further education or employment should also be monitored and recorded. Ideally, this data should be broken down by ethnic background for monitoring purposes. For ease of communication between agencies the format in which this data is collected should complement as far as possible the data sets required by the local Connexions Service. If the school becomes aware that a pupil is pregnant 14.1 The Department s guidance on Sex and Relationship Education states that schools should have a clear and explicit confidentiality policy. The school policy should be drawn up in consultation with parents and should reflect the views of teachers, parents and the needs of the school community. The policy must be kept up to date and be available for inspection including to parents. The Healthy Schools Programme will help governing bodies and head teachers develop a policy according to these guidelines. Teachers should ensure that they act consistently with that policy. Teachers are not legally bound to inform parents or the headteacher of any disclosure by pupils unless the school s confidentiality policy requires them to do so. Teachers should seek consent for any disclosure and should make clear that they cannot offer or guarantee pupils unconditional confidentiality. A member of staff who finds out that a pupil is pregnant should ensure that the pupil receives full information about services in her local area, knows how to access them and has the opportunity to talk through the options available to her. In Sure Start Plus areas, the young woman should be given contact details of the Sure Start Plus personal adviser. Information about services can be found in the local directory of services available from the local teenage pregnancy coordinator. A young woman who is considering adoption or has decided not to continue with the pregnancy or who has already had a termination should also be offered access to relevant support services In cases where a pupil has decided to continue with her pregnancy, the pupil should be advised that the headteacher and nominated LEA officer will need to be informed so that arrangements can be made for her continuing education. The headteacher should respect the young woman s wishes on confidentiality, in line with the to school policy. A member of

20 DfES, Guidance on the education of school age parents school staff should assist the young woman and take responsibility for her continuing education. The headteacher should make sure that the pregnancy is dealt with sensitively by teachers and pupils within the school. The nominated member of staff is not obliged to tell the pregnant pupil's parents or carers unless required to do so by school policy, but they should take steps to encourage the young woman to talk to their parents or carers. They should make sure the pregnant pupil has access to the appropriate local Health or Social Services. In Sure Start Plus areas, the young woman should be given contact details of the Sure Start Plus personal adviser In the case of young women under 16, if a teacher believes there is a child protection issue to be addressed, they should liaise with the schools "designated teacher for child protection" (as set out in DfEE circular 10/95). Teachers should make clear that they can not guarantee unconditional confidentiality and that if confidentiality has to be broken, the pupil will be informed first The school should ensure that the young woman continues learning as long as possible up until the birth by exploring all opportunities for curriculum support available within the LEA s arrangements for education out of school. There may be times when the pregnant girl is unable to attend school for health reasons, but would still be able to study. In these circumstances the school should provide work for the girl to do at home. The school should try to maintain continuity of learning when the young woman is absent for the birth, especially for those studying for academic awards. It may be appropriate for the headteacher to use their discretion to disapply the National Curriculum in order for the young woman to maintain progress in her core subjects. (See Qualification and Curriculum Authority publication Flexibility in the National Curriculum for more details.) 14.5 A pupil who becomes pregnant is entitled to no more than 18 calendar weeks authorised absence to cover the time immediately before and after the birth of the child. Should the pupil fail to return within this period, she should continue to have access to support from the school, LEA and Connexions personal adviser to help and encourage her return to education when ready. If health allows, schools should encourage pupils to return to education with the minimum interruption. After the maximum length of authorised absence, the school should follow the guidance on absence set out in Circulars 10/99 and 11/99. Absence for ante-natal classes, and if the baby is ill, should be classified as authorised Any problems of bullying should be addressed in the normal manner in line with the school s discipline policy (see the DfEE bullying pack Bullying: don't suffer in silence', reference 0064/2000 for more information) There is no evidence that keeping a pregnant girl or school age mother in school will encourage others to become pregnant. Effective personal, social and health education (PSHE) can alert teenagers to the risks and realities of early parenthood and can be used to encourage understanding of young parents situation amongst the other pupils, taking care not to reinforce negative stereotypes If the school finds out, usually from the Education Welfare Service, that a girl who is not attending school is pregnant, the school should arrange a meeting with the girl, her parents or carers and the LEA (re-integration officer) to discuss how her educational needs are to be met If a young woman in public care becomes pregnant, the designated teacher for young people in public care should be involved in discussions and review of the care plan for the young person to ensure that her educational needs are considered alongside her other needs. This is particularly important in avoiding disruptions when studying for academic