Our vision
We have a corporate parenting responsibility for Children Looked After.
- Like all parents, valuing and supporting children's education is one of the most important contributions the Council can make to their lives.
- We have high aspirations for our children. We want to help them maximise their access to education and to be given the chance to achieve their full potential.
What we offer
Termly Personal Education Plan (PEP) meetings are held. These are to make sure everything is in place for the young person to achieve their full potential as their education progresses. These meetings, either held at the school or virtually, include the:
- young person;
- carers;
- Designated Teacher;
- Social Worker;
- and the Virtual School Case Lead, who is the allocated case worker.
We also offer advice and guidance to parents/carers of those on Special Guardianship Orders or have been adopted.
Through training, we support schools to better understand developmental trauma and disorganised attachment needs that many of our children have experienced. We aim to support schools to create a Secure Base for children to ensure that school systems and policies are fully inclusive.
We work to the guidance: Promoting the education of looked-after and previously looked-after children (GOV.UK).
Resources
Corporate Parent or Grandparent
We believe it means we have the same hopes and aspirations for children and young people in care. As those of every good parent and grandparent.
The Virtual School plays a key part in this:
- by making sure education is always considered;
- and seen as an integral part of a child achieving their potential.
Designated Teacher
Every school must have a designated teacher. They promote the educational achievement of children looked after who are on the school roll. They must be:
- A qualified teacher who has completed the induction period, if needed. Also, who is working as a teacher at the school (regulation 3(2)):
- or a head or acting head teacher of the school (regulation 3(3)).
- They must be qualified to do the roll and be an experienced member of staff.
- They will be nominated by the Governing Body of a maintained school or the proprietor of an academy.
For more about this, visit: Designated teacher for looked-after children (GOV.UK).
What is the role of the designated teacher in school?
They help school staff to understand how the experiences of looked-after children can affect how they learn and achieve.
This helps to make sure that the school can:
- Make arrangements that are joined up;
- and minimise any disruption to a child's learning.
They should:
- Lead on the development and implementation of the child's Personal Education Plan (PEP) within the school.
- Be aware of the emotional and psychological impact that loss and separation may have had. Due to this, some children can find it difficult to build relations of trust with others.
- Promote a culture of high expectations and aspirations for how children who are looked after learn.
- Make sure the child or young person has a voice in setting their learning targets.
- Give guidance, advice and support to staff about differentiated teaching strategies that are right for each children looked after.
- Engage and liaise with other agencies and develop positive joined up processes.
- Support carers to understand the importance of supporting learning at home.
- Give a written report to governors (at least annually) on progress and attendance of children looked after. This should compare with their peers and include the spend and impact of pupil premium.
For more details, please visit: The designated teacher for looked after and previously looked-after children.
Training
Virtual School delivers training for Designated Teachers (and other school staff including Governors), Social Workers and Foster Carers.
Training and development sessions can be delivered virtually or face to face. If being held virtually, you will be sent a link to join a Microsoft Teams meeting prior to the session, once registered. The sessions are designed to be interactive and will be included the 'chat' facility for questions and comments. The sessions may be recorded for training purposes and you will be informed prior if this is the case.
Personal Education Plan (PEP)
All children who are looked after must have a care plan. This is drawn up and reviewed by the local authority that looks after them.
- It will identify outcomes and objectives for the child and carers. This is in relation to his or her emotional and behavioural development, identity, relationships and self-care skills.
- It must also include a health plan and a PEP. These are developed and reviewed with relevant professionals. Where the child is on roll of a school, this will include the designated teacher.
In Calderdale, the Virtual School lead on the facilitation of PEPs. To which, all relevant professionals must fulfil their statutory duty and proactively contribute to. It is reviewed each school term and key professionals are asked to contribute and complete relevant sections.
- This enables and promotes effective multi-agency working.
- It also makes sure PEP targets are SMART.
Academic progress is tracked on a term basis with evidence of:
- How the Pupil Premium Plus funding is being used towards the individual child/young person's targets;
- and the child/young person's voice.
It is also part of a child looked after's official school record.
- If the child moves schools, the new school will be given access to the previous PEP. (Along with other school records, if known.)
- Also, to the main contact (usually the child's social worker) in the authority which looks after the child.
For more details, please visit: The designated teacher for looked after and previously looked-after children.
Calderdale Virtual School Universal Training Offer 2025-26
We provide training throughout the year to support Designated Teachers (DTs), Social Workers, Carers and other professionals.
Targeted and specialist training is also available. Please contact the Virtual School to discuss this:
- Phone: (01422) 394137.
- Email: VirtualSchool@calderdale.gov.uk.
Autumn 2025
| Training | Date, Time, Venue | Lead(s) | Intended Audience |
|---|---|---|---|
|
Asset Training for Social Workers Asset training for Newly qualified SW’s and New SW’s who have recently joined, this could extend to adult SW’s/CP SW as YP become CLA and Pathways advisors. Reminders of PEP process timescales and sign off, how to log on, information SW/PA are required to complete and how to navigate the system. Finishing with Quality assurance and why PEP’s will be signed off as requiring improvement. |
Wednesday 1st October Teams 10am to 11am
|
Gillian Smith | All Social Workers/Adult SW/CP SW/PAs |
|
Introduction to the new versions of Early Years PEPs The importance of early years development as a foundation for future learning. Introduction to the concept and format of PEPs for all children, from birth. Brief explanation of the rationale behind it and how the process will work. Expectations for each attendee. Similarities and differences between the new and current versions. |
Thursday 2nd October Teams 2pm to 3pm |
Ros Ryley | Social Workers, Independent Reviewing Officers, Managers and Key Workers in EY settings and other professionals |
|
SMART Target Setting in PEPs One of the most challenging sections of the PEP for DTs to complete is the Targets and Actions section. In this training, we will explore:
This session is designed to help DTs to understand what a truly SMART target is and provide them with the tools to effectively set and review them! |
Wednesday 22nd October Teams 10m to 11am |
Brad Moxon | Designated Teachers |
|
ACEs & Trauma Training A child with a history of trauma and abuse may face significant problems throughout their lifetime, including physical and mental illness, addiction, homelessness, prison and early death. This one day, workshop style training looks at how professionals supporting the child in a trauma-informed way can negate the impact of early life abuse and level the playing field. The day is split into four modules:
|
Friday 14th November The Shay, Halifax 9am to 3pm |
Brian Padden MA of ACE Training | Settings and schools staff, Designated Teachers, IROs and social workers who work with children in care |
|
Designated Teacher Network ASSET ePEPs Refresher: An opportunity for new DT’s and experienced DTs alike to explore ‘best practice’ when completing an ePEP. What are the expectations of the process?
There will also be opportunities to ask any questions that you may have to support your role as DT. |
Wednesday 26th November Teams 10am to 12 noon |
Parveen Akhtar Liz Merriman Brad Moxon Ros Ryley |
Designated Teachers |
|
Kinship Carers/SGO/Adoption and KS1 This session will help you to prepare your child for KS1 and the academic expectations. It will outline and explain:
|
Tuesday 2nd December Teams 10.00 – 11.00 am |
Amber Sheehan | SGO, Kinship, Adopted |
|
What's it all about KS1? This session aims to provide an overview of the academic expectations of Key Stage 1. From the initial transition into Reception class and the Early Learning Goals to helping your child through their Phonics Screening in Year 1. We will talk through what these years will look like for your child and how best to support them. |
Wednesday 3rd December Teams 10am to 11.30am |
Sally Taylder | Foster Carers and Care Home Staff |
|
Guide to Transition to KS4 and Post 16 Planning This session will include information on Post 16 options and who can support with this. It will include targeted GCSE results and what pathways are available. We will look at how to apply for post 16 and the importance of professional Careers Advice and include strategies to ensure a safe and robust transition and continued attendance. There will also be sections about bursaries, funding and processes for Young People with SEN/EHCPs. Higher Education will also be covered. We will explore statistics of NEET, how this relates to Calderdale and how working and early planning with our partnership agencies will support this. The aim is to share information and continue to work together to ensure the continued success of our Post 16 Young People. |
Thursday 4th December Teams 10am to 11am |
Joanne Guest | Foster Carers and Care Home Staff, Social Workers, Relevant Professionals |
|
Post 16 Bursary/funding and financial support for Care experienced Students at University Including Financial Support Available Information about Post 16 Bursary, what this might look like at our local Post 16 providers and funding for care experienced students at university and in further education. Opportunities for questions with the Post 16 Case lead. |
Wednesday 10th December Teams 10am to 11am |
Gillian Smith | Foster Carers and Care Home Staff |
| New(ly) Qualified Social Workers’ CLA Education Statutory Duties |
TBC Teams |
Parveen Akhtar | Newly Qualified Social Workers and new to Calderdale Social Workers |
Spring 2026
| Training | Date, Time, Venue | Lead(s) | Intended Audience |
|---|---|---|---|
|
Transition to Secondary School The transition to secondary school can be a nerve-racking time… for parents and carers, if not for the young people themselves! By the end of Y6, a lot of young people are ready for and excited by the idea of moving to a secondary school. That doesn’t mean everyone is though, and even those that are, will have questions about what the future holds. In this session, we will:
There will also be opportunities to ask any questions that you may have to support your new Y7 student! |
Tuesday 13th January Teams 10am to 11am |
Brad Moxon | Foster Carers and Care Home Staff |
|
Early Years PEPs – Using information from data and observations to set SMART targets Introduction to the new format for Early Years PEPs. Similarities and differences between the new and current versions. How to use observations to inform data comments. Exemplars of data comments with a particular focus on the prime areas of learning. Exemplars of SMART targets based on data comments. |
Tuesday 20th January Teams 10am to 11am |
Ros Ryley | Early Years Practitioners |
|
Guide to Young People Moving Schools The session will look at moving schools, why it is important to have a safe and consistent education provision. It will include the process of applying for a new school if a young person moves out of area along with the SEN legislation and processes involved if a Young Person has an EHCP. The aim is to support all professionals to improve the timescales of moving schools, understand the importance of a robust transition and share information around how a school move can impact our Young People and how we can support this. |
Thursday 5th March Teams 10am to 11am |
Joanne Guest | Foster Carers, Social Workers, IROs, Relevant Professionals |
|
ACEs & Trauma Training A child with a history of trauma and abuse may face significant problems throughout their lifetime, including physical and mental illness, addiction, homelessness, prison and early death. This one day, workshop style training looks at how professionals supporting the child in a trauma-informed way can negate the impact of early life abuse and level the playing field. The day is split into four modules:
|
Friday 6th March The Shay, Halifax 9am to 3pm |
Brian Padden MA of ACE Training | Settings and schools staff, Designated Teachers, IROs and social workers who work with children in care |
|
Kinship Carers/SGO/Adoption and KS2 This session aims to provide an overview to carers of the academic expectations for Key Stage 2. This time we focus on the expectations and formative assessments of Key Stage Two, including the Times Tables check, SATs and the transition to High School. We will offer support and guidance around SEND and discuss what it means if your child is placed on the SEN register. The training will talk you through what these years will look like for your child and how best to support them. |
Tuesday 10th March Teams 10am to 11am |
Amber Sheehan | SGO, Kinship, Adopted |
|
What's it all about KS2? This session aims to provide an overview to carers of the academic expectations for Key Stage 2. This time we focus on the expectations and formative assessments of Key Stage Two, including the Times Tables check, SATs and the transition to High School. We will offer support and guidance around SEND and discuss what it means if your child is placed on the SEN register. The training will talk you through what these years will look like for your child and how best to support them. |
Wednesday 11th March Teams 10am to 11.30am |
Sally Taylder | Foster Carers and Care Home Staff |
|
Virtual School’s Role in SEN Process Including timescales and EHCP application. Explanation of SEN Support, EHCP’s and information around how to complete a Parental request for an EHCP application. Opportunities to ask questions. |
Wednesday 18th March Teams 10am to 11am |
Gillian Smith | Foster Carers and Care Home Staff, Social Workers, Relevant Professionals |
|
Designated Teacher Network What makes a good PEP? Statutory requirements for PCLA Who are PCLA children and what are the statutory requirements for these children? This training will discuss our potentially ‘invisible’ children, PCLA the additional challenges these children and their families face. We will discuss the responsibility schools have for these children and the support available to DTs, including how to access PP+ funding and how to make referrals to the SGO pod. |
Wednesday 25th March Teams 10am to 12 noon |
Parveen Akhtar Sally Taylder Amber Sheehan Liz Merriman |
Designated Teachers |
Summer 2026
| Training | Date, Time, Venue | Lead(s) | Intended Audience |
|---|---|---|---|
|
Supporting the development of children in early years – birth to reception Practical ideas and suggestions to support learning and development in the early years, from birth. A particular focus on speech, language, literacy, physical development and maths. Signposting to further information, websites and ideas. |
Wednesday 29th April Teams 1.30pm to 2.30pm |
Ros Ryley | Foster Carers, Connected Carers and other professionals |
|
Guide to Supporting Unaccompanied Asylum Seeker Children in Education The training will look at Statutory Guidance for UASC and what Virtual School offer to support this. There will be time spent looking at what our schools can do, top tips for completing PEPs, how relevant information is collected and shared and links to resources/websites/supporting organisations. The aim is to continue to build and develop good practise working alongside all professionals and continue the positive experiences, excellent attendance and accelerated progress already made by our existing and previous Children Seeking Sanctuary. |
Thursday 11th June Teams 10am to 11am |
Joanne Guest | Care Home Staff, Designated Teachers, Social Workers and Pathways, Foster Carers |
|
Support for PCLA This session will look to explore the support available for PCLA. We will discuss the Adoption and Special Guardianship Fund, including the application process and the funding available. For adoptive parents we will share support available through One Adoption West Yorkshire. For SGO/guardians we will discuss the support available from the SGO pod and the referral process. |
Tuesday 23rd June Teams 10am to 11am |
Amber Sheehan | SGO/ Adopters |
|
Virtual School Conference Aiming Higher, developing the aspirations of CLA. Starting the process of encouraging Young People from a very early age, that they can aspire to attending and being successful at university. How to avoid low expectations for CLA from professionals around them. Helping YP recognise that going to university can be for everyone. Use of the Aspirations Audit annual data to inform supporting our CLA to FE and HE. |
Wednesday 24th June The Shay, Halifax 9am to 3pm |
Parveen Akhtar, Liz Merriman, Joanne Guest, Gillian Smith |
Designated Teachers |
|
Social Workers, what makes your PEP good? Do you want to be top of the PEPS? For a full insight how to make sure that your all your PEPs are rated as good. This session will take you through the process and will give s/workers tips to ensure they are PEPtastic. |
Friday 26th June Teams 10am to 11am |
Sally Taylder | Social Workers |
|
Use of Technology and Online Safety Potential risks, signs, and practical steps to help protect children and young people: The online world is a wonderful but often scary place! What’s even scarier is that the young people in our care have a much better understanding of it than most of us do!! In this training, we will:
All these issues and more will be discussed during this session. There will also be opportunities to ask any questions that you may have. |
Thursday 2nd July Teams 10am to 11am |
Brad Moxon | Foster carers, care home staff, and other professionals |
The Calderdale Virtual School team
The Head is Parveen Akhtar, who oversees the whole school just like a Head-teacher in any school would.
The other members of the team are:
- Liz Merriman, Team Manager.
- Rosalind Ryley, Early Years - Reception.
- Sally Taylder, Years 1 - 6.
- Bradley Moxon, Years 7 - 9.
- Joanne Guest, Years 10 - 11 (UASC Specialist).
- Gillian Smith, Post 16 (works closely with our Pathways Leaving Care service).
- Amber Sheehan, PCLA and Kinship Lead.
- Rabia Amini, Business Support Officer.
Contact
For more about education service, please contact Virtual School (for Children Looked After by Calderdale Council):
- Princess Buildings, Halifax. HX1 1TS.
- Phone: (01422) 394137.
- Email: parveen.akhtar@calderdale.gov.uk.