Virtual school for children looked after

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.

It is available to all pupils of statutory school age who are in the care of the Local Authority.

• It is ring fenced for spending on named children looked after pupils as part of their Personal Education Plan distributed;
• and monitored by Virtual School and the Local Authority.

This must be managed by the Virtual School Head (VSH) and used for the benefit of children looked after. This is to support their educational needs as described in their Personal Education Plan.

It is on top of other funds that the school gets. It must be used in a way that helps to improve the educational outcomes for a student in terms of their attainment, aspiration or participation. It should be viewed as an investment in the child/young person's education. Which, by the time of the PEP review, will lead to positive outcomes measured through SMART targets. Strategies implemented to achieve the positive outcomes must be above and beyond the universal and targeted interventions and support children would receive at school.

The Head is responsible to make sure arrangements are in place to discuss how the child will benefit from PP+ funding with:

• the Designated Teacher in the child's education setting;
• their social worker;
• carer;
• and the child themselves.

Note: No decisions on the use of PP+ should be taken outside of the PEP meeting. (The Virtual School can reserve the right to refuse payment.)

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.

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.