Responsibilities of Post-16 Education Settings

identify and know their previously looked-after learners where this information has been shared 

create an environment where learners and families feel safe to disclose their PLAC status 

ensure there is a named member of staff with responsibility for supporting care-experienced and previously looked-after learners 

ensure relevant staff receive training and maintain an understanding of attachment, trauma and relational practice 

understand and respond to individual barriers affecting participation, attendance, progress and achievement 

provide targeted academic, pastoral and wellbeing support where appropriate 

ensure learner voice and positive relationships are central to planning and support 

work collaboratively with parents/carers, virtual schools and other professionals where appropriate 

support learners to access information, guidance and opportunities relating to higher education, apprenticeships, employment and careers 

consider how available bursaries, discretionary funding and additional support may be used to remove barriers to participation and achievement (based on eligibility)