Section outline

    • recognise that previously looked-after young people may continue to experience the impact of trauma, attachment difficulties, loss, instability and disrupted education. Identify and understand barriers that may affect participation, attainment, wellbeing and progression into adulthood 

    • identify and understand their PLAC learner cohort where this information has been shared  

    • create a culture where learners and families feel safe to disclose PLAC status so that appropriate support can be considered  

    • ensure there is a named member of staff with responsibility for supporting vulnerable learners, including PLAC and care-experienced young people  

    • ensure relevant staff undertake appropriate training and maintain an understanding of trauma-informed, attachment-aware and relational practice  

    • ensure PLAC learners are recognised as a potentially vulnerable group and receive a targeted and proportionate response where required  

    • provide timely and targeted pastoral, wellbeing and academic support in response to identified needs, ensuring that positive relationships, learner voice and individual strengths are central to any approach  

    • develop and review individual support plans where needed, even where there is no statutory requirement, ensuring support is responsive to the young person's strengths, aspirations and identified needs 

    • promote engagement and participation in learning, recognising that post-16 education differs from compulsory school-age education and that understanding and addressing barriers to engagement is often more effective than focusing solely on attendance 

    • support progression into further education, higher education, apprenticeships, employment and adulthood through high aspirations, effective information, advice and guidance 

    • consider how bursaries, discretionary funding, additional learning support and other available resources may be used to reduce barriers to participation and achievement  

    • consult the Virtual School for advice and guidance where appropriate