Section outline

      • Collaborate effectively with education professionals (e.g. Designated Teacher/Designated Lead, SENCo, DSL, Key Person) to ensure joined-up support
      • Organise and lead the initial PEP when a child comes into care, or starts at a new education setting
      • Ensure completion of the Strengths and Difficulties Questionnaire (SDQ) from ages 4 upwards
      • Champion attendance in Year R as a safeguarding priority - monitor and address barriers to regular school attendance
      • Ensure attendance at a preschool/nursery setting is in line with the best interests of the child, considering their age and stage of development, alongside their wider circumstances
      • Ensure the Virtual School are aware of any changes to education setting in a timely manner, pro-actively seeking advice when needed
      • Prioritise relationships - build trust with the child and their carers/parents, and ensure their voices are central to planning and decision-making
      • Share information proactively to support education planning, including personal education plans (PEPs)
      • Advocate for high aspirations - ensure education is part of every conversation about the child’s future