Responsibilities of Early Years Settings and Your Role as a Children's Services Practitioner

As a social care professional, you play an important role in helping early years settings understand and meet the needs of previously looked-after children (PLAC). The information below outlines how the Virtual School can support professionals, families and settings to improve educational outcomes and promote wellbeing.

Working with the Virtual School

The Virtual School provides advice, guidance and consultation to professionals working with previously looked-after children, as well as parents, carers and early years settings. We can support discussions around the needs of individual children, transition planning, attachment-aware practice and strategies to promote positive educational outcomes.

If you would like advice regarding a child you are working with, or support for a setting, please contact us at vsextendedduties@hants.gov.uk .  Please ensure that parental consent has been obtained before sharing information about an individual child. 

Early Years Pupil Premium (EYPP)

Previously looked-after children aged 3 and 4 are eligible for EYPP, which provides additional funding to early years settings to support learning, development and school readiness.

Social care professionals can help by:

• ensuring parents and carers are aware of EYPP eligibility
• encouraging families to discuss their child's status with the early years provider so that funding can be claimed
• supporting settings to consider how EYPP can be used effectively to meet the child's individual needs
• promoting review and evaluation of the impact of any interventions funded through EYPP

Emotional Wellbeing, Safeguarding and Inclusion

Many previously looked-after children may have experienced adversity, loss, disrupted attachments or early trauma. Professionals should support early years settings to understand how these experiences can affect a child's behaviour, emotional regulation, relationships and learning.

Key considerations include:

• promoting trauma-informed and attachment-aware practice
• supporting the development of secure and trusting relationships
• ensuring consistency of care, routines and expectations
• recognising and responding to individual social, emotional and developmental needs

Partnership Working with Parents and Guardians

Strong partnership working between professionals, families and early years providers is essential. Adoptive parents, special guardians and carers hold valuable knowledge about a child's experiences, strengths and needs.

Professionals should encourage:

• open communication between families and settings
• sensitive sharing of information where appropriate and with consent
• joint planning to support the child's development, wellbeing and transitions

Training and Professional Development

Although training on attachment and trauma is not a statutory requirement, it is strongly recommended for staff working with previously looked-after children.

The Virtual School offers a range of free training opportunities covering:

• attachment-aware practice.
• trauma-informed approaches.
• understanding the needs of previously looked-after children
• strategies to improve educational and emotional outcomes

Further information can be found via the Hampshire Virtual School training offer: Course: Training Offer | Hampshire Virtual School

Post-Adoption Support

Post-adoption support must be requested directly by parents or carers. Professionals can play an important role in increasing awareness of available support and encouraging families to access services when needed.

Adopt South provides advice, guidance and therapeutic support to adoptive families. More information is available at: www.hants.gov.uk/socialcareandhealth/adoptsouth 

Families can also access the Adopt South support line on 0300 3000 001, Monday to Thursday, 8.30am to 5.00pm and Friday, 8.30am to 4.30pm.