Topic outline

  • Looked-After Children

    This brief video outlines key information for schools and settings about looked-after children in Early Years.


    Supporting the Education of Children in Care

    Children Looked After (CLA) face unique challenges that can impact their educational outcomes and development. The Virtual School plays a vital role in promoting their achievement and wellbeing across all education settings.

    Key Aims

      • Raise awareness of the barriers faced by CLA and ensure high aspirations across all agencies
      • Support attendance and reduce suspensions, recognising that education is a protective factor
      • Improve outcomes and close the attainment gap for CLA


    Click here to access important resources, including:


  • Responsibilities of Schools and Education Settings

      • Know and track your CLA cohort
      • Ensure collaboration between key staff (Designated Teacher/Designated Lead, Key Person, DSL, SENDCO, safeguarding governor/committee member/manager)
      • Ensure the Personal Education Plan (PEP) is completed
      • Understand individual needs and barriers to learning, using available needs analysis tools
      • Prioritise CLA in planning, interventions, and support
      • Build strong relationships with the child, ensuring child voice is at the centre of any decisions made
      • Ensure child voice is a common thread throughout the PEP
      • Complete the Strengths and Difficulties Questionnaire (SDQ) when requested to (ages 4 upwards)
      • Work in partnership with carers/parents, social workers, and the Virtual School
      • Utilise Pupil Premium Plus (Year R) or Early Years Pupil Premium (preschool/nursery) to effectively support the CLA in education, narrowing the disadvantage gap.

    • The Role of the Social Worker:

        • 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

      • Virtual School Support

          • Strengthening partnerships between schools, settings and social care
          • Training and development for education staff
          • Targeted, data-informed projects
          • Advice, guidance, and free resources, including needs analysis tools

         

        Note: The Virtual School does not replace the role of the school/setting or social worker in direct support or intervention, but works strategically to improve outcomes for CLA.



        • Early Years Funding

          Pupil Premium Plus Funding – From Year R

          Pupil Premium Plus (PP+) is additional funding provided to schools by the Virtual School to help support the education of children who are looked after. This funding is designed to help close the attainment gap and ensure that looked after children have the best possible opportunities to succeed in school. The decision on use of PP+ spending sits with the school and it must be focused on education; however, the views of parents/carers and social workers should be considered.

          Further information on Pupil Premium Plus is available via the resources links at the top of this page.

           

          Early Years Pupil Premium Funding – Preschools/Nurseries/Childminders

          The Early Years Pupil Premium (EYPP) aims to support early years settings in narrowing the achievement gap between children from certain potentially vulnerable groups, including looked after children, and their peers. Its purpose is to enhance the progress of these children in education through focused and strategic interventions and support, encouraging practitioners to give particular attention to their development.

          Further information on Early Years Pupil Premium is available via the resources links at the top of this page.

           

          Early Years Funded Hours - Preschools/Nurseries/Childminders

          Early Years funded hours are government-funded hours for children to attend EYs education (preschools, nurseries or childminders) before they begin formal schooling. Depending on the age and circumstances of the child, different amounts of hours are available via government funding.

          Looked after children may be entitled to the following funded hours:

          ·       Up to 15 (term time) hours per week, from the term after they turn 2 years old until they start school (up to 570 hours per year in total).

          ·       Up to 30 (term time) hours per week from the term after they turn 9 months old until they start school; this is only available via an application process, and where certain eligibility criteria including working parents/carers is met (up to 1140 hours per year in total).

          Term time hours are calculated on the child attending for 38 weeks per year.

          Further information on Early Years Funded Hours is available via the resources links at the top of this page.

           




          • Key Documents