Topic outline

  • Looked-After Children

    This brief video outlines key information about looked-after children in Early Years and how social workers can best support their education.



    Supporting the Education of Children in Care (CiC)

    Children in care face unique challenges that can impact their educational progress, outcomes and development. As part of the role of the Virtual School Head, there is a focus on improving outcomes for all children in care, recognising education as a key protective factor in their lives.

    Key Aims

      • Ensure the educational needs of children in care are recognised and prioritised
      • Support consistent attendance and reduce suspensions, recognising that being in education helps keep children safe
      • Raise aspirations and close the attainment gap for children in care

     

    Click here to access important resources, including:


    • Your Role as a 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



    • Responsibilities of Schools and Education Settings

        • Know and track the CLA cohort
        • Ensure collaboration between key staff (Designated Teacher/Designated Lead, Key Person, DSL, SENDCO, safeguarding governor/committee member/manager)
        • Ensure 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.

       




      • Virtual School Support

          • Partnership working with schools, early years settings, and social care
          • Training and development for professionals working with CiC
          • Targeted, data-informed projects
          • Advice, guidance, and access to free tools and resources


        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 children in care

         


        • 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. As a social worker, you play a vital role in working with the school to help identify the child’s strengths and needs in order to consider the most effective support.

          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