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282 <h2>
282 Education of Looked After and Previously Looked After Children
282 </h2>
284 </div>
287 <div id="scope_box">
288 <h3>
288 SCOPE OF THIS CHAPTER
288 </h3>
289 <p>
289 This chapter applies to all Looked After and Previously Looked After Children. It should be read
in conjunction with the following government guidance documents:
289 </p>
290 <p>
290 <a href="http://dera.ioe.ac.uk/662/1/00060-2010DOM-EN.pdf" target="_blank" rel="noopener">
290 Guidance on Looked After Children with Special Educational Needs placed out-of-authority
290 </a>
290 this guidance explains the respective roles of the home Authority and the Authority where the
child lives when these are different.
290 </p>
291 <p>
291 <a
href="https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-children
" target="_blank" rel="noopener">
291 Promoting the Education of Looked After Children and Previously Looked After Children
291 </a>
291 </p>
292 <p>
292 <a href="https://www.gov.uk/government/publications/keeping-children-safe-in-education--2"
target="_blank" rel="noopener">
292 Keeping Children Safe in Education
292 </a>
292 (All staff in a school or college should read Part One of the guidance)
292 </p>
293 <p>
293 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/f
ile/647389/Overview_of_Sexting_Guidance.pdf" target="_blank" rel="noopener">
293 Sexting: how to respond to an incident
293 </a>
293 </p>
294 <p>
294 <a href="https://www.gov.uk/government/publications/data-protection-toolkit-for-schools"
target="_blank" rel="noopener">
294 Data protection: a toolkit for schools
294 </a>
294 <br>
295 This guidance draws attention to the link between data protection and child protection (although
data protection is broader than just child protection) and notes that personal data can relate to
pupils, staff, parents and potentially others. It makes clear that GDPR does not prevent, or
limit, the sharing of information for the purposes of keeping children safe.
295 </p>
296 <p>
296 <a
href="https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-between-chi
ldren-in-schools-and-colleges" target="_blank" rel="noopener">
296 Sexual violence and sexual harassment between children in schools and colleges
296 </a>
296 </p>
297 <p>
297 <a
href="https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditio
ns--3" target="_blank" rel="noopener">
297 Supporting Pupils at School with Medical Conditions: Statutory Guidance for Governing Bodies of
Maintained Schools and Proprietors of Academies in England
297 </a>
297 </p>
298 <p>
298 <a
href="https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children"
target="_blank" rel="noopener">
298 Designated Teacher for Looked After and Previously Looked After Children
298 </a>
298 </p>
299 <p>
299 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_o
f_Practice_January_2015.pdf" target="_blank" rel="noopener">
299 Special Educational Needs and Disability Code of Practice: 0 to 25 years: Statutory Guidance for
Organisations who work with and Support Children and Young People with Special Educational Needs
and Disabilities
299 </a>
299 </p>
300 <p>
300 <a href="https://www.gov.uk/government/publications/school-exclusion" target="_blank"
rel="noopener">
300 Exclusion from Maintained Schools, Academies and Pupil Referral Units in England: A Guide for
those with Legal Responsibilities in Relation to Exclusion
300 </a>
300 </p>
301 <p>
301 <a href="https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2"
target="_blank" rel="noopener">
301 Mental Health and Behaviour in Schools - Guidance
301 </a>
301 </p>
302 <p>
302 <span class="bold">
302 Note
302 </span>
302 : that different provisions apply to children who acquire Looked After status as a result of a
remand to local authority accommodation or Youth Detention Accommodation. In relation to those
children, please see
302 <a href="p_rem_la_yth_det_accomm.html#care_planning">
302 Remands to Local Authority Accommodation or to Youth Detention Accommodation Procedure, Care
Planning for Young People on Remand
302 </a>
302 .
302 </p>
303 <p>
303 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/f
ile/550197/Regulated_activity_in_relation_to_children.pdf" target="_blank" rel="noopener">
303 Regulated Activity in Relation to Children: Scope
303 </a>
303 </p>
304 <h3>
304 RELATED CHAPTER
304 </h3>
305 <p>
305 <a href="p_child_disability.html">
305 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities Procedure
305 </a>
305 </p>
306 <h3>
306 AMENDMENT
306 </h3>
307 <p>
307 IThis chapter was updated in April 2020 to reflect Keeping Children Safe in Education 2019 which
replaces the 2018 version.
307 <a href="#safeg_school">
307 Section 8, Safeguarding the Looked After Child at School
307 </a>
307 was amended to include reference to Upskirting (which is now a criminal offence) and serious
violence.
307 </p>
308 <p>
308 In
308 <a href="#role_vsh">
308 Section 1.3, Role of the Local Authority, Virtual School Head (VSH), and School
308 </a>
308 OFSTED's advice that Local Authorities should exercise due diligence in ensuring schools for LAC
pupils are registered with the DFE was added.
308 </p>
309 </div>
310 <div id="sections">
311 <h3 id="sections_list">
311 Contents
311 </h3>
312 <ol>
313 <li>
313 <a href="#duty_promote">
313 Duty to Promote the Educational Achievement of Looked After and Previously Looked After
Children
313 </a>
313 </li>
314 <li>
314 <a href="#one_PEP">
314 The Personal Education Plan (PEP) for Looked After Children
314 </a>
314 </li>
315 <li>
315 <a href="#avoid">
315 Avoidance of Disruption in Education
315 </a>
315 </li>
316 <li>
316 <a href="#_2when">
316 When a Child First becomes Looked After
316 </a>
316 </li>
317 <li>
317 <a href="#_3when">
317 When a Child Moves to a New Local Authority
317 </a>
317 </li>
318 <li>
318 <a href="#_4newschool">
318 When a Child Needs or Joins a New School
318 </a>
318 </li>
319 <li>
319 <a href="#_5noplace">
319 When a Child has No School Place
319 </a>
319 </li>
320 <li>
320 <a href="#safeg_school">
320 Safeguarding the Looked After Child at School
320 </a>
320 </li>
321 <li>
321 <a href="#_6celebrate">
321 Celebrating a Child's Achievements
321 </a>
321 </li>
322 <li>
322 <a href="#_8absent">
322 When a Child is Absent from School
322 </a>
322 </li>
323 <li>
323 <a href="#_9school">
323 School Exclusions
323 </a>
323 </li>
324 <li>
324 <a href="#ten_pregnant">
324 When a Young Woman becomes Pregnant
324 </a>
324 </li>
325 <li>
325 <a href="#eleven_transport">
325 School Transport
325 </a>
325 </li>
326 <li>
326 <a href="#ch_yp_med_conditions">
326 Children and Young People with Medical Conditions
326 </a>
326 </li>
327 <li>
327 <a href="#mental_health">
327 Mental Health
327 </a>
327 </li>
328 <li>
328 <a href="#training">
328 Training for those Involved in the Care and Education of Looked After and Previously Looked
After Children
328 </a>
328 </li>
329 <li>
329 <a href="#info_sharing">
329 Information Sharing
329 </a>
329 </li>
330 </ol>
331 <br>
332 E620 The 'border' attribute is not allowed here:
The most common reasons for this error are the use of an old unsupported attribute, a new one which is not yet part of the specification being tested against, or the misuse of attributes for use with javascript. If the attribute is for use with AngularJS, then see the FAQ for more information. See the HTML Living Standard. <table title="IMPORTANT NOTE" border="1">
333 <tr>
334 <td>
334 <span class="bold">
334 IMPORTANT NOTE:
334 </span>
334 in line with guidance "Keeping Children Safe in Education" the term "must"
in this chapter is for when the person in question is legally required to do something and the
term "should" is used when the advice set out should be followed unless there is
good reason not to.
334 </td>
335 </tr>
336 </table>
337 <h3 id="duty_promote">
337 1. Duty to Promote the Educational Achievement of Looked After and Previously Looked After
Children
337 </h3>
338 <p>
338 Under the Public Sector Equality Duty (PSED) schools and colleges that are public bodies have a
general duty to have regard to the need to eliminate unlawful discrimination, harassment and
victimisation, to advance equality of opportunity between different groups and to foster good
relations between different groups. The duty applies to all protected characteristics and means
that whenever significant decisions are being made or policies developed, thought must be given to
the equality implications such as, for example, the elimination of sexual violence and sexual
harassment. Looked After Children may be classed as having protected characteristics as a result
of disability, age, religious beliefs, sexual orientation and/or race.
338 </p>
339 <h4 id="promoting">
339 1.1 Promoting the Education of Looked After Children
339 </h4>
340 <p>
340 Under section 22 (3A) and 23ZZA of the Children Act 1989 (as amended by section 4 of the Children
and Social Work Act 2017), local authorities have a specific duty to promote the educational
achievement of Looked After, Eligible and Previously Looked After Children. Section 99 of the
Children and Families Act 2014 imposes a requirement for an officer to be appointed to discharge
this duty – sometimes referred to as a 'Virtual School Head' ('VSH').
340 </p>
341 <p>
341 Previously Looked After Children are those children who are no longer looked after in England and
Wales because they are:
341 </p>
342 <blockquote>
343 <p>
343 The subject of an adoption, special guardianship or child arrangements order which includes
arrangements relating to with whom the child is to live, or when the child is to live with any
person, or has been adopted from 'state care' outside England and Wales.
343 </p>
344 </blockquote>
345 <p>
345 (A child is in 'state care' outside England and Wales if they are in the care of, or accommodated
by, a public authority, a religious organisation or any other organisation the sole or main
purpose of which is to benefit society).
345 </p>
346 <h5>
346 Unaccompanied Migrant Children
346 </h5>
347 <p>
347 Unaccompanied migrant children looked after by a local authority are entitled to the same local
authority support as any other Looked After Child: to have a safe and stable placement; to receive
the care that they need to thrive; and the support they need to fulfil their educational and other
outcomes. Some unaccompanied children who have recently arrived in the country may never have had
access to education before.
347 </p>
348 <p>
348 Appropriate education for unaccompanied children may include a period of time in a setting where
their full educational needs can be assessed and integrated into the Personal Education Plan
(PEP). They may need time to be prepared for and then become used to formal education, and their
initial educational outcomes may include cultural orientation and life skills appropriate to their
age. Virtual School Heads, Independent Reviewing Officers, school admission officers and Special
Educational Needs departments should work together to ensure that appropriate education provision
for the child is arranged at the same time as a placement.
348 </p>
349 <p>
349 The local authority should ensure robust procedures are in place to monitor educational progress.
This includes securing a culture of commitment to promoting the highest possible educational
outcomes for unaccompanied children or child victims of modern slavery. Achieving and implementing
the above should be monitored by a senior manager, such as the VSH, who is responsible for making
sure their local authority promotes the educational achievement of its Looked After and Previously
Looked After Children.
349 </p>
350 <h4 id="achievement">
350 1.2 Promoting the Educational Achievement of Previously Looked After Children
350 </h4>
351 <p>
351 Previously Looked After Children are those children who are no longer looked after in England and
Wales because they are:
351 </p>
352 <blockquote>
353 <p>
353 The subject of an adoption, special guardianship or child arrangements order which includes
arrangements relating to with whom the child is to live, or when the child is to live with any
person, or has been adopted from 'state care' outside England and Wales.
353 </p>
354 </blockquote>
355 <p>
355 Local authorities have a duty under section 23ZZA of the Children Act 1989 (inserted by section 4
of the Children and Social Work Act 2017) to promote the educational achievement of Previously
Looked After Children in their area by providing information and advice to:
355 </p>
356 <ul>
357 <li>
357 Any person who has Parental Responsibility for the child;
357 </li>
358 <li>
358 Providers of funded early years education, Designated Teachers for Looked After and Previously
Looked After Children in maintained schools and academies; and
358 </li>
359 <li>
359 Any other person the authority considers appropriate for promoting the educational achievement
of relevant children.
359 </li>
360 </ul>
361 <p>
361 The duty applies to children who are in early years' provision (secured by the local authority
under section 7(1) of the Childcare Act 2006) and continues throughout the compulsory years of
education where the child is in provision funded in part or in full by the state.
361 </p>
362 <h4 id="role_vsh">
362 1.3 Role of the Local Authority, Virtual School Head (VSH), and School
362 </h4>
363 <p>
363 Governing bodies of schools and colleges must appoint a Designated Teacher to promote the
educational achievement of Looked After and Previously Looked After Children and ensure that this
person has appropriate training.
363 </p>
364 <p>
364 An up-to-date list of Designated Teachers should be maintained to assist with communications and
assist other authorities that have placed children within the authority.
364 </p>
365 <p>
365 As leaders responsible for ensuring that the local authority discharges its duty to promote the
educational achievement of their Looked After Children and Previously Looked After Children,
Directors of Children's Services and Lead Members for Children's Services should ensure that:
365 </p>
366 <ul>
367 <li>
367 Schools attended by Looked After Children are registered. OFSTED’s Chief Inspector stresses the
importance of ensuring that all placements of Looked After Children are made with due diligence.
Before any placement the local authority should carry out all necessary checks to make certain
that schools are registered with the Department for Education;
367 </li>
368 <li>
368 Closing the attainment and progress gap between Looked After Children and their peers and
creating a culture of high aspirations for them is a top priority;
368 </li>
369 <li>
369 Looked After Children have access to a suitable range of high quality education placement
options and that commissioning services for them takes account of the duty to promote their
educational achievement;
369 </li>
370 <li>
370 VSHs are in place and have the resources, time, training and support they need to discharge the
duty effectively;
370 </li>
371 <li>
371 VSHs have robust procedures in place to monitor the attendance and educational progress of the
children their authority looks after;
371 </li>
372 <li>
372 The authority's Children in Care Council (CiCC) regularly addresses the educational experiences
raised by Looked After Children and is able to respond effectively to such issues.
372 </li>
373 </ul>
374 <p>
374 The Virtual School Head should be the lead responsible officer for ensuring that arrangements are
in place to improve the educational experiences and outcomes of the authority's Looked After
Children, including those placed out-of-authority.
374 </p>
375 <p>
375 VSHs should ensure the educational attainment and progress of children who are Looked After by the
local authority is monitored and evaluated as if those children attended a single school.
375 </p>
376 <p>
376 <span class="bold">
376 For Looked After Children
376 </span>
376 the VSH should ensure that there are effective systems in place to:
376 </p>
377 <ul>
378 <li>
378 Ensure the status of the child and their entitlement to support is made clear to all the
professionals supporting that child;
378 </li>
379 <li>
379 Maintain an up-to-date roll of its Looked After Children who are in school or college settings
and gather information about their education placement, attendance and educational progress;
379 </li>
380 <li>
380 Inform headteachers and Designated Teachers in schools if they have a child on roll who is
Looked After Children by the VSH's local authority;
380 </li>
381 <li>
381 Ensure that social workers, Designated Teachers and schools, carers and IROs understand their
role and responsibilities in initiating, developing, reviewing and updating the child's PEP and
how they help meet the needs identified in that PEP;
381 </li>
382 <li>
382 Ensure up-to-date, effective and high quality PEPs that focus on educational outcomes and that
all Looked After Children, wherever they are placed, have such a PEP;
382 </li>
383 <li>
383 Avoid drift or delay in providing suitable educational provision, including special educational
provision, and unplanned termination of educational arrangements through proactive multi-agency
co-operation. Where this requires negotiation with other authorities this should be completed in
a timely manner and with the best interest of the child as paramount;
383 </li>
384 <li>
384 Ensure the educational achievement of children Looked After by the authority is seen as a
priority by everyone who has responsibilities for promoting their welfare;
384 </li>
385 <li>
385 Report regularly on the attainment of Looked After Children through the authority's corporate
parenting structures.
385 </li>
386 </ul>
387 <p>
387 <span class="bold">
387 For Previously Looked After Children
387 </span>
387 the VSH should ensure:
387 </p>
388 <ul>
389 <li>
389 They promote their educational achievement through the provision of information and advice to
their parents, educators and others who the VSH considers necessary;
389 </li>
390 <li>
390 That with the Director they establish the extent of their offer to parents or those with
Parental Responsibility;
390 </li>
391 <li>
391 The child is eligible for support by asking the child's parents or, those who have Parental
Responsibility, for evidence of their previously looked-after status (or where this is not
possible, to use their discretion in conjunction with the school);
391 </li>
392 <li>
392 They respond to requests for advice and information – e.g. advice on school admissions in their
area and sign-post them to other services that can offer support and advice;
392 </li>
393 <li>
393 They respond to requests for advice and information from providers of early education,
Designated Teachers in maintained schools and academies, and providers of alternative provision
in their area in respect of individual children supported by the local authority;
393 </li>
394 <li>
394 They develop / build on existing good working relationship with Designated Teachers for
Previously Looked After Children in their area;
394 </li>
395 <li>
395 They improve awareness of the vulnerability and needs of Previously Looked After Children by
providers of early education, Designated Teachers in maintained schools and academies, and
providers of alternative provision in their area in respect of individual children supported by
the local authority. This should include promoting good practice on identifying and meeting
their needs, and guidance on effective use of the PP+.
395 </li>
396 </ul>
397 <p>
397 However, it is important to note that the local authority is no longer the corporate parent for
Previously Looked After Children. Any intervention in the education of a Previously Looked After
Child must be with the agreement of the person(s) who have Parental Responsibility for the child.
They, like all parents, are responsible for overseeing their child's progress in education.
397 </p>
398 <p>
398 Social workers, Virtual School Heads and Independent Reviewing Officers (IROs), school admission
officers and Special Educational Needs departments should work together to ensure that - except in
an emergency - appropriate education provision for a child is arranged at the same time as a care
placement.
398 </p>
399 <p>
399 Governing bodies should ensure that appropriate staff have the information they need in relation
to a child's Looked After legal status. The Designated Safeguarding Lead, through the Designated
Teacher for Looked After Children and Previously Looked After Children, should have details of the
child's social worker and the name of the Virtual School Head.
399 </p>
400 <p>
400 A Previously Looked After Child potentially remains vulnerable and all staff should have the
skills, knowledge and understanding to keep Previously Looked After Children safe. When dealing
with Looked After Children and Previously Looked After Children, it is important that all agencies
work together and prompt action is taken on concerns to safeguard these children, who are a
particularly vulnerable group.
400 </p>
401 <p>
401 The Virtual School Head is integral to ensuring that local authorities discharge their duty to
provide suitable advice and information for the purpose of promoting the educational achievement
of Looked After and Previously Looked After Children. They can also undertake any activity they
consider appropriate where that activity will promote the educational achievement of such children
in their area. The VSH should promote a culture that takes account of the child's views according
to age and understanding in identifying and meeting their educational needs.
401 </p>
402 <h3 id="one_PEP">
402 2. The Personal Education Plan (PEP) for Looked After Children
402 </h3>
403 <p>
403 The Personal Education Plan (PEP) allows the social worker, residential staff/carer and Designated
Teacher at the child's school or, where the child has no school place, the education service, in
conjunction with the child, to set out what needs to happen to meet the educational needs of the
child.
403 </p>
404 <p>
404 The Personal Education Plan should be initiated as part of the Care Plan before the child becomes
Looked After (or within 10 working days in the case of an emergency placement), and be available
for the first Looked After Review meeting and all subsequent Looked After Reviews.
404 </p>
405 <p>
405 All Looked After Children must have a Care Plan, of which the PEP is an integral part. The PEP
(pre-school age to 18) should be initiated as part of the Care Plan. It provides essential
information to ensure that appropriate support is in place to enable the child to achieve the
targets set. It is also a record of the child's leisure interests and educational achievement.
405 </p>
406 <p>
406 The Designated Teacher leads on how the PEP is developed and used in school to make sure the
child's progress towards education targets is monitored, with the Virtual School Head having a
quality assurance role.
406 </p>
407 <p>
407 All of those involved in the PEP process at all stages should involve the child (according to
understanding and ability) and, where appropriate, the child's parent/carer and/or relevant family
member.
407 </p>
408 <p>
408 The PEP is an evolving record, and arrangements for the flow of information to develop, review and
update the PEP should be in place to ensure the VSH, Designated Teacher, carer and, where
appropriate, child and parent have a copy of the latest version of the document. Virtual School
Heads should make arrangements for PEPs to be reviewed each school term.
408 </p>
409 <p>
409 PEPs should:
409 </p>
410 <ul>
411 <li>
411 Identify developmental and educational needs in relation to skills, knowledge, subject areas and
experiences;
411 </li>
412 <li>
412 Set short and long-term educational attainment targets agreed in partnership with the child and
the carer where appropriate;
412 </li>
413 <li>
413 Include a record of planned actions, including milestones on homework, extra tuition and study
support, that the school and others will take to promote the educational achievement of the
child, based on an assessment of their educational needs;
413 </li>
414 <li>
414 Include information on how the child's progress is to be rigorously monitored;
414 </li>
415 <li>
415 Record details of specific interventions and targeted support that will be used to make sure
personal education targets are met, especially at the end of Key Stage 2 in relation to English
and mathematics, and at Key Stage 4 in achieving success in public examinations;
415 </li>
416 <li>
416 Say what will happen, or is already happening, to put in place any additional support which may
be required - e.g. possible action to support special educational needs involving the SENCO,
educational psychologist, or local authority education services (information contained within a
EHC plan does not have to be duplicated in the PEP, a reference is sufficient as long as the
plans work together to meet overall needs);
416 </li>
417 <li>
417 Set out information on what will happen or is already happening to identify and support any
mental health needs relevant to the child's education;
417 </li>
418 <li>
418 Set out how a child's aspiration and self-confidence is being nurtured, especially in
consideration of longer-term goals towards further and higher education, work experience and
career plans. Discussions about longer-term goals should start early and ideally well before
Year 9 (age 13-14) at school. High aspirations are crucial to successful planning for the
future. They should focus on the young person's strengths and capabilities and the outcomes they
want to achieve;
418 </li>
419 <li>
419 Include the child's views on how they see they have progressed and what support they consider to
be most effective;
419 </li>
420 <li>
420 Be a record of the child's academic achievements and participation in the wider activities of
the school and other out of school learning activities (e.g. sporting, personal development);
420 </li>
421 <li>
421 Provide information which helps all who are supporting the child's educational achievement to
understand what works for them, helping to substitute for the role that parents might otherwise
provide; and
421 </li>
422 <li>
422 Have clear accountability in terms of who within the school is responsible for making the
actions identified in the plan happen.
422 </li>
423 </ul>
424 <p>
424 The Designated Teacher would normally have overall responsibility for leading the process of
target setting for looked-after children in school, should monitor and track how their attainment
progresses, and ensure that identified actions are put in place. The Designated Teacher will help
the school and the local authority that looks after the child to decide what arrangements work
best in the development and review of the PEP.
424 </p>
425 <p>
425 In addition the PEP should have:
425 </p>
426 <ul>
427 <li>
427 An up to date and accurate chronology of education and training history which provides a record
of the child's educational experience and progress in terms of
427 <a
href="https://www.gov.uk/government/publications/national-curriculum-assessments-key-stage-2-201
8-provisional/national-curriculum-assessments-at-key-stage-2-in-england-2018-provisional--2"
target="_blank" rel="noopener">
427 National Curriculum Assessments
427 </a>
427 , including information about educational institutions attended and the reasons for leaving,
attendance and conduct record, academic and other achievements, any special educational needs,
an indication of the extent to which the child's education has been disrupted before entering
care or accommodation;
427 </li>
428 <li>
428 A clear statement clarifying existing arrangements for education and training, including details
of any special educational provision and any other provision to meet the child's educational or
training needs and promote educational achievement;
428 </li>
429 <li>
429 A description of any planned changes to existing arrangements and provision to minimise
disruption;
429 </li>
430 <li>
430 A description of the child's leisure interests;
430 </li>
431 <li>
431 A description of the role of the appropriate person and any other person who cares for the child
in promoting the child's educational achievements and leisure interests;
431 </li>
432 <li>
432 A description of how the Pupil Premium is assisting the child's progress and applications for
bursaries should be discussed as part of PEP Meetings;
432 </li>
433 <li>
433 Details of who will take the plan forward, with timescales for action and review are an
essential aspect of all PEP planning.
433 </li>
434 </ul>
435 <h4>
435 Monitoring and reviewing the PEP in school
435 </h4>
436 <p>
436 Designated Teachers should work closely with other staff in school to make sure the child's
progress is rigorously monitored and evaluated. They should be able to:
436 </p>
437 <ul>
438 <li>
438 Judge whether the teaching and learning and intervention strategies being used are working to
support achievement and wellbeing; and
438 </li>
439 <li>
439 Know whether the young person is likely to meet the attainment targets in their PEP.
439 </li>
440 </ul>
441 <p>
441 If the young person is not on track to meet targets, the Designated Teacher should be instrumental
in agreeing the best way forward with them in order to make progress and ensure that this is
reflected in the PEP.
441 </p>
442 <p>
442 A child's Care Plan is reviewed regularly by the authority that looks after them, the first being
within 20 working days of being Accommodated. The IRO will ask about the child's educational
progress as part of the overall Care Plan review and should have access to the most up-to-date PEP
(see
442 <a href="p_look_aft_rev.html">
442 Looked After Reviews Procedure
442 </a>
442 ).
442 </p>
443 <p>
443 So that there can be an informed discussion at the statutory review of the Care Plan about the
child's progress in school, the Designated Teacher is responsible for ensuring that:
443 </p>
444 <ul>
445 <li>
445 They review the PEP before the statutory review of the Care Plan, it is up-to-date and contains
any new information since the last PEP review, including whether agreed provision is being
delivered;
445 </li>
446 <li>
446 The PEP is clear about what has or has not been taken forward, noting what resources may be
required to further support the child and from where these may be sourced; and
446 </li>
447 <li>
447 They pass the updated PEP to the child's social worker and VSH ahead of the statutory review of
the Care Plan.
447 </li>
448 </ul>
449 <p>
449 The school and the local authority which looks after the child have a shared responsibility for
helping Looked After Children to achieve and enjoy. The content, implementation and review of the
PEP enable both the school and local authority to discuss how they can help achieve this. The PEP
review should be done through a meeting involving the social worker, the young person, carers and
others, such as the VSH.
449 </p>
450 <p>
450 The PEP must include the contact details of the Virtual School Head for the authority that looks
after the child.
450 </p>
451 <h3 id="avoid">
451 3. Avoidance of Disruption in Education
451 </h3>
452 <p>
452 The Nominated Officer must approve of any change of placement affecting a child in Key Stage 4,
except in an emergency/where the placement is terminated because of an immediate risk of serious
harm to the child or to protect others from serious injury.
452 </p>
453 <p>
453 In those circumstances, the local authority must make appropriate arrangements to promote the
child's educational achievement as soon as reasonably practicable.
453 </p>
454 <ul>
455 <li>
455 The child's wishes and feelings have been ascertained and given due consideration;
455 </li>
456 <li>
456 The wishes and feelings of the parent(s) have been ascertained where the child is accommodated
(where possible) and where appropriate where the child is subject to a Care Order;
456 </li>
457 <li>
457 The educational provision will promote educational achievement and is consistent with the PEP;
457 </li>
458 <li>
458 The Independent Reviewing Officer has been consulted;
458 </li>
459 <li>
459 The Designated Teacher at the child's school has been consulted.
459 </li>
460 </ul>
461 <p>
461 Other than in Key Stage 4, where the local authority proposes making any change to the child's
placement that would have the effect of disrupting the arrangements made for education and
training, they must ensure that other arrangements are made for education or training that meet
the child's needs and are consistent with the PEP.
461 </p>
462 <h3 id="_2when">
462 4. When a Child First becomes Looked After
462 </h3>
463 <h4>
463 4.1 Notification
463 </h4>
464 <p>
464 As soon as a child becomes looked after (if not before), the child's social worker must notify the
education service where the child is placed.
464 </p>
465 <p>
465 If the child is known to have an Education, Health and Care Plan or to be under assessment, the
social worker should ensure the relevant SEN adviser is informed.
465 </p>
466 <p>
466 The child's social worker must also inform the Designated Teacher at the child's school within 48
hours of the child becoming looked after and a Personal Education Plan meeting arranged. Regular
liaison should then be maintained.
466 </p>
467 <h4 id="ppp">
467 4.2 Pupil Premium Plus Funding
467 </h4>
468 <p>
468 All Looked After and Previously Looked After Children are eligible for PP+ funding. This is
additional funding provided to help improve the attainment of Looked After and Previously Looked
After Children and close the attainment gap between this group and their peers. It is not a
personal budget for individual children. The extra funding provided by the Pupil Premium Plus
reflects the significant additional barriers faced by Looked After and Previously Looked After
Children. The Designated Teacher has an important role in ensuring the specific needs of Looked
After and Previously Looked After Children are understood by the school's staff and reflected in
how the school may use the Pupil Premium Plus to support these children.
468 </p>
469 <p>
469 The Pupil Premium Plus for Looked After Children is managed by the VSH. However the Pupil Premium
Plus for Previously Looked After Children is managed by the school.
469 </p>
470 <p>
470 The Pupil Premium Plus is a key component in ensuring resources are available to support the
child's Personal Education Plan and the plan should clarify what the support is and how it will be
delivered.
470 </p>
471 <h4 id="fpep">
471 4.3 The First Personal Education Plan
471 </h4>
472 <p>
472 The first PEP should be in place as part of a Care Plan within 10 working days of a child becoming
Looked After.
472 </p>
473 <p>
473 The child's social worker should arrange a meeting to draw up the first PEP which should include
the Designated Teacher at the school (where the child has a school place), the residential
staff/carer and any other relevant professionals; and should involve the child and parents as far
as is appropriate and possible.
473 </p>
474 <p>
474 Where the child is excluded from school, the Head Teacher should be invited.
474 </p>
475 <p>
475 Where the child has no school place, the relevant education officer should be invited and asked to
assist in the search for a school place. The SEN adviser should also be asked to assist as
appropriate.
475 </p>
476 <p>
476 The first PEP should:
476 </p>
477 <ul>
478 <li>
478 Identify the educational and social factors that may have caused or may cause in the future a
detrimental effect on the child's educational achievement;
478 </li>
479 <li>
479 Identify the support required to reduce the impact of these factors;
479 </li>
480 <li>
480 Identify the child's immediate and priority needs and targets, (e.g. to maintain the current
school place, make transport arrangements, find a new school, obtain short-term interim
education);
480 </li>
481 <li>
481 Incorporate any SEN Support Plan or other school-based plan;
481 </li>
482 <li>
482 Identify a named person for the day to day management of the PEP and establish lines of
communication between the staff/carer, school/education staff and social worker - the basis of a
working partnership;
482 </li>
483 <li>
483 Establish boundaries of confidentiality;
483 </li>
484 <li>
484 Agree a date for the next PEP review meeting and how and when the next (full) PEP is going to be
drawn up.
484 </li>
485 </ul>
486 <p>
486 The completed PEP should be distributed to the child, parents, staff/carers and all others invited
to the meeting. A copy should also be sent to the child's Independent Reviewing Officer.
486 </p>
487 <p>
487 <span class="bold">
487 N.B.
487 </span>
487 The provision of education for pupils with Education, Health and Care Plans can only be changed if
the child's statement has been amended at an annual review.
487 </p>
488 <h3 id="_3when">
488 5. When a Child Moves to a New Local Authority
488 </h3>
489 <p>
489 If a child is placed in the area of a different local authority but continues to attend the same
school as before, the procedure outlined in
489 <a href="#fpep">
489 Section 4.3, The First Personal Education Plan
489 </a>
489 applies.
489 </p>
490 <p>
490 If the child is to be placed in the area of a different local authority and will need a new
school, efforts to obtain a school place should (unless it is an emergency placement) begin well
BEFORE they move to a new placement. The relevant Education Officer and, if appropriate, the SEN
adviser, should be provided with a full educational history and asked to assist in the search for
a school place.
490 </p>
491 <p>
491 Whenever possible a child should not be moved to a new placement until they also have a school
place.
491 </p>
492 <p>
492 Where the child does not have a school place - see
492 <a href="#_5noplace">
492 Section 7, When a Child has No School Place
492 </a>
492 .
492 </p>
493 <h4>
493 Pupils With Education, Health and Care Plans
493 </h4>
494 <p>
494 Where a child has an Education, Health and Care Plan (previously a statement of special
educational needs), the Plan must be transferred – see the
494 <a href="p_child_disability.html">
494 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities Procedure
494 </a>
494 .
494 </p>
495 <h3 id="_4newschool">
495 6. When a Child Needs or Joins a New School
495 </h3>
496 <p>
496 The choice of school requires skilled working between relevant people. It should be based on a
discussion between the child's social worker, their carers and, if appropriate, birth parents. The
VSH should normally be consulted to avoid choosing a school that is unlikely to meet the
child's needs. Looked After and Previously Looked After Children have been given the highest
priority within school admission arrangements. VSHs, working with education settings, should
implement pupil premium arrangements for Looked After Children.
496 </p>
497 <p>
497 Schools judged by Ofsted to be 'good' or 'outstanding' should be prioritised for Looked After and
Previously Looked After Children in need of a new school. Unless there are exceptional
evidence-based reasons, Looked After Children should never be placed in a school judged by Ofsted
to be 'inadequate'.
497 </p>
498 The child's wishes and feelings should be taken into account and the suitability of the education
setting tested by arranging an informal visit with the child. (
498 <span class="bold">
498 Note
498 </span>
498 : for those children who have been Previously Looked After, the parents or those who have Parental
Responsibility should receive information and advice regarding this, as they will make the decision
as to which school the child will attend).
499 <p>
499 Changes of school should be minimised to avoid disruption to the child's education and should not
take place in the middle of a school year or in years 10 and 11, unless this is unavoidable - see
499 <a href="#avoid">
499 Section 3, Avoidance of Disruption in Education
499 </a>
499 .
499 </p>
500 <p>
500 School details will need to be amended on the electronic record.
500 </p>
501 <h4>
501 6.1 Notification
501 </h4>
502 <p>
502 At least one member of staff in the school - the Designated Teacher or the Head Teacher - must be
informed by the social worker within 48 hours that the child is Looked After and be provided with
a copy of the child's current PEP. Other members of staff who need to know should be identified at
the PEP meeting, taking into account the child's wishes concerning confidentiality.
502 </p>
503 <p>
503 Where the child is a Previously Looked After Child, sharing of information regarding the
child's status is an issue that should be discussed with the parent or person with Parental
Responsibility, but impressing upon them the importance of sharing such information where it is
assessed the child has educational needs as a result of being Previously Looked After, or where a
previous school has supported the child on this basis.
503 </p>
504 <h4>
504 6.2 Pupils with Education, Health and Care Plans
504 </h4>
505 <p>
505 A change of school at any time needs the agreement of the relevant local education service
maintaining the Education, Health and Care Plan. This needs to be planned for as early as possible
as it can cause long delays.
505 </p>
506 <p>
506 The child's social worker should ensure that they are aware of the current position with regard to
the Plan, including any additional support provided and by whom.
506 </p>
507 <h4>
507 6.3 The First PEP in a new school
507 </h4>
508 <p>
508 A meeting should be held at the new school as soon as practicable.
508 </p>
509 <p>
509 A new or updated PEP should be in place within the first 20 days of a child joining a new school.
Subsequent PEPs should correspond with the Looked After Review cycle.
509 </p>
510 <p>
510 The first PEP in a new school should:
510 </p>
511 <ul>
512 <li>
512 Identify the child's immediate and priority needs (e.g. English as an additional language,
literacy support, behaviour management, mental health issues);
512 </li>
513 <li>
513 Establish contact between residential staff/carer, school staff and social worker - the basis of
a working partnership;
513 </li>
514 <li>
514 Identify a named person for the day to day management of the PEP and agree who contacts whom
about what;
514 </li>
515 <li>
515 Establish boundaries of confidentiality;
515 </li>
516 <li>
516 Share important information - perhaps including the Placement Plan;
516 </li>
517 <li>
517 Clarify how PP+ will be used to support the child;
517 </li>
518 <li>
518 Ensure records are forwarded from the previous school and/or carer;
518 </li>
519 <li>
519 Agree a date for the next PEP review meeting and how and when the next full PEP is going to be
drawn up (this needs to take account of the Looked After Review cycle because the PEP has to be
ready before or at the Review; but also term dates, parents evenings, school target setting
days, reviews of the SEN Support Plans, annual reviews of Education, Health and Care Plans
etc.).
519 </li>
520 </ul>
521 <p>
521 The completed PEP should be distributed to those invited to the meeting and the child's
Independent Reviewing Officer.
521 </p>
522 <h3 id="_5noplace">
522 7. When a Child has No School Place
522 </h3>
523 <p>
523 Finding a school place is primarily the social worker's responsibility but agreeing on the right
school is an important decision that needs to involve the Virtual School Head, the Independent
Reviewing Officer, Foster Carers and parents when appropriate. For children with an Education
Health and Care Plan, this will require careful joint planning and consultation via the SEN team.
523 </p>
524 <h4>
524 7.1 PEPs
524 </h4>
525 <p>
525 Children without a school place should still have an up-to-date PEP. It should address the
child's immediate educational needs and the longer-term planning.
525 </p>
526 <h4>
526 7.2 Children Placed within the local authority area
526 </h4>
527 <p>
527 Where the child does not have a school place because one cannot be found, or because mainstream
school is not appropriate to their needs, the child's social worker should notify and seek
assistance from the education service (and the SEN adviser, in appropriate cases). The local
education service should identify a school place within 20 working days at the latest; and should
be asked to provide alternative education if a school place cannot be found immediately or is not
appropriate.
527 </p>
528 <h4>
528 7.3 Children Placed in a different local authority area
528 </h4>
529 <p>
529 Where the child does not have a school place because one cannot be found, or the child has been
placed at very short notice, the child's social worker should notify the education service in the
area where the child is placed and request that a school be identified for the child as soon as
possible. The assistance of the local education service (and the local SEN adviser if appropriate)
should also be sought. Unless
529 <a href="#pupils_sens">
529 Section 7.4, Pupils with Education, Health and Care Plans
529 </a>
529 applies, the education service local to the placement should identify a school place within 20
working days at the latest; and should be asked to provide alternative education if a school place
cannot be found immediately or is not appropriate.
529 </p>
530 <h4 id="pupils_sens">
530 7.4 Pupils with Education, Health and Care Plans
530 </h4>
531 <p>
531 Applications for school places for pupils with an Education, Health and Care Plan should be made
through the special needs section of the local education service maintaining the plan, not
directly. This needs to be planned for as early as possible as it can cause long delays.
531 </p>
532 <p>
532 See:
532 <a href="p_child_disability.html">
532 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities Procedure
532 </a>
532 .
532 </p>
533 <h3 id="safeg_school">
533 8. Safeguarding the Looked After Child at School
533 </h3>
534 <p>
534 All staff in the school should be aware of the systems in the school that support safeguarding.
These systems should be explained to them as part of induction and there should be regular update
training for all staff. This should include:
534 </p>
535 <ol>
536 <li>
536 The child protection policy and procedures;
536 </li>
537 <li>
537 The Data Protection Act and safeguarding;
537 </li>
538 <li>
538 The child behaviour policy;
538 </li>
539 <li>
539 The staff behaviour policy (code of conduct);
539 </li>
540 <li>
540 The safeguarding response to children who go missing from education.
540 </li>
541 </ol>
542 <p>
542 All staff must report any concerns regarding Female Genital Mutilation (FGM)*, and should report
modern slavery, trafficking or exploitation.
542 </p>
543 <p class="tiny_text">
543 * Teachers have specific legal duty 2 Under Section 5B(11) (a) of the Female Genital Mutilation
Act 2003, “teacher” means, in relation to England, a person within section 141A(1) of the
Education Act 2002 (persons employed or engaged to carry out teaching work at schools and other
institutions in England).
543 </p>
544 <h4>
544 8.1 Child protection policy and procedures
544 </h4>
545 <p>
545 Following induction, all staff should have read the child protection policy and have an awareness
of safeguarding issues and be clear about how to report concerns and who they should report to.
Staff should receive training and guidance so they can recognise signs that a child is being drawn
into anti-social or criminal behaviour (including gang involvement) and understand how behaviours
linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting
(also known as youth produced sexual imagery) put children in danger (see also
545 <a href="#protect_peer">
545 Section 8.4, Protecting looked after children from peer on peer abuse
545 </a>
545 and
545 <a href="#serious">
545 Section 8.5, Serious Violence
545 </a>
545 ).
545 </p>
546 <p>
546 All children should feel and be safe in the school they attend. Looked After Children are a
vulnerable group. The aim of safeguarding and promoting the welfare of all children in education
should be:
546 </p>
547 <ul>
548 <li>
548 Protecting them from maltreatment;
548 </li>
549 <li>
549 Preventing any impairment of their health or development;
549 </li>
550 <li>
550 Ensuring they are growing up in circumstances consistent with safe and effective care;
550 </li>
551 <li>
551 Being proactive in enabling them to experience positive outcomes.
551 </li>
552 </ul>
553 <h4 id="data_protect">
553 8.2 Data protection and safeguarding
553 </h4>
554 <p>
554 <span class="bold">
554 NOTE:
554 </span>
554 Information does not refer simply to written or electronically stored records. It also refers to
other kinds of information such as biometric data (for example, use of finger prints to receive
school dinners or to enter buildings).
554 </p>
555 <p>
555 GDPR does not prevent, or limit, the sharing of information for the purposes of keeping children
safe. Lawful and secure information sharing between schools, Children's Social Care, and other
local agencies, is essential for keeping children safe and ensuring they get the support they
need.
555 </p>
556 <p>
556 When Designated Safeguarding Leads in schools are considering whether, or not, to share
safeguarding information (especially with other agencies) it is considered best practice for them
to record who they are sharing that information with and for what reason. If they have taken a
decision not to seek consent from the data subject and/or parent/carer that should also be
recorded within the safeguarding file.
556 </p>
557 <p>
557 All relevant information can be shared without consent if to gain consent would place a child at
risk. Fears about sharing information
557 <span class="bold">
557 must not be allowed
557 </span>
557 to stand in the way of promoting the welfare and protecting the safety of children. As with all
data sharing, appropriate organisational and technical safeguards should still be in place.
557 </p>
558 <h4>
558 8.3 Protecting Looked After Children from adults that may pose a risk to them and/or other
children in the school
558 </h4>
559 <p>
559 It is essential that social workers, carers and school staff, particularly the Designated
Safeguarding Lead, have absolute clarity with regard to who is and is not allowed to have access
to any Looked After Child.
559 </p>
560 <p>
560 Any suspicion regarding any adult seeking contact with the child, either in person or through
social media, during school hours should be reported to the Designated Safeguarding Lead
immediately.
560 </p>
561 <p>
561 Any member of staff who has concerns about anyone working within the school (staff, volunteers) or
undertaking work on or near school premises (contractors, advisors, catering and so forth) must
inform a senior member of staff immediately.
561 </p>
562 <p>
562 The child's social worker must then be informed and child protection procedures then followed.
Staff will also need to be aware of issues such as forced marriage and FGM that may have led to
some children becoming looked after.
562 </p>
563 <h4 id="protect_peer">
563 8.4 Protecting looked after children from peer on peer abuse
563 </h4>
564 <p>
564 For further information, please see:
564 <a href="https://www.keepingchildrensafeineducation.co.uk/part_five_ch_sex_viol.html"
target="_blank" rel="noopener">
564 Part 5 of KCSIE - Child on Child Sexual Violence and Sexual Harassment
564 </a>
564 .
564 </p>
565 <p>
565 <span class="bold">
565 All
565 </span>
565 staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse.
This can include (but is not limited to):
565 </p>
566 <ul>
567 <li>
567 Bullying (including cyberbullying);
567 </li>
568 <li>
568 Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing
physical harm;
568 </li>
569 <li>
569 Sexual violence such as rape, assault by penetration and sexual assault;
569 </li>
570 <li>
570 Sexual harassment such as sexual comments, remarks, jokes and online sexual harassment, which
may be stand-alone or part of a broader pattern of abuse;
570 </li>
571 <li>
571 Upskirting which typically involves taking a picture under a person’s clothing without them
knowing, with the intention of viewing their genitals or buttocks to obtain sexual
gratification, or cause the victim humiliation, distress or alarm;
571 </li>
572 <li>
572 Sexting (also known as youth produced sexual imagery);
572 </li>
573 <li>
573 Initiating/hazing type violence and rituals.
573 </li>
574 </ul>
575 <p>
575 Staff should be clear as to the school or college's policy and procedures with regards to peer on
peer abuse.
575 </p>
576 <p>
576 Looked After and Previously Looked After Children can be particularly vulnerable to individual or
group bullying either in person or through social media where they can be subject to verbal and
physical violence and/or sexual violence and harassment.
576 </p>
577 <p>
577 Girls are at significantly greater risk of sexual harassment and assault than boys. Schools and
colleges should ensure that their response to sexual violence and sexual harassment between
children of the same identified gender is equally robust as it is for sexual violence and sexual
harassment between children of different identified genders.
577 </p>
578 <p>
578 Schools must have procedures in place to protect all children, but particularly vulnerable groups
of children such as Looked After Children, from unwanted and damaging interactions with their
peers. It is important, as well, to be aware that Looked After and Previously Looked After
Children may be the perpetrators of abuse. In this case the school or college will have a
difficult balancing act to consider. On the one hand to safeguard the victim (and the wider
student body) and on the other hand providing the alleged perpetrator with an education,
safeguarding support as appropriate and implementing any disciplinary sanctions.
578 </p>
579 <h4 id="serious">
579 8.5 Serious Violence
579 </h4>
580 <p>
580 All staff should be aware of indicators, which may signal that children are at risk from, or are
involved with serious violent crime. Indicators may include increased absence from school, a
change in friendships or relationships with older individuals or groups, a significant decline in
performance, signs of self- harm or a significant change in wellbeing or signs of assault or
unexplained injuries. Unexplained gifts or new possessions could also indicate that children have
been approached by, or are involved with, individuals associated with sexual exploitation,
criminal networks or gangs.
580 </p>
581 <p>
581 Looked After Children are particularly vulnerable to being targeted by gangs. Carers, social
workers and school staff should be proactive and share any concerns at the earliest possible time.
581 </p>
582 <p>
582 For further information go to please see:
582 </p>
583 <ul>
584 <li>
584 <a
href="https://www.gov.uk/government/publications/advice-to-schools-and-colleges-on-gangs-and-you
th-violence" target="_blank" rel="noopener">
584 Advice to schools and colleges on gangs and youth violence
584 </a>
584 ;
584 </li>
585 <li>
585 <a
href="https://www.gov.uk/government/publications/criminal-exploitation-of-children-and-vulnerabl
e-adults-county-lines" target="_blank" rel="noopener">
585 Criminal exploitation of children and vulnerable adults
585 </a>
585 .
585 </li>
586 </ul>
587 <h4>
587 8.6 Assisting Looked After Children to reduce risk taking behaviour
587 </h4>
588 <p>
588 There is a whole range of risk taking behaviours that Looked After and Previously Looked After
Children could be involved in ranging from gang based activities to drug and alcohol abuse and/or
radicalisation.
588 </p>
589 <p>
589 A child going missing from education is a potential indicator of abuse or neglect and such
children are at risk of being victims of harm, exploitation or radicalisation.
589 </p>
590 <p>
590 School and college staff should follow their procedures for unauthorised absence and for dealing
with children that go missing from education, particularly on repeat occasions, to help identify
the risk of abuse and neglect, including sexual or criminal exploitation, and to help prevent the
risks of going missing in future. It is essential that all staff are alert to signs to look out
for and the individual triggers to be aware of when considering the risks of potential
safeguarding concerns such as travelling to conflict zones, female genital mutilation and forced
marriage.
590 </p>
591 <p>
591 Further information about children at risk of missing education can be found in the
591 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/f
ile/550416/Children_Missing_Education_-_statutory_guidance.pdf" target="_blank" rel="noopener">
591 Children Missing Education - Statutory guidance for local authorities
591 </a>
591 .
591 </p>
592 <p>
592 Where necessary, the Children Missing from Care Procedure must be followed - see the
592 <a
href="http://www.bexleylscb.org.uk/page.php?section=section_0&id=267#Children%20who%20go%20Mis
sing%20from%20Home%20and%20Care%20and%20Education" target="_blank" rel="noopener">
592 Safeguarding Children Partnership Procedures
592 </a>
592 .
592 </p>
593 <h3 id="_6celebrate">
593 9. Celebrating a Child's Achievements
593 </h3>
594 <p>
594 Children's educational (and other) achievements should be acknowledged at one or more of the
following times: at Looked After Reviews; in the PEP, at school-based meetings; in school reports;
and after exams.
594 </p>
595 <h4>
595 Recording a Child's Achievements
595 </h4>
596 <p>
596 A Looked After Child's educational attainments at Key Stages 1-3, GCSE, A Level and GNVQ should be
recorded, including on the electronic record and in the PEP.
596 </p>
597 <h3 id="_8absent">
597 10. When a Child is Absent from School
597 </h3>
598 <p>
598 The residential staff/carer must notify the school and the child's social worker immediately if
the child does not attend school for any reason.
598 </p>
599 <p>
599 In any case where the child has been absent from school for more than 10 days, the social worker
should liaise with the school, the child, residential staff/carers and any other relevant person
to address:
599 </p>
600 <ul>
601 <li>
601 The reasons for the absence;
601 </li>
602 <li>
602 How to ensure the child returns to education as soon as possible;
602 </li>
603 <li>
603 Whether and how the child can be helped to catch up on what they have missed.
603 </li>
604 </ul>
605 <p>
605 If the child is missing from school and/or home, please see:
605 <a href="#safeg_school">
605 Section 8, Safeguarding the Looked After Child at School
605 </a>
605 .
605 </p>
606 <h3 id="_9school">
606 11. School Exclusions
606 </h3>
607 <p>
607 Where a school has concerns about a the behaviour of a child who is Looked After or Previously
Looked After, the VSH should be informed and, where necessary, involved at the earliest
opportunity. This is to enable the VSH, working with others, to:
607 </p>
608 <ul>
609 <li>
609 Consider what additional assessment and support (such as additional help for the classroom
teacher, one-to-one therapeutic work or a suitable alternative placement) needs to be put in
place to address the causes of the child's behaviour and prevent the need for exclusion;
609 </li>
610 <li>
610 Make any additional arrangements to support the child's on-going education in the event of an
exclusion.
610 </li>
611 </ul>
612 <p>
612 In these circumstances, where the child is a Previously Looked After Child, the carer with
Parental Responsibility should be advised also and the VSH should work with them to consider what
additional supports etc. may be needed (as above) and advocate accordingly, but bearing in mind
the carer has the main responsibility for overseeing the child's educational progress.
612 </p>
613 <p>
613 Where a Looked After Child is excluded from school, the child's social worker must inform the
child's Independent Reviewing Officer.
613 </p>
614 <h4>
614 11.1 Fixed term exclusions
614 </h4>
615 <p>
615 Looked After and Previously Looked After Children have disproportionately high rates of exclusion
and are particularly vulnerable to the impacts of exclusions. Headteachers should, as far as
possible, avoid excluding Looked After and Previously Looked After Children. Exclusion from school
should be a last resort and it is important therefore to work with the school and carers to
intervene as soon as a child's behaviour becomes a cause for concern.
615 </p>
616 <p>
616 Where a school has concerns about the behaviour of a Looked After or Previously Looked After Child
which could result in the child being excluded from school, the child's parents or carers should
be advised and they, and/or the school's Designated Teacher, should seek the advice of the VSH on
strategies to support the child to avoid exclusion. If the child is a Child in Need (Section 17
Children Act 1989), the social worker should be made aware as soon as possible and, where
appropriate, a Child in Need meeting or review convened.
616 </p>
617 <p>
617 Where a child is excluded from school for a fixed period, the school will provide work for the
child for the first 5 days of the exclusion. The social worker must liaise with the residential
staff/carers about suitable arrangements for supervising the child doing the schoolwork during the
day and ensuring the child does not go out during school hours. With effect from the 6th day the
school should provide a place for the child to be educated.
617 </p>
618 <p>
618 The school will communicate the reasons for the exclusion to the residential staff/carer and the
social worker. Whoever is the most appropriate one to do so will discuss this with the child. The
social worker should inform the parents, if appropriate.
618 </p>
619 <p>
619 The social worker, in consultation with the child and parents, must seek advice as to whether to
appeal against the decision to exclude the child.
619 </p>
620 <p>
620 If the child is in primary school and receives a fixed term exclusion or is in secondary school
and is excluded for more than 5 days, the social worker should ensure a reintegration meeting is
held within the 5 days to discuss their return and how best this can be supported.
620 </p>
621 <h4>
621 11.2 Permanent exclusions
621 </h4>
622 <p>
622 When a child is permanently excluded but is remaining in the same foster or residential placement,
the social worker will liaise urgently with the local education service in which the child is
living to find an alternative school placement. Again, for the first 5 days of the exclusion the
school will provide work and the child should not be out unaccompanied in public during school
hours. From the 6th day the local authority will arrange for a place for the child to be educated.
622 </p>
623 <p>
623 In the case of permanent exclusion a meeting of a committee of governors will be held within 15
days to review the decision. If the committee decides to uphold the decision to permanently
exclude, an appeal can be made within 15 school days. The appeals form can be completed by a
foster carer or anyone who has Parental Responsibility for the child.
623 </p>
624 <p>
624 See also:
624 <a href="https://www.gov.uk/government/publications/school-exclusion" target="_blank"
rel="noopener">
624 Exclusion from Maintained Schools, Academies and Pupil Referral Units in England: A Guide for
those with Legal Responsibilities in Relation to Exclusion
624 </a>
624 .
624 </p>
625 <h3 id="ten_pregnant">
625 12. When a Young Woman becomes Pregnant
625 </h3>
626 <p>
626 Becoming pregnant is not in itself a reason to stop attending school, nor to cease education.
626 </p>
627 <p>
627 Where a young woman becomes pregnant, the social worker must ensure that the young woman remains
in education if at all possible and arrange for her to receive support from the education
authority for the area in which she lives and/or the school she attends.
627 </p>
628 <p class="hightlight2">
628 (Customer to add their local Protocol here)
628 </p>
629 <h3 id="eleven_transport">
629 13. School Transport
629 </h3>
630 <p>
630 In order to maintain continuity of school, those with responsibility for school transport should
be approached to provide assistance with transport. A decision will be made taking into account
the child's age and the distance from the child's address to the nearest suitable school.
630 </p>
631 <h3 id="ch_yp_med_conditions">
631 14. Children and Young People with Medical Conditions
631 </h3>
632 <p>
632 Since 1 September 2014, governing bodies have had a statutory duty to make arrangements to support
pupils at school with medical conditions. The Designated Medical Officer can support schools with
these duties. For more information see
632 <a
href="https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditio
ns--3" target="_blank" rel="noopener">
632 Supporting Pupils at School with Medical Conditions: Statutory Guidance for Governing Bodies of
Maintained Schools and Proprietors of Academies in England
632 </a>
632 .
632 </p>
633 <h3 id="mental_health">
633 15. Mental Health
633 </h3>
634 <p>
634 Looked After and Previously Looked After Children are more likely to experience the challenge of
social, emotional and mental health issues than their peers. For example, they may struggle with
executive functioning skills, forming trusting relationships, social skills, managing strong
feelings (e.g. shame, sadness, anxiety and anger), sensory processing difficulties, foetal alcohol
syndrome and coping with transitions and change. This can impact on their behaviour and education.
634 </p>
635 <p>
635 Designated Teachers are not expected to be mental health experts; however, they have an important
role in ensuring they and other school staff can identify signs of potential issues and understand
where the school can draw on specialist services, such as CAMHS and educational psychologists. In
addition, many schools have an officer responsible for making links with mental health services,
with whom Designated Teachers can work closely. Where such an officer is available, Designated
Teachers should work with them, and the VSH to ensure that they, and other school staff, have the
skills to:
635 </p>
636 <ul>
637 <li>
637 Identify signs of potential mental health issues, and know how to access further assessment and
support where necessary, making full use of the SENCO and local authority support team where
applicable; and
637 </li>
638 <li>
638 Understand the impact trauma, attachment disorder and other mental health issues can have on
Looked After and Previously Looked After Children and their ability to engage in learning. It is
also important that the Designated Teacher and other school staff are aware that these issues
will continue to affect Previously Looked After Children, and that the school will need to
continue to respond appropriately to their needs.
638 </li>
639 </ul>
640 <h3 id="training">
640 16. Training for those Involved in the Care and Education of Looked After and Previously Looked
After Children
640 </h3>
641 <p>
641 The VSH should ensure that there are appropriate arrangements in place to meet the training needs
of those responsible for promoting the educational achievement of Looked After and Previously
Looked After Children. This includes carers, social workers, Designated Teachers and IROs.
641 </p>
642 <p>
642 Such training, among other things, should include information about school admission arrangements;
Special Educational Needs; attendance and exclusions; homework; choosing GCSE options; managing
any challenging behaviour in relation to education settings; promoting positive educational and
recreational activities and supporting children to be aspirational for their future education;
training and employment, and the importance of listening to and taking account of the child's
wishes and feelings about education and the PEP process.
642 </p>
643 <p>
643 The VSH should ensure that school governing bodies understand the importance of specific
professional development for, as a minimum, their senior leaders and Designated Teachers in
supporting the achievement of Looked After and Previously Looked After Children.
643 </p>
644 <h3 id="info_sharing">
644 17. Information Sharing
644 </h3>
645 <p>
645 VSHs should have access to a secure email account that enables them to exchange information
securely with other VSHs in whose area they have placed children.
645 </p>
646 <p>
646 Arrangements for sharing reliable data must be in place, particularly in relation to the tracking
and monitoring of attainment data and notifications of where children, including those placed
out-of-authority, are being educated, and must set out:
646 </p>
647 <ul>
648 <li>
648 Who has access to what information and how the security of data will be ensured;
648 </li>
649 <li>
649 How children and parents are informed of, and allowed to challenge, information that is kept
about them;
649 </li>
650 <li>
650 How carers contribute to and receive information;
650 </li>
651 <li>
651 Mechanisms for sharing information between relevant local authority departments and schools;
651 </li>
652 <li>
652 How relevant information about individual children is passed promptly between authorities,
departments and schools when young people move. Relevant information includes the PEP, which as
part of the Looked After Child's educational record should be transferred with them to the new
school.
652 </li>
653 </ul>
654 <p>
654 For further information regarding sharing of information, please see:
654 <a href="#data_protect">
654 Section 8.2, Data protection and safeguarding
654 </a>
654 .
654 </p>
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