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8 School and Education | Haringey Foster Carer Handbook
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47 <div class="content_text">
48 <h1>
48 School and Education
48 </h1>
49 <div class="scope_box_blue">
50 <p style="font-weight:500; font-size: 140%;">
50 Standards & Regulations
50 </p>
51 <p>
51 Fostering Services National Minimum Standards (England) 2011:
51 </p>
52 <ul>
53 <li>
53 <a href="http://www.minimumstandards.org/fost_eight.html" target="_blank">
53 Standard 8 - Promoting Educational Attainment
53 </a>
53 .
53 </li>
54 </ul>
55 <p>
55 Training, Support and Development Standards for Foster Care:
55 </p>
56 <ul>
57 <li>
57 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
57 Standard 2 - Understand your role as a foster carer
57 </a>
57 .
57 </li>
58 <li>
58 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
58 Standard 4 - Know how to communicate effectively
58 </a>
58 .
58 </li>
59 <li>
59 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
59 Standard 5 - Understand the development of children and young people
59 </a>
59 .
59 </li>
60 <li>
60 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
60 Standard 6 - Keep children and young people safe from harm
60 </a>
60 .
60 </li>
61 </ul>
62 </div>
63 <p>
63 <br />
64 </p>
65 <h2 class="h2_underlined">
65 Contents
65 </h2>
66 <ol>
67 <li>
67 <a href="#intro">
67 Introduction
67 </a>
67 </li>
68 <li>
68 <a href="#pep">
68 The Personal Education Plan (PEP)
68 </a>
68 </li>
69 <li>
69 <a href="#when">
69 When a Child Needs or Joins a New School
69 </a>
69 </li>
70 <li>
70 <a href="#avoid">
70 Avoidance of Disruption Whilst at School
70 </a>
70 </li>
71 <li>
71 <a href="#new">
71 When a Child Moves to a New Local Authority
71 </a>
71 </li>
72 <li>
72 <a href="#celebrating">
72 Celebrating a Child's Achievements
72 </a>
72 </li>
73 <li>
73 <a href="#safeg_schools">
73 Safeguarding in Schools
73 </a>
73 </li>
74 <li>
74 <a href="#absent">
74 When a Child is Absent from School
74 </a>
74 </li>
75 <li>
75 <a href="#hol">
75 Holidays and Short Breaks
75 </a>
75 </li>
76 <li>
76 <a href="#school">
76 School Exclusions
76 </a>
76 </li>
77 <li>
77 <a href="#pregnant">
77 When a Young Person Becomes Pregnant
77 </a>
77 </li>
78 <li>
78 <a href="#education_matters">
78 Education Matters
78 </a>
78 </li>
79 </ol>
80 <h2 class="h2_underlined">
80 <br />
81 1.
81 <a name="intro" id="intro">
81 </a>
81 Introduction
81 </h2>
82 <p>
82 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/looked_after_child.html"
target="_blank">
82 Looked After Children
82 </a>
82 may have experienced disrupted education due to changes in their placements. This can have an
impact on how well they do and how they feel about themselves and school.
82 </p>
83 <p>
83 It is vital that a child’s educational arrangements and needs are discussed with the child’s
social worker and your Supervising Social Worker before the placement starts.
83 </p>
84 <p>
84 You play an important role in promoting education, including early years / nursery, as well as
providing a learning environment in the family home.
84 </p>
85 <p class="bold">
85 Your role:
85 </p>
86 <ul>
87 <li>
87 Keep nursery, school, alternative education provider or college informed of any significant
changes and issues;
87 </li>
88 <li>
88 Help the young person to express their concerns or aspirations and advocate on their behalf;
88 </li>
89 <li>
89 Attend open evenings and any school meetings needed and encourage, where appropriate, parent’s
involvement;
89 </li>
90 <li>
90 Provide uniform, equipment including a computer and appropriate financial support for trips and
after school clubs;
90 </li>
91 <li>
91 Establish clear expectations and provide support with attendance, punctuality, uniform, and
completion of homework;
91 </li>
92 <li>
92 Liaise with the school and other agencies including the child’s social worker if non school
attendance is an issue;
92 </li>
93 <li>
93 Support a child/young person to achieve their education or training goals;
93 </li>
94 <li>
94 Encourage a child/young person to look at alternative education/placements, further or higher
education or training;
94 </li>
95 <li>
95 Have up to date information about progress and attendance;
95 </li>
96 <li>
96 Contribute to the on-going assessment of the child’s educational needs and progress including
the support of the
96 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/pers_education_plan.html"
target="_blank">
96 Personal Education Plan (PEP)
96 </a>
96 ;
96 </li>
97 <li>
97 Record any relevant information with regards to the child/young person;
97 </li>
98 <li>
98 Speak to the child’s social worker if you have any concerns.
98 </li>
99 </ul>
100 <h2 class="h2_underlined">
100 <br />
101 2.
101 <a name="pep" id="pep">
101 </a>
101 The Personal Education Plan (PEP)
101 </h2>
102 <p>
102 All
102 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/looked_after_child.html"
target="_blank">
102 Looked After Children
102 </a>
102 of compulsory school age must have a PEP, even if they are not currently in education. It provides
important information to make sure that the right support is in place so that the child can
achieve their targets. It should also be a record of the child's leisure interests and
educationally what has been achieved.
102 </p>
103 <p>
103 The child's social worker should arrange a meeting to put together the first PEP within the first
20 days of a child becoming Looked After.
103 </p>
104 <p>
104 Who should be invited?
104 </p>
105 <ul>
106 <li>
106 You;
106 </li>
107 <li>
107 The child and their parents if appropriate;
107 </li>
108 <li>
108 The Designated Teacher at the school;
108 </li>
109 <li>
109 Any other relevant professionals.
109 </li>
110 </ul>
111 <p>
111 If the child is excluded from school, the Head Teacher, an education officer and the SEN adviser
if needed should be invited.
111 </p>
112 <p>
112 PEP’s should:
112 </p>
113 <ul>
114 <li>
114 Identify developmental and educational needs in relation to skills, knowledge, subject areas and
experiences;
114 </li>
115 <li>
115 Set short and long-term educational attainment targets agreed in partnership with the child and
the carer where appropriate;
115 </li>
116 <li>
116 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;
116 </li>
117 <li>
117 Include information on how the child’s progress is to be rigorously monitored;
117 </li>
118 <li>
118 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;
118 </li>
119 <li>
119 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);
119 </li>
120 <li>
120 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;
120 </li>
121 <li>
121 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 young person’s strengths and capabilities and the outcomes they
want to achieve;
121 </li>
122 <li>
122 Include the child’s views on how they see they have progressed and what support they consider to
be most effective;
122 </li>
123 <li>
123 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);
123 </li>
124 <li>
124 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
124 </li>
125 <li>
125 Have clear accountability in terms of who within the school is responsible for making the
actions identified in the plan happen.
125 </li>
126 </ul>
127 <p>
127 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.
127 </p>
128 <p>
128 The completed PEP should be given to you, the child, their parents, and all others invited to the
meeting. A copy should also be sent to the child's Independent Reviewing Officer.
128 </p>
129 <ul>
130 <li>
130 Your role and any other person who cares for the child in promoting their educational
achievements and leisure interests.
130 </li>
131 </ul>
132 <p>
132 The child’s social worker must ensure PEP review meeting take place on time.
132 </p>
133 <p>
133 PEP decisions and recommendations must be shared with the child's Independent Reviewing Officer at
the Looked After Review.
133 </p>
134 <p>
134 If there are changes in arrangements such as a change of school or if the child may need private
tuition, these recommendations should be taken to the child’s Looked After Review.
134 </p>
135 <p>
135 Both Looked After Children are eligible for Pupil Premium Plus (PP+) funding. This is additional
funding provided to help improve the attainment of 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 PP+ reflects the significant additional barriers faced by
Looked-After Children.
135 </p>
136 <p>
136 The PP+ for Looked After Children is managed by the VSH.
136 </p>
137 <p>
137 The PP+ 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.
137 </p>
138 <h2 class="h2_underlined">
138 <br />
139 3.
139 <a name="when" id="when">
139 </a>
139 When a Child Needs or Joins a New School
139 </h2>
140 <p>
140 Choosing and applying for a school place is usually the child's social worker's responsibility but
in some circumstances may be delegated to you or shared with others.
140 </p>
141 <p>
141 Changes of school should be avoided as this will disrupt the child's education. It should not take
place in the middle of a school year or in years 10 and 11, unless this is unavoidable.
141 </p>
142 <p>
142 They should 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 about
confidentiality.
142 </p>
143 <p>
143 <span class="bold">
143 Education Health and Care Plans:
143 </span>
143 </p>
144 <p>
144 A change of school at any time needs the agreement of the relevant local education service
maintaining the plan.
144 </p>
145 <h2 class="h2_underlined">
145 <br />
146 4.
146 <a name="avoid" id="avoid">
146 </a>
146 Avoidance of Disruption Whilst at School
146 </h2>
147 <p>
147 A Senior Manager (Nominated Officer) must approve any change of placement affecting a child in Key
Stage 4, except in an emergency/where the placement ends because of an immediate risk of serious
harm to the child or to protect others from serious injury.
147 </p>
148 <p>
148 In those circumstances, the Local Authority must make appropriate arrangements to promote the
child’s educational achievement as soon as possible.
148 </p>
149 <h2 class="h2_underlined">
149 <br />
150 5.
150 <a name="new" id="new">
150 </a>
150 When a Child Moves to a New Local Authority
150 </h2>
151 <p>
151 If the child is to be placed in the area of a different local authority and will need a new
school, this should be looked at (unless it is an emergency placement) begin well before they
move.
151 </p>
152 <p>
152 The Education Officer and, if needed, the SEN adviser, should be asked to help with this.
152 </p>
153 <p>
153 Where possible a child should not be moved to a new placement until they have a school place.
153 </p>
154 <p>
154 <span class="bold">
154 Pupils With Educational Health and Care (EHC) Plan (Previously called Statements of Special
Educational Needs):
154 </span>
154 </p>
155 <p>
155 The local education service where the child lives (unless in residential accommodation) is
responsible for the placement and provision of education to a pupil who has an EHC Plan. The
education service for the area to which the child is moving should therefore be requested to adopt
the EHC Plan. This needs to be planned as early as possible as it can cause long delays.
155 </p>
156 <h2 class="h2_underlined">
156 <br />
157 6.
157 <a name="celebrating" id="celebrating">
157 </a>
157 Celebrating a Child's Achievements
157 </h2>
158 <p>
158 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.
158 </p>
159 <p>
159 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.
159 </p>
160 <h2 class="h2_underlined">
160 <br />
161 7.
161 <a name="safeg_schools" id="safeg_schools">
161 </a>
161 Safeguarding in Schools
161 </h2>
162 <p>
162 Looked After Children are a vulnerable group. Staff, in the school, should all be aware of the
systems in place that will support safeguarding. The aim of safeguarding and promoting the welfare
of all children in education should be:
162 </p>
163 <ul>
164 <li>
164 Protecting them from maltreatment;
164 </li>
165 <li>
165 Preventing any impairment of their health or development;
165 </li>
166 <li>
166 Ensuring they are growing up in circumstances consistent with safe and effective care;
166 </li>
167 <li>
167 Being proactive in enabling them to experience positive outcomes.
167 </li>
168 </ul>
169 <p>
169 There should be staff (usually the Designated Teacher or the SEN coordinator) who will be able to
share with you information about:
169 </p>
170 <ul>
171 <li>
171 The school’s child protection policy and procedures;
171 </li>
172 <li>
172 The Data Protection Act and safeguarding;
172 </li>
173 <li>
173 The child behaviour policy;
173 </li>
174 <li>
174 The staff behaviour policy (code of conduct);
174 </li>
175 <li>
175 The safeguarding response to children who go missing from education.
175 </li>
176 </ul>
177 <p>
177 They will also explain that staff must report any concerns regarding Female Genital Mutilation
(FGM).
177 </p>
178 <h2 class="h2_underlined">
178 <br />
179 8.
179 <a name="absent" id="absent">
179 </a>
179 When a Child is Absent from School
179 </h2>
180 <p>
180 You must notify the school and the child’s social worker immediately if the child does not attend
school for any reason.
180 </p>
181 <p>
181 If the child has been absent from school for more than 10 days, the social worker should talk to
you, the school and the child, and any other relevant person to understand:
181 </p>
182 <ul>
183 <li>
183 The reasons for the absence;
183 </li>
184 <li>
184 How to ensure the child returns to school or education;
184 </li>
185 <li>
185 Whether and how the child can be helped to catch up on what they have missed.
185 </li>
186 </ul>
187 <p>
187 If the child is missing see also:
187 <a href="missing.html">
187 My Foster Child is Missing
187 </a>
187 .
187 </p>
188 <h2 class="h2_underlined">
188 <br />
189 9.
189 <a name="hol" id="hol">
189 </a>
189 Holidays and Short Breaks
189 </h2>
190 <p>
190 See:
190 <a
href="http://webarchive.nationalarchives.gov.uk/20130123124929/http:/www.legislation.gov.uk/uksi/2
013/756/contents/made" target="_blank">
190 The Education (Pupils Registration) (England) (Amendment) Regulations 2013
190 </a>
190 .
190 </p>
191 <p>
191 You should talk to your Supervising Social Worker if you are planning a holiday or short break
children must not be taken on holiday during term time.
191 </p>
192 <h2 class="h2_underlined">
192 <br />
193 10.
193 <a name="school" id="school">
193 </a>
193 School Exclusions
193 </h2>
194 <p>
194 The school should tell you and the child’s social worker the reasons for the exclusion. You should
decide with the child’s social worker who should speak to the child. The social worker should
inform the parents, if appropriate. The social worker, after talking to the child and their
parents, must look at whether to appeal against the decision to exclude the child.
194 </p>
195 <p>
195 The child’s social worker must also inform the child’s Independent Reviewing Officer.
195 </p>
196 <p>
196 Exclusion from school should be a last resort for children who are looked after so it is vital
that you work with the school as soon as a child's behaviour becomes a cause for concern.
196 </p>
197 <p>
197 If a child is excluded from school for a fixed period, the school will provide work for the first
5 days of the exclusion.
197 </p>
198 <p>
198 The social worker must talk to you about suitable arrangements for making sure the child does
schoolwork during the day and ensuring that the child does not go out during school hours.
198 </p>
199 <p>
199 From the 6th day the school should provide a place for the child to be educated.
199 </p>
200 <p>
200 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 make sure a meeting is held within
the 5 days to discuss the child’s return and how best this can be supported.
200 </p>
201 <p>
201 When a child is permanently excluded but is in the same foster home, the social worker should
speak to the local education service to find another school placement.
201 </p>
202 <p>
202 In the case of permanent exclusion a meeting of the governors will be held within 15 days to
review the decision. If the meeting decides to uphold the decision to permanently exclude, an
appeal can be made within 15 school days. The appeals form can be completed by you or anyone who
has Parental Responsibility for the child.
202 </p>
203 <h2 class="h2_underlined">
203 <br />
204 11.
204 <a name="pregnant" id="pregnant">
204 </a>
204 When a Young Person Becomes Pregnant
204 </h2>
205 <p>
205 Becoming pregnant is not in itself a reason for a young woman to stop attending school, or to
cease education.
205 </p>
206 <p>
206 Where a young woman becomes pregnant, the social worker must ensure that they remain in education
if at all possible. The
206 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/desig_teacher.html"
target="_blank">
206 Designated Teacher
206 </a>
206 for Looked After Children at the school should ensure an appropriate plan is in place.
206 </p>
207 <h2 class="h2_underlined">
207 <br />
208 12.
208 <a name="education_matters" id="education_matters">
208 </a>
208 Education Matters
208 </h2>
209 <p>
209 Education matters to everyone. Haringey Children’s Service has high aspirations for all children
in care to help them maximise their access to education and have the chance to achieve their full
potential.
209 </p>
210 <h3 class="h3">
210 Why does education matter?
210 </h3>
211 <p>
211 Education matters to all children and young people as it is crucial to their well-being and
improves their life chances. Haringey Council has
211 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/corporate_parenting.html"
target="_blank">
211 Corporate Parenting
211 </a>
211 responsibility for children in care and, like all parents, valuing and supporting children's
education is one of the most important contributions the Council can make to their lives.
211 </p>
212 <h3 class="h3">
212 Who do I contact at school to discuss my child’s education?
212 </h3>
213 <p>
213 Your child’s school will have a Designated Teacher for children in care. This means that they will
be making sure that your child is making progress at school, and assisting and supporting as
required. You should contact the Designated Teacher in the first instance to discuss any aspect of
your child’s education. If you have any specific concerns in regard to Special Educational Needs,
you can request a meeting with the school’s
213 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/spec_edu_needs.html"
target="_blank">
213 Special Educational Needs
213 </a>
213 co-ordinator, or SENCO.
213 </p>
214 <h3 class="h3">
214 How can I support my child’s education?
214 </h3>
215 <h4 class="h4">
215 Home environment
215 </h4>
216 <p>
216 A calm, positive home life is essential for children to achieve well at school. You can help to
maintain this by establishing a good routine for homework, ensuring that children get enough
sleep, eat well and making sure they get to school on time. Having a quiet and well-lit area in
which children can complete their homework is vital.
216 </p>
217 <h4 class="h4">
217 Attendance
217 </h4>
218 <p>
218 Ensuring your child attends school every day and on time is essential. Research shows that pupils
who attend school regularly achieve higher grades than those who do not.
218 </p>
219 <ul>
220 <li>
220 90% Attendance is equal to one session per week of absence.
220 </li>
221 <li>
221 4 weeks missed every year over 5 secondary school years is equal to half a school year.
221 </li>
222 <li>
222 Research suggests that 17 days absence in one school year will result in a DROP in a GCSE Grade.
222 </li>
223 <li>
223 A two week holiday is a loss of 50 lessons and an attendance level of 94%.
223 </li>
224 </ul>
225 <h4 class="h4">
225 Training
225 </h4>
226 <p>
226 Supporting children’s education is one of the most important roles a foster carer has. You can
ensure you fulfill this role by partaking in training opportunities, liaising regularly with your
child’s school and supporting children to access cultural and leisure activities outside of school
hours.
226 </p>
227 <p>
227 The Virtual School for Children in Care in Haringey can also help you to support your child’s
education.
227 </p>
228 <h3 class="h3">
228 What can I do to improve my child’s learning?
229 </h3>
230 <p>
230 Reading at home with your child, completing homework together and providing opportunities for
incidental learning (such as adding up the cost of shopping or planning a journey) are just some
of the ways you can improve children’s educational outcomes.
230 </p>
231 <p>
231 Visits to museums, art galleries, sports and music events, and organised groups such as scouts and
martial arts are all learning opportunities. Taking advantage of out of school hours learning
opportunities through cultural and leisure activities will broaden your child’s horizons and
improve:
231 </p>
232 <ul>
233 <li>
233 Self confidence self esteem.
233 </li>
234 <li>
234 Enjoyment and motivation.
234 </li>
235 <li>
235 Social relationships.
235 </li>
236 <li>
236 Teamwork and problem solving.
236 </li>
237 <li>
237 Health and well-being.
237 </li>
238 <li>
238 Communication and social skills.
238 </li>
239 <li>
239 Raised aspirations.
239 </li>
240 <li>
240 Taking responsibility.
240 </li>
241 </ul>
242 <h3 class="h3">
242 What is a Personal Education Plan (PEP)?
243 </h3>
244 <p>
244 Twice a year, your child will have a Personal Education Plan, or ‘PEP’ meeting. This will take
place at school, and will be attended by the child, the school’s
244 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/desig_teacher.html"
target="_blank">
244 Designated Teacher
244 </a>
244 for children in care, the child’s Social Worker and you, their carer. The Social Worker will
convene the meeting. PEP meetings are an excellent opportunity for you to monitor and support your
child’s progress, and make sure that they are achieving their potential. The PEP is a record of
educational progress, and is a way of promoting the educational achievement of a young person in
care. It is also is a mechanism for consulting, listening to and involving the young person in
their education. A PEP meeting should strengthen joint working, enhance continuity and raise the
expectations and self esteem of the young person, as well as acknowledging and celebrating their
success. During the meeting, targets will be set stating what people need to do to make sure that
your child achieves the best educational outcomes.
244 </p>
245 <p>
245 The PEP is a statutory requirement; All children in care must have a PEP as part of their Care
Plan, as the Care Plan is incomplete without a current PEP.
245 </p>
246 <h3 class="h3">
246 How do I help my child plan for the future?
247 </h3>
248 <p>
248 Your child may already know what they want to do once they leave school and college, or they may
be unsure. Encourage them to discuss their future plans, and make sure they are aware of the
opportunities open to them. Showing your child a wide range of careers may open their eyes to an
ambition they were not previously aware of.
248 </p>
249 <p>
249 There are lots of people who can help your child to decide what path they’d like to take, and who
can show them what they need to do to get there. At school, there may be a careers advisor, or
there may be a teacher who they can talk to about what they want to do next. Make sure your child
access this support. There may be trips to colleges and universities, or apprenticeship taster
opportunities available. Work experience is a great way to better understand the world of work,
and can help your child decide what they would like to do in the future.
249 </p>
250 <p>
250 There are lots of other ways your child can find out more information. Some of them are listed
here:
250 </p>
251 <ul>
252 <li>
252 <a href="http://www.bigambition.co.uk/" target="_blank">
252 Big Ambition
252 </a>
252 - Support with choosing a career;
252 </li>
253 <li>
253 <a href="http://www.fasttomato.com/" target="_blank">
253 Fast Tomato
253 </a>
253 - Career guidance for young people age 12+
253 </li>
254 <li>
254 <a href="http://getsmaart.com/" target="_blank">
254 Get Smaart
254 </a>
254 - Student and School leaver course information;
254 </li>
255 <li>
255 <a href="http://www.learndirect.com/" target="_blank">
255 Learndirect
255 </a>
255 - Gain new skills and nationally recognised qualifications;
255 </li>
256 <li>
256 <a href="https://www.bbc.co.uk/bitesize/collections/college-and-apprenticeships/1"
target="_blank">
256 BBC - Choosing options age 16+
256 </a>
256 </li>
257 <li>
257 <a href="http://www.education.gov.uk/" target="_blank">
257 GOV.UK
257 </a>
257 - Education and Learning;
257 </li>
259 <li>
259 <a href="http://www.ucas.com/" target="_blank">
259 UCAS
259 </a>
259 </li>
260 <li>
260 <a href="http://www.theguardian.com/uk" target="_blank">
260 The Guardian
260 </a>
260 </li>
261 </ul>
262 <h3 class="h3">
262 What is the Virtual School of Children in Care?
262 </h3>
263 <p>
263 The Virtual School is not a teaching tool or environment. It does not replace the school or
educational provision of children in care.
263 </p>
264 <p>
264 The Virtual School is an additional resource which exists to support and challenge all those
involved in the education of children in care. It is involved in, or promotes nationally and
locally, various initiatives to support the educational achievement of children in care.
264 </p>
265 <p>
265 All children in the care of Haringey who are of statutory school age and in education post 16,
including those at university, are part of Haringey’s Virtual School.
265 </p>
266 <p>
266 The Virtual School is a small multi-disciplinary team working to raise the educational attainment
and attendance of children and young people. It works in close collaboration with colleagues
across the authority, but also in partnership with the third sector. It tracks educational
progress, supports, monitors work with children and young people in care to help them achieve
their full potential, and supports and advises those who care and work with them. For more
information, please contact:
266 </p>
267 <p>
267 <span class="bold">
267 Tel:
267 </span>
267 020 8489 3767
267 <span class="bold">
267 <br />
268 Web:
268 </span>
268 <a href="http://www.haringey.gov.uk/hvs" target="_blank">
268 www.haringey.gov.uk/hvs
268 </a>
268 <br />
269 <span class="bold">
269 Email:
269 </span>
269 <a href="mailto:hvs@haringey.gov.uk">
269 hvs@haringey.gov.uk
269 </a>
269 </p>
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282 Subsections
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284 Home
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285 About Us
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286 <li>
286 <a href="being_foster.html">
286 Being a Foster Carer
286 </a>
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287 <a href="safeguarding.html">
287 Safeguarding Everyone in our Household
287 </a>
287 </li>
288 <li>
288 <a href="placement.html">
288 The Placement
288 </a>
288 </li>
289 <li>
289 <a href="caring_children.html">
289 Caring for Children
289 </a>
289 </li>
290 <li>
290 <a href="http://www.haringey.gov.uk/fostering" target="_blank">
290 Want to become a Foster Carer
290 </a>
290 </li>
291 <li>
291 <a href="http://www.londoncp.co.uk/" target="_blank">
291 London Child Protection Procedures
291 </a>
291 </li>
292 <li>
292 <a href="http://haringeychildcare.proceduresonline.com/contents.html#fostering_adopt"
target="_blank">
292 Haringey Children's Services Fostering Procedures
292 </a>
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293 <li>
293 <a href="fam_friend_carer_pol.html">
293 Family and Friends Carers Policy
293 </a>
293 </li>
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294 Useful Resources
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296 Forms and Records
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297 Training & Support
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