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136 <h1>
136 Education of Children in Care and Previously Looked After Children
136 </h1>
141 <div class="well">
142 <p class="bold">
142 SCOPE OF THIS CHAPTER
143 </p>
144 <p>
144 This chapter applies to all Children in Care and Previously Looked After Children. It should
be read in conjunction with the following government guidance documents:
144 </p>
145 <p>
145 <a
href="https://www.gov.uk/government/publications/promoting-the-education-of-looked-after-chi
ldren" target="_blank" rel="noopener">
145 Promoting the Education of Looked After Children and Previously Looked After Children
(DfE)
145 </a>
145 </p>
146 <p>
146 <a
href="https://www.gov.uk/government/publications/keeping-children-safe-in-education--2"
target="_blank" rel="noopener">
146 Keeping Children Safe in Education (DfE)
146 </a>
146 </p>
147 <p>
147 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_
data/file/647389/Overview_of_Sexting_Guidance.pdf" target="_blank" rel="noopener">
147 Sexting: How to Respond to an Incident (UK Council for Child Internet Safety)
147 </a>
147 </p>
148 <p>
148 <a href="https://www.gov.uk/government/publications/data-protection-toolkit-for-schools"
target="_blank" rel="noopener">
148 Data Protection: A Toolkit for Schools (DfE)
148 </a>
148 <br>
149 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.
149 </p>
150 <p>
150 <a
href="https://www.gov.uk/government/publications/sexual-violence-and-sexual-harassment-betwe
en-children-in-schools-and-colleges" target="_blank" rel="noopener">
150 Sexual Violence and Sexual Harassment between Children in Schools and Colleges (DfE)
150 </a>
150 </p>
151 <p>
151 <a
href="https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-co
nditions--3" target="_blank" rel="noopener">
151 Supporting Pupils at School with Medical Conditions: Statutory Guidance for Governing
Bodies of Maintained Schools and Proprietors of Academies in England (DfE)
151 </a>
151 </p>
152 <p>
152 <a
href="https://www.gov.uk/government/publications/designated-teacher-for-looked-after-childre
n" target="_blank" rel="noopener">
152 Designated Teacher for Children in Care and Previously Looked After Children (DfE)
152 </a>
152 </p>
153 <p>
153 <a
href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_
Code_of_Practice_January_2015.pdf" target="_blank" rel="noopener">
153 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 (DfE/DHSC)
153 </a>
153 </p>
154 <p>
154 <a href="https://www.gov.uk/government/publications/school-exclusion" target="_blank"
rel="noopener">
154 Exclusion from Maintained Schools, Academies and Pupil Referral Units in England: A Guide
for those with Legal Responsibilities in Relation to Exclusion (DfE)
154 </a>
154 </p>
155 <p>
155 <a
href="https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
" target="_blank" rel="noopener">
155 Mental Health and Behaviour in Schools - Guidance (DfE)
155 </a>
155 </p>
156 <p>
156 <span class="bold">
156 Note
156 </span>
156 : that different provisions apply to children who are remanded to local authority
accommodation or Youth Detention Accommodation. In relation to those children, please see
156 <a href="p_rem_la_yth_det_accomm.html#care_plan">
156 Remands to Local Authority Accommodation or to Youth Detention Accommodation Procedure,
Care Planning for Young People on Remand
156 </a>
156 .
156 </p>
157 <p class="bold">
157 RELATED GUIDANCE
158 </p>
159 <p>
159 <a href="p_child_disability.html">
159 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities
Procedure
159 </a>
159 </p>
160 <p class="bold">
160 LOCAL INFORMATION
160 </p>
161 <p>
161 <a href="files/exclusion_guide.pdf" target="_blank" rel="noopener">
161 Permanent Exclusions from Secondary Schools
161 </a>
161 </p>
162 <p>
162 <a href="files/tuition_agreement.pdf" target="_blank" rel="noopener">
162 Tuition Agreement and Procedures: Medical Tuition, Permanent Exclusion and Pregnant School
Girls
162 </a>
162 </p>
163 <a href="files/medical_tuition.pdf" target="_blank" rel="noopener">
163 Medical Tuition Policy
163 </a>
164 </div>
171 <div class="section">
173 
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174 <tr>
175 <td>
175 <span class="bold">
175 IMPORTANT NOTE:
175 </span>
175 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.
175 </td>
176 </tr>
177 </table>
178 </div>
179 <div class="section1">
179 </div>
185 <div class="section">
185 <h2 id="duty_promote">
185 1. Duty to Promote the Educational Achievement of Children in Care and Previously Looked
After Children
186 </h2>
187 <h3 id="promoting">
187 1.1 Promoting the Education of Children in Care
187 </h3>
188 <p>
188 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 Children in Care, Eligible young people 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').
188 </p>
189 <p>
189 Previously Looked After Children are those children who are no longer looked after in
England and Wales because they are:
189 </p>
190 <blockquote>
191 <p>
191 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.
191 </p>
192 </blockquote>
193 <p>
193 (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).
193 </p>
194 <h4>
194 Unaccompanied Migrant Children
194 </h4>
195 <p>
195 Unaccompanied migrant children looked after by a local authority are entitled to the same
local authority support as any other Child in Care: 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.
195 </p>
196 <p>
196 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.
196 </p>
197 <p>
197 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 Children in Care and Previously Looked After Children.
197 </p>
198 <h3 id="achievement">
198 1.2 Promoting the Educational Achievement of Previously Looked After Children
198 </h3>
199 <p>
199 Previously Looked After Children are those children who are no longer looked after in
England and Wales because they are:
199 </p>
200 <blockquote>
201 <p>
201 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.
201 </p>
202 </blockquote>
203 <p>
203 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:
203 </p>
204 <ul>
205 <li>
205 Any person who has Parental Responsibility for the child;
205 </li>
206 <li>
206 Providers of funded early years education, Designated Teachers for Children in Care and
Previously Looked After Children in maintained schools and academies; and
206 </li>
207 <li>
207 Any other person the authority considers appropriate for promoting the educational
achievement of relevant children.
207 </li>
208 </ul>
209 <p>
209 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.
209 </p>
210 <h3 id="role_vsh">
210 1.3 Role of the Local Authority, Virtual School Head (VSH), and School
210 </h3>
211 <p>
211 Governing bodies of schools and colleges must appoint a Designated Teacher to promote the
educational achievement of Children in Care and Previously Looked After Children and ensure
that this person has appropriate training.
211 </p>
212 <p>
212 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.
212 </p>
213 <p>
213 As leaders responsible for ensuring that the local authority discharges its duty to promote
the educational achievement of their Children in Care and Previously Looked After Children,
Directors of Children's Services and Lead Members for Children's Services should ensure
that:
213 </p>
214 <ul>
215 <li>
215 Closing the attainment and progress gap between Children in Care and Previously Looked
After Children and their peers and creating a culture of high aspirations for them is a
top priority;
215 </li>
216 <li>
216 Children in Care and Previously 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;
216 </li>
217 <li>
217 VSHs are in place and have the resources, time, training and support they need to
discharge the duty effectively;
217 </li>
218 <li>
218 VSHs have robust procedures in place to monitor the attendance and educational progress of
the children their authority looks after;
218 </li>
219 <li>
219 The authority's Children in Care Council (CiCC) regularly addresses the educational
experiences raised by Children in Care and Previously Looked After Children and is able to
respond effectively to such issues.
219 </li>
220 </ul>
221 <p>
221 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 Children in Care including those placed out-of-authority.
221 </p>
222 <p>
222 VSHs should ensure the educational attainment and progress of Children in Care is monitored
and evaluated as if those children attended a single school.
222 </p>
223 <p>
223 <span class="bold">
223 For Children in Care
223 </span>
223 the VSH should ensure that there are effective systems in place to:
223 </p>
224 <ul>
225 <li>
225 Ensure the status of the child and their entitlement to support is made clear to all the
professionals supporting that child;
225 </li>
226 <li>
226 Maintain an up-to-date roll of Children in Care who are in school or college settings and
gather information about their education placement, attendance and educational progress;
226 </li>
227 <li>
227 Inform headteachers and Designated Teachers in schools if they have a Child in Care on
roll;
227 </li>
228 <li>
228 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;
228 </li>
229 <li>
229 Ensure up-to-date, effective and high quality PEPs that focus on educational outcomes and
that all Children in Care, wherever they are placed, have such a PEP;
229 </li>
230 <li>
230 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;
230 </li>
231 <li>
231 Ensure the educational achievement of Children in Care is seen as a priority by everyone
who has responsibilities for promoting their welfare;
231 </li>
232 <li>
232 Report regularly on the attainment of Children in Care through the authority's corporate
parenting structures.
232 </li>
233 </ul>
234 <p>
234 <span class="bold">
234 For Previously Looked After Children
234 </span>
234 the VSH should ensure:
234 </p>
235 <ul>
236 <li>
236 They promote their educational achievement through the provision of information and advice
to their parents, educators and others who the VSH considers necessary;
236 </li>
237 <li>
237 That with the Director they establish the extent of their offer to parents or those with
Parental Responsibility;
237 </li>
238 <li>
238 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);
238 </li>
239 <li>
239 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;
239 </li>
240 <li>
240 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;
240 </li>
241 <li>
241 They develop / build on existing good working relationship with Designated Teachers for
Previously Looked After Children in their area;
241 </li>
242 <li>
242 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+.
242 </li>
243 </ul>
244 <p>
244 However, it is important to note that the local authority and VSH are no longer the
corporate parent for Previously Looked After Children and the VSH role in relation to these
children reflects this. 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.
244 </p>
245 <p>
245 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.
245 </p>
246 <p>
246 Governing bodies should ensure that appropriate staff have the information they need in
relation to a child's legal status as a Child in Care. The Designated Safeguarding Lead,
through the Designated Teacher for Children in Care and Previously Looked After Children,
should have details of the child's social worker and the name of the Virtual School Head.
246 </p>
247 <p>
247 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 Children in Care 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.
247 </p>
248 <p>
248 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 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.
248 </p>
249 </div>
250 <div class="section1">
250 </div>
256 <div class="section">
256 <h2 id="one_PEP">
256 2. The Personal Education Plan (PEP) for Children in Care
256 </h2>
257 <p>
257 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.
257 </p>
258 <p>
258 The Personal Education Plan should be initiated as part of the Care Plan before the child
becomes a Child in Care (or within 10 working days in the case of an emergency placement),
and be available for the first Case Review meeting and all subsequent Case Reviews.
258 </p>
259 <p>
259 All Children in Care 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.
259 </p>
260 <p>
260 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.
260 </p>
261 <p>
261 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.
261 </p>
262 <p>
262 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.
262 </p>
263 <p>
263 PEPs should:
263 </p>
264 <ul>
265 <li>
265 Identify developmental and educational needs in relation to skills, knowledge, subject
areas and experiences;
265 </li>
266 <li>
266 Set short and long-term educational attainment targets agreed in partnership with the
child and the carer where appropriate;
266 </li>
267 <li>
267 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;
267 </li>
268 <li>
268 Include information on how the child's progress is to be rigorously monitored;
268 </li>
269 <li>
269 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;
269 </li>
270 <li>
270 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);
270 </li>
271 <li>
271 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;
271 </li>
272 <li>
272 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;
272 </li>
273 <li>
273 Include the child's views on how they see they have progressed and what support they
consider to be most effective;
273 </li>
274 <li>
274 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);
274 </li>
275 <li>
275 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
275 </li>
276 <li>
276 Have clear accountability in terms of who within the school is responsible for making the
actions identified in the plan happen.
276 </li>
277 </ul>
278 <p>
278 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.
278 </p>
279 <p>
279 In addition the PEP should have:
279 </p>
280 <ul>
281 <li>
281 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
281 <a
href="https://www.gov.uk/government/publications/national-curriculum-assessments-key-stage
-2-2018-provisional/national-curriculum-assessments-at-key-stage-2-in-england-2018-provisi
onal--2" target="_blank" rel="noopener">
281 National Curriculum Assessments
281 </a>
281 , 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;
281 </li>
282 <li>
282 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;
282 </li>
283 <li>
283 A description of any planned changes to existing arrangements and provision to minimise
disruption;
283 </li>
284 <li>
284 A description of the child's leisure interests;
284 </li>
285 <li>
285 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;
285 </li>
286 <li>
286 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;
286 </li>
287 <li>
287 Details of who will take the plan forward, with timescales for action and review are an
essential aspect of all PEP planning.
287 </li>
288 </ul>
289 <h3>
289 Monitoring and reviewing the PEP in school
289 </h3>
290 <p>
290 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:
290 </p>
291 <ul>
292 <li>
292 Judge whether the teaching and learning and intervention strategies being used are working
to support achievement and wellbeing; and
292 </li>
293 <li>
293 Know whether the young person is likely to meet the attainment targets in their PEP.
293 </li>
294 </ul>
295 <p>
295 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.
295 </p>
296 <p>
296 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
296 <a href="p_look_aft_rev.html">
296 Case Reviews Procedure
296 </a>
296 ).
296 </p>
297 <p>
297 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:
297 </p>
298 <ul>
299 <li>
299 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;
299 </li>
300 <li>
300 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
300 </li>
301 <li>
301 They pass the updated PEP to the child's social worker and VSH ahead of the statutory
review of the Care Plan.
301 </li>
302 </ul>
303 <p>
303 The school and the local authority which looks after the child have a shared responsibility
for helping Children in Care 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.
303 </p>
304 <p>
304 The PEP must include the contact details of the Virtual School Head for the authority that
looks after the child.
304 </p>
305 </div>
306 <div class="section1">
306 </div>
312 <div class="section">
312 <h2 id="avoid">
312 3. Avoidance of Disruption in Education
312 </h2>
313 <p>
313 The
313 <a href="pr_desg_man.html#nom_off_disruption">
313 Nominated Officer
313 </a>
313 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.
313 </p>
314 <p>
314 In those circumstances, the local authority must make appropriate arrangements to promote
the child's educational achievement as soon as reasonably practicable.
314 </p>
315 <ul>
316 <li>
316 The child's wishes and feelings have been ascertained and given due consideration;
316 </li>
317 <li>
317 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);
317 </li>
318 <li>
318 The educational provision will promote educational achievement and is consistent with the
PEP;
318 </li>
319 <li>
319 The Independent Reviewing Officer has been consulted;
319 </li>
320 <li>
320 The Designated Teacher at the child's school has been consulted.
320 </li>
321 </ul>
322 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.
322 </div>
323 <div class="section1">
323 </div>
329 <div class="section">
329 <h2 id="_2when">
329 4. When a Child First becomes Looked After
329 </h2>
330 <h3>
330 4.1 Notification
330 </h3>
331 <p>
331 As soon as a child becomes a Child in Care (if not before), the child's social worker must
notify the education service where the child is placed.
331 </p>
332 <p>
332 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.
332 </p>
333 <p>
333 The child's social worker must also inform the Designated Teacher at the child's school
within 48 hours of the child becoming a Child in Care and a Personal Education Plan meeting
arranged. Regular liaison should then be maintained.
333 <br>
334 </p>
335 <h3 id="ppp">
335 4.2 Pupil Premium Plus Funding
335 </h3>
336 <p >
336 All Children in Care and Previously Looked After Children are eligible for PP+ funding. This
is additional funding provided to help improve the attainment of Children in Care 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 PP+ reflects the significant additional barriers faced by Children in Care and
Previously Looked After Children. The Designated Teacher has an important role in ensuring
the specific needs of Children in Care and Previously Looked After Children are understood
by the school's staff and reflected in how the school uses PP+ to support these children.
336 </p>
337 <p>
337 The PP+ for Children in Care is managed by the VSH. However the PP+ for Previously Looked
After Children is managed by the school.
337 </p>
338 <p>
338 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.
338 </p>
339 <h3 id="fpep">
339 4.3 The First Personal Education Plan
339 </h3>
340 <p>
340 The first PEP should be in place as part of a Care Plan within 10 working days of a child
becoming a Child in Care.
340 </p>
341 <p>
341 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.
341 </p>
342 <p>
342 Where the child is excluded from school, the Head Teacher should be invited.
342 </p>
343 <p>
343 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.
343 </p>
344 <p>
344 The first PEP should:
344 </p>
345 <ul>
346 <li>
346 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;
346 </li>
347 <li>
347 Identify the support required to reduce the impact of these factors;
347 </li>
348 <li>
348 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);
348 </li>
349 <li>
349 Incorporate any SEN Support Plan or other school-based plan;
349 </li>
350 <li>
350 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;
350 </li>
351 <li>
351 Establish boundaries of confidentiality;
351 </li>
352 <li>
352 Agree a date for the next PEP review meeting and how and when the next (full) PEP is going
to be drawn up.
352 </li>
353 </ul>
354 <p>
354 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.
354 </p>
355 <p>
355 <span class="bold">
355 N.B.
355 </span>
355 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.
355 </p>
356 </div>
357 <div class="section1">
357 </div>
363 <div class="section">
363 <h2 id="_3when">
363 5. When a Child Moves to a New Local Authority
363 </h2>
364 <p>
364 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
364 <a href="#fpep">
364 Section 4.3, The First Personal Education Plan
364 </a>
364 applies.
364 </p>
365 <p>
365 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.
365 </p>
366 <p>
366 Whenever possible a child should not be moved to a new placement until they also have a
school place.
366 </p>
367 <p>
367 Where the child does not have a school place - see
367 <a href="#_5noplace">
367 Section 7, When a Child has No School Place
367 </a>
367 .
367 </p>
368 <h3>
368 Pupils With Education, Health and Care Plans
368 </h3>
369 <p>
369 Where a child has an Education, Health and Care Plan (previously a statement of special
educational needs), the Plan must be transferred – see the
369 <a href="p_child_disability.html">
369 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities
Procedure
369 </a>
369 .
369 </p>
370 </div>
371 <div class="section1">
371 </div>
377 <div class="section">
377 <h2 id="_4newschool">
377 6. When a Child Needs or Joins a New School
377 </h2>
378 <p>
378 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. Children in Care 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 Children in Care.
378 </p>
379 <p>
379 Schools judged by Ofsted to be 'good' or 'outstanding' should be prioritised for Children in
Care and Previously Looked After Children in need of a new school. Unless there are
exceptional evidence-based reasons, Children in Care should never be placed in a school
judged by Ofsted to be 'inadequate'.
379 </p>
380 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. (
380 <span class="bold">
380 Note
380 </span>
380 : 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).
381 <p>
381 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
381 <a href="#avoid">
381 Section 3, Avoidance of Disruption in Education
381 </a>
381 .
381 </p>
382 <p>
382 School details will need to be amended on the electronic record.
382 </p>
383 <h3>
383 6.1 Notification
383 </h3>
384 <p>
384 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 a Child in Care 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.
384 </p>
385 <p>
385 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.
385 </p>
386 <h3>
386 6.2 Pupils with Education, Health and Care Plans
386 </h3>
387 <p>
387 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.
387 </p>
388 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.
389 <h3>
389 6.3 The First PEP in a new school
389 </h3>
390 <p>
390 A meeting should be held at the new school as soon as practicable.
390 </p>
391 <p>
391 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 Case Review cycle.
391 </p>
392 <p>
392 The first PEP in a new school should:
392 </p>
393 <ul>
394 <li>
394 Identify the child's immediate and priority needs (e.g. English as an additional language,
literacy support, behaviour management, mental health issues);
394 </li>
395 <li>
395 Establish contact between residential staff/carer, school staff and social worker - the
basis of a working partnership;
395 </li>
396 <li>
396 Identify a named person for the day to day management of the PEP and agree who contacts
whom about what;
396 </li>
397 <li>
397 Establish boundaries of confidentiality;
397 </li>
398 <li>
398 Share important information - perhaps including the Placement Plan;
398 </li>
399 <li>
399 Clarify how PP+ will be used to support the child;
399 </li>
400 <li>
400 Ensure records are forwarded from the previous school and/or carer;
400 </li>
401 <li>
401 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 Case 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.).
401 </li>
402 </ul>
403 <p>
403 The completed PEP should be distributed to those invited to the meeting and the child's
Independent Reviewing Officer.
403 </p>
404 </div>
405 <div class="section1">
405 </div>
411 <div class="section">
411 <h2 id="_5noplace">
411 7. When a Child has No School Place
411 </h2>
412 <p>
412 Finding a school place is primarily the social worker's responsibility but may be delegated
to or shared with others.
412 </p>
413 <h3>
413 7.1 PEPs
413 </h3>
414 <p>
414 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.
414 </p>
415 <h3>
415 7.2 Children Placed within the local authority area
415 </h3>
416 <p>
416 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.
416 </p>
417 <h3>
417 7.3 Children Placed in a different local authority area
417 </h3>
418 <p>
418 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
418 <a href="#pupils_sens">
418 Section 7.4, Pupils with Education, Health and Care Plans
418 </a>
418 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.
418 </p>
419 <h3>
419 <a id="pupils_sens">
419 </a>
419 7.4 Pupils with Education, Health and Care Plans
419 </h3>
420 <p>
420 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
statement, not directly. This needs to be planned for as early as possible as it can cause
long delays.
420 </p>
421 See:
421 <a href="p_child_disability.html">
421 Children and Young People Aged 0-25 with Special Educational Needs and Disabilities
Procedure
421 </a>
421 .
421 </div>
422 <div class="section1">
422 </div>
428 <div class="section">
429 <h2 id="safeg_school">
429 8. Safeguarding Children in Care at School
429 </h2>
430 <p>
430 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:
430 </p>
431 <ol>
432 <li>
432 The child protection policy and procedures;
432 </li>
433 <li>
433 The Data Protection Act and safeguarding;
433 </li>
434 <li>
434 The child behaviour policy;
434 </li>
435 <li>
435 The staff behaviour policy (code of conduct);
435 </li>
436 <li>
436 The safeguarding response to children who go missing from education.
436 </li>
437 </ol>
438 <p>
438 All staff must report any concerns regarding Female Genital Mutilation (FGM).
438 </p>
439 <h3>
439 8.1 Child protection policy and procedures
439 </h3>
440 <p>
440 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 be aware that behaviours linked to issues such as drug
taking, alcohol abuse, deliberately missing education and sexting put children in danger.
440 </p>
441 <p>
441 All children should feel and be safe in the school they attend. Children in Care are a
vulnerable group. The aim of safeguarding and promoting the welfare of all children in
education should be:
441 </p>
442 <ul>
443 <li>
443 Protecting them from maltreatment;
443 </li>
444 <li>
444 Preventing any impairment of their health or development;
444 </li>
445 <li>
445 Ensuring they are growing up in circumstances consistent with safe and effective care;
445 </li>
446 <li>
446 Being proactive in enabling them to experience positive outcomes.
446 </li>
447 </ul>
448 <h3 id="data_protect">
448 8.2 Data protection and safeguarding
448 </h3>
449 <p>
449 <span class="bold">
449 NOTE:
449 </span>
449 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).
449 </p>
450 <p>
450 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.
450 </p>
451 <p>
451 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.
451 </p>
452 <p>
452 All relevant information can be shared without consent if to gain consent would place a
child at risk. Fears about sharing information
452 <span class="bold">
452 must not be allowed
452 </span>
452 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.
452 </p>
453 <h3>
453 8.3 Protecting Children in Care from Adults that may Pose a Risk to them and/or other
Children in the School
453 </h3>
454 <p>
454 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 Child in Care.
454 </p>
455 <p>
455 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.
455 </p>
456 <p>
456 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.
456 </p>
457 <p>
457 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.
457 </p>
458 <h3>
458 8.4 Protecting Children in Care from Peer on Peer Abuse
458 </h3>
459 <p>
459 For further information, please see:
459 <a href="https://www.keepingchildrensafeineducation.co.uk/part_five_ch_sex_viol.html"
target="_blank" rel="noopener">
459 Part 5 of KCSIE - Child on Child Sexual Violence and Sexual Harassment
459 </a>
459 .
459 </p>
460 <p>
460 <span class="bold">
460 All
460 </span>
460 staff should be aware that safeguarding issues can manifest themselves via peer on peer
abuse. This can include (but is not limited to) bullying (including cyberbullying); sexual
violence and sexual harassment; physical abuse such as hitting, kicking, shaking, biting,
hair pulling, or otherwise causing physical harm; sexting and initiating/hazing type
violence and rituals. Staff should be clear as to the school or college's policy and
procedures with regards to peer on peer abuse.
460 </p>
461 <p>
461 Children in Care 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.
461 </p>
462 <p>
462 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.
462 </p>
463 <p>
463 Schools must have procedures in place to protect all children, but particularly vulnerable
groups of children such as Children in Care, from unwanted and damaging interactions with
their peers. It is important, as well, to be aware that Children in Care 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.
463 </p>
464 <h3>
464 8.5 Assisting Children in Care Children to Reduce Risk Taking Behaviour
464 </h3>
465 <p>
465 There is a whole range of risk taking behaviours that Children in Care and Previously Looked
After Children could be involved in ranging from gang based activities to drug and alcohol
abuse and/or radicalisation.
465 </p>
466 <p>
466 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.
466 </p>
467 <p>
467 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.
467 </p>
468 <p>
468 Further information about children at risk of missing education can be found in the
468 <a
href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_
data/file/550416/Children_Missing_Education_-_statutory_guidance.pdf" target="_blank"
rel="noopener">
468 Children Missing Education - Statutory guidance for local authorities
468 </a>
468 .
468 </p>
469 <p>
469 Where necessary, the Children Missing from Care Procedure must be followed - see the
469 <a href="https://www.proceduresonline.com/pancheshire/warrington/index.html"
target="_blank" rel="noopener">
469 Warrington Safeguarding Children Partnership Procedures
469 </a>
469 .
469 </p>
470 </div>
471 <div class="section1">
471 </div>
477 <div class="section">
477 <h2 id="_6celebrate">
477 9. Celebrating a Child's Achievements
477 </h2>
478 <p>
478 Children's educational (and other) achievements should be acknowledged at one or more of the
following times: at Case Reviews; in the PEP, at school-based meetings; in school reports;
and after exams.
478 </p>
479 <h3>
479 Recording a Child's Achievements
479 </h3>
480 <p>
480 The 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.
480 </p>
481 </div>
482 <div class="section1">
482 </div>
488 <div class="section">
488 <h2 id="_8absent">
488 10. When a Child is Absent from School
488 </h2>
489 <p>
489 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.
489 </p>
490 <p>
490 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:
490 </p>
491 <ul>
492 <li>
492 The reasons for the absence;
492 </li>
493 <li>
493 How to ensure the child returns to education as soon as possible;
493 </li>
494 <li>
494 Whether and how the child can be helped to catch up on what they have missed.
494 </li>
495 </ul>
496 <p>
496 If the child is missing from school and/or home, please see:
496 <a href="#safeg_school">
496 Section 8, Safeguarding Children in Care at School
496 </a>
496 .
496 </p>
497 </div>
498 <div class="section1">
498 </div>
504 <div class="section">
504 <h2 id="_9school">
504 11. School Exclusions
504 </h2>
505 <p>
505 Where a school has concerns about a the behaviour of a Child in Care or Previously Looked
After Child, the VSH should be informed and, where necessary, involved at the earliest
opportunity. This is to enable the VSH, working with others, to:
505 </p>
506 <ul>
507 <li>
507 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;
507 </li>
508 <li>
508 Make any additional arrangements to support the child's on-going education in the event of
an exclusion.
508 </li>
509 </ul>
510 <p>
510 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.
510 </p>
511 <p>
511 Where a Child in Care is excluded from school, the child's social worker must inform the
child's Independent Reviewing Officer.
511 </p>
512 <h3>
512 11.1 Fixed term exclusions
512 </h3>
513 <p>
513 Children in Care 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 Children in Care 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.
513 </p>
514 <p>
514 Where a school has concerns about the behaviour of a 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.
514 </p>
515 <p>
515 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.
515 </p>
516 <p>
516 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.
516 </p>
517 <p>
517 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.
517 </p>
518 <p>
518 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.
518 </p>
519 <h3>
519 11.2 Permanent exclusions
519 </h3>
520 <p>
520 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.
520 </p>
521 <p>
521 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.
521 </p>
522 <p>
522 See also:
522 <a href="https://www.gov.uk/government/publications/school-exclusion" target="_blank"
rel="noopener">
522 Exclusion from Maintained Schools, Academies and Pupil Referral Units in England: A Guide
for those with Legal Responsibilities in Relation to Exclusion
522 </a>
522 .
522 </p>
523 </div>
524 <div class="section1">
524 </div>
530 <div class="section">
530 <h2 id="ten_pregnant">
530 12. When a Young Woman becomes Pregnant
530 </h2>
531 <p>
531 Becoming pregnant is not in itself a reason to stop attending school, nor to cease
education.
531 </p>
532 <p>
532 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.
532 </p>
533 </div>
534 <div class="section1">
534 </div>
540 <div class="section">
540 <h2 id="eleven_transport">
540 13. School Transport
540 </h2>
541 <p>
541 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.
541 </p>
542 </div>
543 <div class="section1">
543 </div>
549 <div class="section">
549 <h2 id="ch_yp_med_conditions">
549 14. Children and Young People with Medical Conditions
549 </h2>
550 <p>
550 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
550 <a
href="https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-co
nditions--3" target="_blank" rel="noopener">
550 Supporting Pupils at School with Medical Conditions: Statutory Guidance for Governing
Bodies of Maintained Schools and Proprietors of Academies in England
550 </a>
550 .
550 </p>
551 </div>
552 <div class="section1">
552 </div>
558 <div class="section">
559 <h2 id="mental_health">
559 15. Mental Health
559 </h2>
560 <p>
560 Children in Care 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.
560 </p>
561 <p>
561 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:
561 </p>
562 <ul>
563 <li>
563 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
563 </li>
564 <li>
564 Understand the impact trauma, attachment disorder and other mental health issues can have
on Children in Care and Previously Looked After Children and how this can impact on 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.
564 </li>
565 </ul>
566 </div>
567 <div class="section1">
567 </div>
573 <div class="section">
573 <h2 id="training">
573 16. Training for those Involved in the Care and Education of Children in Care and Previously
Looked After Children
573 </h2>
574 <p>
574 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 Children in Care and
Previously Looked After Children. This includes carers, social workers, Designated Teachers
and IROs.
574 </p>
575 <p>
575 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.
575 </p>
576 <p>
576 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 Children in Care and Previously Looked After Children.
576 </p>
577 </div>
578 <div class="section1">
578 </div>
584 <div class="section">
584 <h2 id="info_sharing">
584 17. Information Sharing
584 </h2>
585 <p>
585 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.
585 </p>
586 <p>
586 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:
586 </p>
587 <ul>
588 <li>
588 Who has access to what information and how the security of data will be ensured;
588 </li>
589 <li>
589 How children and parents are informed of, and allowed to challenge, information that is
kept about them;
589 </li>
590 <li>
590 How carers contribute to and receive information;
590 </li>
591 <li>
591 Mechanisms for sharing information between relevant local authority departments and
schools;
591 </li>
592 <li>
592 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 child's educational record should be transferred with them to the new
school.
592 </li>
592 </ul>
593 <p>
593 For further information regarding sharing of information, please see:
593 <a href="#data_protect">
593 Section 8.2, Data protection and safeguarding
593 </a>
593 .
593 </p>
594 </div>
595 <div class="section1">
595 </div>
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