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Looked After Children and Previously Looked After Children

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Looked After and Previously Looked After Children’s Policy

Policy details

  • Date created - 01/07/2024
  • Date approved - 13/06/2024
  • Next review date - 01/09/2025
  • Policy owner - Shirley Carrigan and Paul Atkins

CONTENTS

  1. Purpose
  2. Introduction
  3. Context & Principles
  4. The Role of the Designated Teacher
  5. Duties and Responsibilities of the Head Teacher
  6. Duties and Responsibilities of the Governing Body
  7. Duties and Responsibilities of all staff
  8. Personal Educational Plans
  9. Special Educational Needs
  10. Confidentiality
  11. Partnership working

1. Purpose

To promote the educational achievement and welfare of Looked After and Previously Looked After Children within Co-op Academy Grove.

  1. Introduction

Looked After Children (LAC) and Previously Looked After Children (PLAC) are one of the most vulnerable groups in society and it is nationally recognised that there is considerable educational under achievement when compared to other groups.  It is recognised that schools are key in helping to raise the educational standards and improving the life chances of LAC and PLAC and in tackling the cause of social exclusion through careful planning, monitoring and evaluation.

  1. Context & Head Teachers

  • Under the Children Act 1989, a child is looked after by a local authority if he/she is in their care or is provided with accommodation for more than 24 hours.  They include the following children: children who are accommodated by the local authority under a voluntary agreement with their parents (section 20); children who are the subject of a care order (section 31 (1)) or interim care order (section 38); and children who are the subject of emergency orders for the protection of the child (section 44).
  • A previously looked after child is one who no longer looked after in England and Wales because he/she is the subject of an adoption, special guardianship or child arrangement order which includes provisions 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.

Schools must ensure that evidence of Previously Looked After Status is obtained that meets the statutory definition outlined above.

  1. The Role of the Designated Teacher for LAC and PLAC

Government Guidance states that the Designated Teacher must be ‘someone with sufficient authority to make things happen, who should be an advocate for Looked After Children, assessing services and support, and ensuring that the school shares and supports high expectations for them’ -promoting the Education of looked-after and previously looked-after children. DfE Statutory Guidance 2018.

The Designated Teacher for LAC and PLAC will:

  • Be a qualified teacher working at the school as a teacher or a Headteacher or Acting Headteacher of the school with lead responsibility for this cohort.
  • Advocate for children in this cohort and hold them in mind during decision making.
  • Be a central point of contact for parents/carers and professionals within the school ensuring a warm welcome and smooth induction for pupils and their parent/carer.
  • Track and monitor academic progress and target support appropriately liaising with the SENCo as necessary.
  • Have lead responsibility for the development and implementation of LAC’s Personal Education Plans and meet with relevant stakeholders at least once per term.
  • Plan for continuity and meeting Previously LAC’s educational needs.
  • Promote a whole school culture where the personalised learning needs of LAC and PLAC are met and be a source of advice for teachers and staff.
  • Undertake appropriate training and take lead responsibility for ensuring school staff understand what can affect how LAC and PLAC learn and achieve.
  • Develop and review whole school policies and procedures to include the needs of LAC and PLAC.
  • Ensure that PLAC children are eligible for support by considering the evidence of their PLAC status.
  • Have a leadership role in promoting the educational achievement of every LAC and PLAC by being responsible for the impact of the PP+ and build trust with parents/carers about the deployment of this.

  1. Duties and responsibilities of the Headteacher

  • Identify a Designated Teacher for Looked After and Previously Looked After Children and ensure they receive training as outlined in statutory documentation.
  • Ensure that procedures are in place to monitor the admission, progress, attendance and any exclusion of Looked After and Previously Looked After Children and act where progress, conduct or attendance is below expectations.
  • Ensure that all staff receive relevant training and are aware of their responsibilities under this policy and related guidance.
  • Ensure that LAC and Previously LAC receive careers advice that is documented and considers their talents and interests.

  1. Duties and Responsibilities of the Governing Body

  • Identify a nominated Governor for LAC and Previously LAC, who may be the safeguarding governor.
  • Ensure that all Governors are fully aware of the legal requirements and guidance on the education of LAC and Previously LAC.
  • Ensure that the academy has a Designated Teacher, and that the Designated Teacher has appropriate seniority, professional experience and training to carry out their responsibilities of promoting the educational achievement of LAC and PLAC.
  • Ensure all policies support the needs of this cohort.
  • Be aware that Ofsted will focus on Looked After Children and Previously Looked After Children during Inspections and may audit Personal Education Plans (PEPs).
  • Ensure that resources are allocated to support appropriate provision for LAC and PLAC and that they receive the full range of support to which they are entitled to enable them to make progress.

  1. Duties and Responsibilities of all Staff

All our staff will:

  • Have high aspirations for educational and personal achievement of LAC and PLAC.
  • Advocate for LAC and PLAC and ensure they are supported sensitively.
  • Listen to the voice of the pupil and respond positively to a pupil's request to be the named member of staff to whom they may talk with.
  • Work to enable LAC and PLAC to achieve stability within the academy.
  • Understand the key issues that affect the learning of LAC and PLAC and actively promote their self-esteem.
  • Be aware that many LAC and PLAC say they are bullied, so work to prevent bullying in line with the academy’s policy.
  • Work at a level commensurate with the pupil’s developmental stage, not just their chronological age.

  1. Personal Education Plans (PEPs)

Every child in care should have an individual Personal Education Plan (PEP).  It forms part of the child’s care plan and must be a live, monitored and updated record of actions to support a child to reach their full potential.

The PEP is designed with the view of improving joint working relationships between professionals, whilst providing a platform for the child to have their wishes and feelings heard, their future aspirations listened to, and their support needs catered for.

PEPs should celebrate success, heighten expectations and lead to aspirational target setting, as well as highlight areas of challenge and learning needs.

Each term the designated teacher alongside the Designated Safeguarding Lead arranges a meeting between the child’s social worker, carers, and (if appropriate) parents in order to feedback on a number of areas relating to LAC’s education. These areas include:

  • Attendance
  • Academic progress and attainment
  • Health and emotional well-being
  • Special Educational Needs and Disabilities
  • Progress towards targets set at last term’s PEP
  • New targets for the term ahead
  • Pupil Premium+ spend
  • Pupil voice

This is an opportunity to hear the views of all stakeholders and ensure that there is adequate support in place within school for the child.

  1. Special Educational Needs

The SEN Code of Practice states that the majority of looked after children have special educational needs (up to 70%) and this is manifested in a wide range of needs and in addition to this there are often social, emotional and mental health needs which may form a barrier to their learning due to past trauma, attachment issues or PTSD.  Of these, a significant proportion may require SEN Support or have an Education, Health and Care (EHC) plan as outlined in the graduated response in the SEND Code of Practice (2015).

Our academy recognises that some children may have undiagnosed special needs when they start to be Looked After. As part of the PEP process, there are robust arrangements in place to ensure that any undiagnosed special educational needs are addressed through the SEND framework as soon as possible. The Designated Teacher works closely with/is also the SENCo, this ensures that needs are identified accurately and in a timely manner.

Social, Emotional and Mental Health (SEMH)

Our academy recognises the impact that early childhood experiences can have upon the SEMH of a child and the role of schools and social networks in changing the neural pathways and impacting on positive outcomes for the child. The Designated Teacher works closely with/is also the Mental Health Lead and works closely with the Mental Health Support Team to whom pupils can be referred for support with low mood, sleep hygiene, low-level anxiety, poor self-esteem etc. For more serious cases of childhood trauma or mental health issues, the Designated Teacher attends any relevant network meetings and liaises with Psychologists, Social Workers, Foster Carers and Class Teachers in order to ensure that each looked after child has an appropriate level of support in school.

  1. Confidentiality

Information on LAC and PLAC will be shared with school staff on a ‘need to know’ basis.  The Designated Teacher will discuss what information is shared with which school staff at the PEP meeting.  Once this has been agreed by the social worker, carer, young person and other parties, complete confidentiality will be maintained and will comply with General Data Protection Regulation (GDPR) guidance.

  1. Partnership Working

Co-op Academies Trust and Co-op Academy Grove value partnership working.  In order to secure the best possible outcomes for LAC and PLAC, it is essential that we work with parents / carers, social workers, the Virtual School Headteacher and other external partners to ensure we are providing the best possible life chances for these children.

Further Information

Keeping Children Safe in Education 2023

Working Together to Safeguard Children 2018

Statutory guidance for the Designated Teacher for LAC and PLAC

Statutory guidance for promoting the education of LAC and PLAC

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