How schools can support young people in care
How schools can support young people in care
Information for designated teachers, head teachers, governors, specialist coordinators and anybody working in a school with children who are in care.
Many young people in care do well in their education. But as a group, children in care don't achieve as well at school as their peers, so schools need to give them more support and pay extra attention to their needs. Schools can get extra funding and support to help them do this.
What the school needs to do
Schools need to pay special attention to children in care:
Each school needs a designated teacher who makes sure each child in care is:
- getting the support they need
- having their Personal Education Plans regularly reviewed,
- has a point of contact for outside agencies
Each young person’s progress, attainment and attendance needs to be monitored, and this information sent to The HOPE.
Subject leaders in core subjects need to focus on making sure each young person’s needs are being met (as long as the young person are has agreed that their care status can be disclosed)
A named governor for children in care should make sure the school is supporting children in care and monitoring their outcomes, and work with the designated teacher to produce an annual report which goes to The HOPE’s head teacher.
Personal Education Plan
Each child in care has their own Personal Education Plan, initiated by their social worker and put into practice by each school’s designated teacher for children in care.
The plan is discussed at meetings between the child’s social worker, designated teacher and carer. Depending on the situation, the young person may attend the meeting, but either way must be involved in their Personal Education Plan.
How The HOPE supports schools
The HOPE’s team monitor how well individual young people in care are doing at school, and advise the school as needed. They will intervene on behalf of children in care if necessary.
The HOPE also provides training for designated teachers and named governors, and work to support the interests of children in care across Bristol’s schools.
Extra funding for schools
The government provides pupil premium funding to give extra support for children and young people in care. In the 2015 to 2016 school year this was £1,900 per pupil.
The funding is distributed by The HOPE’s headteacher, and how the money is used needs to be discussed during each child’s Personal Education Plan meeting.
Children in care as a group are more likely to have poor attendance at school, but it’s important to make every effort to improve their attendance in order to increase their chances of achieving well in their education.
A part-time timetable is sometimes used for a limited period of time. The HOPE should be told if a child in care is receiving part-time education, so that the young person gets the support to get them back attending school full-time.
Excluding a pupil should be a very last resort. Schools should work with the young person’s carer and social worker to find ways to avoid an exclusion.
If it becomes absolutely necessary to exclude a pupil, the school should talk to The HOPE so there’s somewhere else for the young person to go from the first day of the exclusion.
Support from the Behaviour Improvement Service
The Behaviour Improvement Service gives guidance to schools to reduce exclusions, improve behaviour and attendance, and raise attainment.
Contact the team on firstname.lastname@example.org.
Gifted and Talented (G&T) Co-ordinators
Every school should have a named G&T Co-ordinator. It's important that children in care are given due consideration when thinking about your G&T cohort.
Gifted and Talented - top tips (pdf, 17KB) (opens new window)
Named governor for children in care
All maintained schools and academies should have a named governor for children in care.
The named governor should liaise with the designated teacher (DT) to produce an annual report to the governing body, a copy of which should be sent to the HOPE Head, Rachael Pryor.
A template of the report is in the Children in Care Annual Report (word doc, 28KB) (opens new window) .
Our audit template (pdf, 239KB) (opens new window) will help you audit the content and quality of your annual report.
Post 16 annual report
We also have a Post 16 Annual Report (word doc, 30KB) (opens new window) template.
Schools who are already completing an annual report for pre 16 can choose whether to include the post 16 students within this or to complete a separate Post 16 Annual Report.
Monitoring and tracking pupil progress
The local authority has a web-based tracker for monitoring and reporting the progress, outcomes, attendance and exclusions of children in care.
Schools need to enter assessment information in terms 2, 4 and 6 for all CiC and attendance and exclusions data each term for children whose status is confidential.
A template of suggested practice to ensure accountability for improving outcomes for children in care in Bristol schools/settings has been developed. It's a way of using schools' internal tracking systems and the CLA Tracker to report to governors.
The template includes two appendices.
The first is the Headteacher's Term 1 report on CiC to the governing body. The second is the Head's report in terms 2, 4 and 6, which should accompany the data from the CLA Tracker.
- Monitoring and tracking pupil progress template (pdf, 41KB) (opens new window)
- Appendix 1 (word doc, 17KB) (opens new window) (opens new window)
- Appendix 2 (word doc, 32KB) (opens new window)
Sharing practice for schools
We want you to share good practice relating to CiC and education.
We have the following examples:
If you have an example of practice that you wish to share, email the form for practice examples (word doc, 369KB) (opens new window) .