Information for schools, settings and governors

It is a statutory requirement under the Children and Young Persons Act 2008 to appoint a designated teacher to promote the educational achievement of looked after children who are on the school roll. The teacher should provide an annual report to the governing body who should also appoint a member to oversee the provision and work with the teacher to champion the needs of children in care.

Further information is available from GOV.UK:

• DfE – Supporting the attainment of disadvantaged pupils: Briefing for school leaders (Nov 2015)
• Designated teacher for looked-after children
• Promoting the education of looked-after children
• Improving the attainment of looked-after children in primary schools: guidance for schools
• Improving the attainment of looked-after children in secondary schools: guidance for schools

The Local Authority is required to maintain an up-to-date record of designated teachers for children in care. This letter provides information on where to send details of any changes in your school or setting.

If you are a new designated teacher you may find our information for children and young people helpful as it provides a straightforward introduction to The Virtual School and some of the key processes.

• Role of the designated teacher – checklist (May 2016)
• Report to the governing body
• Role of the governing body
• Register of children in care
• GOV.UK – charging for school activities
• The Children Act 2004
• Model policy for the education of looked after children in schools and settings (February 2019)
• Protocol for Supporting CiC in Schools (including protocol for eliminating exclusions of C&YP in Care) June 2018.
• Information on guidance provided to HMI on inspecting school provision for children in care
• Training opportunities
• Working with Foster Carers
  This is just like working with parents but more regular contact helps the foster carer support the work Teachers are doing. Area Learning Advocates are able to provide support for Foster Carers and can be contacted via Virtual School Team.
• Mentor training project
• Attachment Based Mentoring: Free training (January to April 2018)
  A relational, child-centred and holistic approach to learning, development and well-being, supporting our most vulnerable children. A three and a half day practical training programme. Drawing on theories and research from the fields of attachment, coaching and resilience, it is a comprehensive practical guide as to what to do and how to be, to ensure that the individual needs of each child are met. The approach aims to enable children to feel safe, connected, and capable – forming positive relationships and enjoying learning. Further information and booking.
• Working with educational psychologists (EPs)
  EPs work in all Devon County Council schools, supporting children in care via support in planning meetings,  individual assessment and intervention. They particularly prioritise children in care who are at risk of exclusion, in a transition phase, during a managed move or new into care. Free training sessions are offered to designated teachers via the designated teacher conference and on a limited basis in schools. Traded training can also be accessed.
• Children in care who go missing from schools
  The first point of contact should be the foster carer, however, if they are not contactable the school should follow its usual processes and also contact the emergency Fostering Devon Duty Team (link available to DCC staff only) or call 01392 383000 and ask for ‘Fostering Devon Duty’. Further information can be found at Looked-after children who go missing. The Devon & Torbay Safeguarding Children Boards website also provides detailed guidance on missing children and child sexual exploitation
• Holidays in term time
• Supporting children from ethnic minorities
• New into care protocol (April 2016)
• Understanding CYP with maths difficulties guidance (January 2017)
• CAMHS pathway for children in care – information for headteachers/designated teachers (May 2017)
• Working with Educational Psychologists (EPs)
  EPs work in all DCC schools, supporting children in care by planning meetings, individual assessments and interventions. They particularly prioritise children in care who are at risk of exclusion, in a transition phase, during a managed move or new into care. Free training sessions are offered by EPs to designated teachers via the designated teacher conference in October each year and on a limited basis in schools. Traded training can also be accessed. The Educational Psychology Team can be contacted on 01392 287233. If you are requesting additional EP support, other than that already provided to your school, then please contact our VS Administrator, Kate Clarke for further info.
• LGBT Support: Young Stone wall, Proud to be
• Supported unaccompanied asylum seeking children (UASC) – information coming soon.

Attendance of CiC

We are concerned that recently school attendance of Children in Care has declined. To address this issue we ask that:

• Our VS Administrator, Kate Clarke (kate.clarke@devon.gov.uk) is notified when the attendance level for any Child in Care drops below 95%. This information will be passed to our Area Learning Advocates who will follow this up with the relevant Social Worker.
• When a Child in Care fails to arrive for school on any given day, that you contact their Foster Carer, on the same day, to ascertain the reason for non-attendance.
• CiC Attendance policy for children in care (August 2018) v3

Educating Out of Year Group (Practice guidance for Devon schools)

Best practice guidance for parents, school staff and other professionals in Devon, with regards to children being educated
outside of their chronological year group.

Educating out of year group (Practice Guidance for Devon schools)

Transitions guidance

Babcock LDP Educational Psychology and Early Years Services have collaborated with Devon County Council to produce guidance for schools and settings to promote successful transitions across all phases of education. Transitions are very important for children and young people and can be a challenging and anxiety-provoking time, particularly when the child or young person is vulnerable or has Special Educational Needs and/or a disability that require understanding and support over the transition. These guidance documents aim to support parents/carers, staff and other professionals in ensuring high quality transition practice across Devon.

The below 4 documents can be found on the Babcock website here:

• Transitions in Early Years.
• Transitions in Primary and Secondary education.
• Transition from School to further education and training.
• Transition from College.