Information for schools, settings and governors

Designated teacher

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)

• DfE Statutory guidance on the roles and responsibilities of the Designated Teacher (February 2018)

• DfE Statutory Guidance for Local Authorities on Promoting the Education of Looked After Children (February 2018)

• 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. Please inform our CiC Data Coordinator, Sarah Short of any changes by emailing sarah.short@devon.gov.uk or calling 01392 385353.

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)
• Designated Teacher for CiC: Report to 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 (August 2022)

Training opportunities for designated teachers

DT network meetings take place online each term and are an opportunity for further training and guidance as well as networking with DTs from other schools. The meetings are supported by your area learning advocates, the Educational Psychology Service and School Improvement. Future dates for your diary are:

• 20 May 2024 from 2.00 – 3.30pm
• 1 July 2024 from 2.00 – 3.30pm

All DT network meetings now take place online, via Teams. Outlook calendar invites will be sent nearer each date to all designated teachers – if you don’t receive the invitation please email kate.clarke@devon.gov.uk.

• Designated Teachers’ Training Conference – Friday 7 February 2025, full details about the conference available here nearer the time.

Attachment based mentoring (ABM): Free training (2024/25)

New dates for these courses will be released in March 2024 so please keep checking Devon Education Services Shop to make a booking.

These training courses are free of charge and open to all schools supporting a Devon-based child. Schools have reported greatest impact from the 3 day training when both a senior leader and a member of pastoral staff have attended. 3.5 day extensive course and one day overview courses both available.

Attachment based mentoring: a relational approach to learning, development and wellbeing (3.5 day course)

ABM aims to develop belief and understanding of how schools can support all children through both individual relationships with them and systems that are responsive to their needs.

ABM was conceived by thinking about the needs of the child in school and applying the theory and research that we felt would be most helpful for them.

The theoretical underpinnings come from the areas of neuroscience, attachment and connection, resiliency, solution-focused therapy, restorative approaches and cognitive science.

It is both a universal and targeted approach for those who are most in need and require more intensive support. We emphasise the importance of relational skills and the need to be reflective about how we are with children, as well as what we do.

We aim to turn sometimes complex theory into practical approaches that can make a difference. Now in its 5th year, the courses are always oversubscribed and we recommend booking early.

ABM is a relational, child-centered and holistic approach to supporting our most vulnerable children. 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.

Day 1: Attachment and Relationships – Being the significant adult
Day 2: Development – Being the coach
Day 3: Practical support and skill development – Being the parent in school
Day 4: Supervision session

Attachment based mentoring: Overview for designated teachers, SENCos and senior leaders (one day course)

This one day course provides an overview of the ABM approach and is for senior leaders, SENDCos and designated teachers who have a responsibility for co-ordinating and supporting the approach in school.

Attachment and Relationships (being a significant adult): The theories that underpin our understanding of effective relationships and their role in development, learning and well-being as well as developing the skills and practical strategies that we need to use in our work with children.

Development (being a coach): The theory and practical application of using solution-focused coaching skills to support the child to identify skills and strengths and work towards what they would like to achieve.

Practical support (being a parent in school): Supporting inclusion, providing information, being an advocate and how we can set and maintain boundaries with nurture and empathy, using a relational rather than behavioural approach.

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.

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 offered by EPs to designated teachers can be found above, or by attending the DT Network meetings (info above) or the Designated Teacher Conference page also on a limited basis in schools. Traded training can also be arranged.

More details on the Educational Psychology Team can be found here or by calling 01392 287233.

If you are requested additional EP support other than that already provided to your school, then please contact your Area Learning Advocate.

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

The Virtual School does not support holidays in term time and carers requesting time off school to go on holiday will need the agreement of the Virtual School Headteacher and the social worker. The Virtual School attendance policy can be found here.

• New into care protocol (August 2022)
• CAMHS pathway for children in care – information for headteachers/designated teachers (May 2017)
• LGBT Support: Young Stone wall, Proud to be

Unaccompanied Asylum Seeking Children (UASC)

• Unaccompanied asylum-seeking children (UASC) -The Virtual School aims to respond to the individual educational needs of each young person in Care so we have.
• Details of support available from the EP Service

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 2022)

The Virtual School uses Welfare Call for all schools that do not use SIMs pupil database, also for independent schools and those outside of Devon that have a Devon Child in Care on roll. Welfare Call will call schools twice per day to gather attendance information for Devon children in care.

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

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

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

Transitions guidance

Devon County Council has produced 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 or carers, staff and other professionals in ensuring high-quality transition practice across Devon.

The documents below can be found on the Support for schools and settings website:

• transitions in early years
• transitions in primary and secondary education
• transition from school to further education and training
• transition from college