1. Virtual School Autumn 2019 Katharine Passmore
Lead Education Adviser for the Achievement of Children Looked After, Primary Phase and Early Years
Cathy Gunning
Professional Partner to Virtual School

2. The role of the Virtual School
A way of :
Viewing all of the Children Looked After as if they were attending a real school
Bringing together information and progress data to more effectively target support / intervention
Working together with settings, schools, foster carers and social workers to drive up progress and attainment for this disadvantaged group
Working with colleagues throughout Children's Services to promote and effectively meet the needs of Children Looked After in our collective role as Corporate Parents
Allocation of Pupil Premium Plus linked to high quality education plans to narrow the achievement gap
Increasing care leavers participation in Education, Employment or Training
Providing advice and guidance for schools and carers of children and young people ‘Previously Looked After’

3. Statutory Guidance on Previously Looked After Children (September 2018)
All carers and the children or young people who are previously looked after have access to advice and information from the Virtual School and the Designated Teacher in school
Only students previously looked after in England and Wales receive Pupil Premium Plus
Schools must understand and support the additional needs of children looked after and previously looked after
There are implications for every school policy from this guidance, especially the Behaviour Policy

4. The Cohort: including Qualifying CLA (42) Attending Early Years Settings
Some placed for adoption

5. Context: What are the additional challenges for these children?
Typically:
Adverse Childhood Experiences
Attachment difficulties
Foetal Alcohol Syndrome Disorder
The Care System
Professional aspirations and pre-conceptions

6. What is offered to Children Looked After in the Early Years?
We promote the importance of pre-school education and access for free places in early years settings for 2, 3 and 4 year olds.
When a child comes into care the VS contacts the social worker to obtain details of the setting. If a child is not attending we support the SW and carer to find an appropriate provision.
The Virtual School records when children are placed for adoption and not attending a setting. We promote attendance at settings for all CLA and Post CLA.

7. The Head of the Virtual School will:
Consider applications for additional funding on a case by cases basis for early years settings where an additional interventions are needed. *
Virtual School Education Advisers will:
Work closely with the Designated Practitioner (DP) to make sure appropriate provision is in place for the child attending an early years setting .
Monitor the attendance and educational progress of the child attending an early years setting.
Deliver training as appropriate to school staff, social workers and carers .
Ensure that the Early Years Personal Education Plan (PEP) process is followed and high quality PEPs for children attending an early years setting are drawn up between the setting, social worker and carer .

8. What is an PEP?
A plan written by the school in partnership with the social worker and carer to ensure that the CLA makes good progress,
This plan will be drawn up in the PEP meeting in which the progress of the CLA will be discussed with the Designated Teacher, Social Worker, Carer, and the Young Person,
A record of how additional funding is used by the school to improve outcomes for the CLA where applicable.
Section 44 p15, Statutory guidance on the duty on local authorities to promote the educational achievement of looked after children under section 52 of the Children Act 2004
Katharine
The pep is the statutory framework that we all have to use when planning how to support a young person to make progress.
The ePEP represents the school as a legal document and can be referred to in court proceedings as well as the on going care plan. As such, professionals may make judgements about the quality of the detail contained therein.
EAs will RAG rate ePEPs as part of the QA / finalising process.

9. The Attachment Aware and Trauma Informed toolkit
This toolkit has been developed in response to a need to develop attachment and trauma aware schools
The training is designed to be delivered to all staff in a school

10. The Attachment and Trauma Aware Toolkit
A presentation
Extensive supporting notes
Links to a toolkit of documents
Guidance for a review of behaviour policy

11. Early Years- GLD
Only a small percentage of children achieve a good level of development.

12. Virtual School Priorities 2019-20

13. Useful Contacts for Virtual School
Lesley Harnden (Support Officer)
Your linked Early Years/Primary Education Adviser:
Katharine Passmore (Primary Lead) – Three Rivers & Early Years
Jason Weinrabe – East Herts, North Herts, Stevenage & the rest of the country (excluding London & the Eastern Region).
Julie Dallas – Broxbourne, Hertsmere, Watford, Welwyn/Hatfield & London
Lizzie Kirk – St.Albans, Dacorum & the Eastern Region
Liz
The epep is supposed to be a support to them and we want to help them to make the most of the facilities that it has on offer. Please do use the helpline if social worker say they don’t know how to use it, or can’t get on to it. The problem is often easily resolved.
New CLA are added to the system on mondays so there may be a delay before they see the name appear. If they are ready to do the pep quickly then ring the helpline and we can get it loaded on early.

14. Virtual School Website
New guidance means we will be giving advice and guidance for CLA and former CLA pupils
More information is available on the virtual school website including useful documents including information on FASD which is often a condition which exists alongside disrupted attachment and experience of trauma.

15. Websites www.hertfordshire.gov.uk/virtualschool www.adoptionuk.org.uk