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4.6.1 Education of Looked After Children

SCOPE OF THIS CHAPTER

This document sets out the policies and procedures concerning the Education of Ealing's Looked After Children

Legislation, Regulations and Guidance:

  • Children Act 2004
  • 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
  • Children and Young Persons Act 2008
  • Children Act 1989, Section 22(3) a section 22(5)c
  • Human Rights Act 1998
  • Race Relations (Amendment Act) 2000
Issue Date: October 2010 Review Due: October 2011 Updated in June 2011 in relation to the Care Planning, Placement and Case Review (England) 2010

Link Documents:

  • Ealing Children and Young Peoples Plan 2007- 20010
  • Leaving Care Procedures.
  • The role and responsibilities of the designated teacher for looked after children. Statutory guidance for school governing bodies. November 2009 DCSF.
  • Supporting Looked After Learners - A Practical Guide for School Governors. DfES January 2006.
  • Improving the attainment of looked after young people in schools - (2 documents) Guidance for Schools. DCSF 2009 .

AMENDMENT

This chapter was updated June 2011 and should be re read.


Contents

1. Introduction
2. Legislation, Regulations and Guidance
3. Children's Services Policy
3. The Social Worker
  3.3 The Personal Education Plan (PEP)
  3.4 The School
  3.6 The Child
  3.7  The Looked After Children Education Team
  3.8 The Corporate Parent Committee
4. Operational Procedures


1. Introduction

'Children in Public Care are our children. We hold their future in our hands, and education is the key to that future'
(Guidance on the Education of Young People in Public Care: DfE/DoH 2000)

1.1

During any academic year approximately  400 children and young people are Looked After by the London Borough of Ealing. The authority is committed to being a 'good' parent to all the children and young people in its care, acting as a 'good' parent should and prioritising educational achievement.

For many years nationally the educational achievement of young people looked after has been a serious cause for concern, as has been the case in Ealing.  Steps have been taken to address this in order to narrow the gap and there is now an improving picture. In summer 2010  Ealing's looked after children in care a year or more performed as follows for National Indicators 99,100 and 101

National Indicator 99 Children in care reaching level 4 in English at Key Stage 2:
September 2010   11/15 = 73.3%
September 2009    8/19 = 52.6%

NI 100 Children in care reaching level 4 in Maths at key Stage 2:
September  2010   10/15 = 66.7%
September  2009    8/19 = 42.1%

NI 101 Children in care achieving 5 A*-C GCSEs (or equivalent) at   
Key Stage 4 (including English and Maths):
September  2010   4/26 = 15.4%
September  2009   3/28 = 10.7%
1.2 However the national average for 5 good GCSEs remains at over 60%. The national average for children reaching level 4 in English and Maths at Key Stage 2 is over 80%.
1.3 While the cause of this difference in attainment compared to mainstream schools overall can be partly attributed to the emotional trauma and the disrupted and broken schooling which can be typical for many who come in to care, nevertheless, the London Borough of Ealing acknowledges that the current level of performance is not a true reflection of the ability of these children. Looked After Children (LAC) and young people in care are less likely to fall behind in school if every professional associated with the care and education of our children attached the same importance to their education as any 'good' parent would. The local authority and its schools are the corporate parent to these children and will do all that the good parent would to enhance the life chances of Ealing's Looked After Children.
1.4 This policy seeks to translate the notion of 'corporate parenting' into the practice of 'good parenting' as regards the education of Ealing's Looked After Children. It builds on existing good practice and defines roles and responsibilities of all those involved, taking account of the Children Act 2004 and the Children and Young Persons Act 2008 together with the statutory guidance on the roles and responsibilities of designated teachers for LAC published in November  2009. DCSF
1.5 We are committed to working together to raise the achievement of all children and particularly those in our care. The measure of our success will be the raising of the educational attainment of the children in our care so that it becomes more in line with the educational attainment of all children in Ealing schools and also meets national indicators for the educational achievement of Looked After Children.

1.6


Equalities and Diversity

  1.6.1 The London Borough of Ealing has an explicit policy in relation to equalities and diversity, which should be read in conjunction with this policy.
  1.6.2 The London Borough of Ealing aims to provide every Looked After Child with an education which meets their needs and enables them to reach their potential.
  1.6.3 Wherever possible the social and educational needs of Looked After Children will be met though access to universal services within their local community.
  1.6.4

Discrimination can detrimentally affect a young person's ability to access education and their ability to reach their full potential. Therefore, when promoting education, carers and social workers must take into account specific needs relating to race, culture, language, religion, disability, gender, sexuality and HIV status as they relate to the young person. The following general points also need to be noted:

  1. Black young people, young women, disabled young people and lesbian, gay and bisexual young people are particularly vulnerable to bullying and harassment and carers need to be sensitive and proactive in addressing this.
  2. Carers need to be aware that many young people they care for will face multiple discrimination.
  1.6.5 Young people who are 'looked after' by the Local Authority come from a variety of cultural and religious backgrounds and this needs to be acknowledged and respected in all aspects of their care. Ealing's Children's Services department endeavours to provide culturally appropriate placements whenever possible, and this helps to ensure that children's cultural needs are being met. 
  1.6.6 National research shows that children in public care are up to ten times more likely to be excluded from school, twelve times more likely to leave school with no qualifications and four times more likely to be unemployed. Children with statements of Special Educational Needs are six times more likely to experience permanent exclusion. The overrepresentation of black children excluded from school and underachieving has been well documented in various studies and remains a serious cause for concern.
  1.6.7 The Stephen Lawrence Inquiry Report, published in 1999 stressed that education had a fundamental role to play in eliminating racism and increasing life chances for children.  At the heart of recommendations put forward in the report are the expectations and duties placed on local authorities, voluntary sector, multi-agency groups and the criminal justice system actively to challenge racism and achieve effective partnership via full participation of pupils, parents and local communities.
  1.6.8 Key policies covering education and current initiatives for improving pupils experiences and equality of access for black children are also supported by requirements set out in the Race Relations Act 1976, Race Relations (Amendment) Act 2000, UN Convention on the Rights of the Child, CRE Standards for Local Government (Learning for All), the National Curriculum 2000 and the Ofsted Framework for Inspection of Schools.
  1.6.9 For many children the day to day experience of racism and discrimination is further compounded by their care status and the negative perceptions and assumptions concerning educational potential and academic ability. Professionals working with children must be proactive in challenging these assumptions.


2. Legislation, Regulations and Guidance

2.1

The Legislative Framework
  2.1.1 The Children Act 1989, the Children Acts 2004 and 2008 together with other Education Acts provide a legal framework within which the education of Looked After Children can be effectively safeguarded and promoted. (Children Act, Section 22 (1)(a)(b) and (3)(b) 1989)
  2.1.2 Section 52 of the Children Act 2004 places a duty on Local  Authorities to promote the Education of Children in Public Care.
  2.1.3 The Statutory Guidance on Section 52 outlines the duties to be  undertaken by Local Authorities to achieve this effectively.
  2.1.4

This Policy takes account of the Government's determination to transform the quality of children's services and the Government's broad policy themes for all children under the Every Child Matters Agenda:

  1. Staying Safe.
  2. Staying Healthy
  3. Enjoy and Achieve
  4. Making A Positive Contribution
  5. Achieving Economic Well Being
  2.1.5 The Ofsted framework and other Ofsted visits and inspections help to ensure that targets are met and standards maintained. Ealing's School Improvement Service and others such the as school's SIP (School Improvement Partner) have an important part to play in supporting the meeting of government targets and national indicators
  2.1.6 Central Support is also provided by range of support services identified  via the multi agency SAFE Teams (Supportive Action for Families in Ealing) and the Behaviour and Inclusion Services.
  2.1.7 Local initiatives using different streams of funding to raise standards also need to address ways of supporting the education of children looked after e.g. Access4All (Extended Schools) and specific projects initiated by the Looked After Children Education Team - e.g. the Creativity Connects programme 2008 - 2010.
2.2

The Statutory Guidance on the Duty on Local Authorities to  promote the educational achievement of Looked After Children  under Section 52 , the Children Act 2004.

The Statutory Guidance was published in Autumn 2005.

This was further supported by the two documents: Improving the attainment of looked after young people in Secondary Schools: Guidance for Schools DCSF 2009 and  Improving the attainment of looked after young people in Primary Schools Guidance for Schools DCSF 2009.

Further regulation and guidance has been implemented from April 2011 and is set out in The Children Act 1989 Guidance and Regulations Volume 2: Care Planning, Placement and Case Review and the Children Act 1989 Guidance and Regulations Volume 3: Planning Transition to Adulthood for Care leavers.
  2.2.1 The duties outlined in the 2005 and 2010 Guidance are statutory and aim to ensure that education is given a high priority for Looked After Children.
  2.2.2 There is a strong emphasis on Placement Planning to ensure minimum disruption to education as well as on the role of Personal Education Plans, which must be viewed as an integral part of the Care Plan.
  2.2.3 Attendance and exclusions are also highlighted, as are ways of supporting children in school.
  2.2.4

This replaces and builds on the document issued jointly by the DfEE  and DoH in May 2000 which had the following five key elements;

  1. Every Looked After Child must have a Personal Education Plan
  2. Every school must have a designated teacher for Looked After Children,
  3. Local Authorities will develop protocols for sharing information,
  4. Care placements will only be made with educational arrangements already in place, except in emergencies,
  5. Education placements will be provided within 10 school days of the care placement when a child moves in an emergency. Unless there are strong reasons otherwise, education arrangements should be mainstream and local.
  2.2.5 The Children and Young Person's Act 2008 incorporates many of the recommendations in the Care Matters White Paper. In terms of education the main outcome is that Designated Teachers for Looked After Children are mandatory - i.e. all schools must have a designated teacher for looked after children. Statutory guidance on their roles and responsibilities was published in the Autumn 2009
  2.2.6 If a child is at Key Stage 4 (year's 10 or 11), a senior education manager within the local authority must approve any change of placement, as it may disrupt the child's education.

2.3


Local Policies
  2.3.1 his policy contributes to and is supported by the local plans and policies. The Ealing Children and Young People's Plan 2007 -2010 is the main document and gives sign posts to other relevant policy documents.


3. Children's Services Policy

3.1 It is the responsibility of the whole Authority to promote the educational performance and attainment of Looked After Children by acting as a corporate parent and applying the principles of 'good parenting'. Specific individuals will, however, have day to day responsibilities for ensuring that the Authority is able to fulfil its duties as corporate parent.

3.2


The Social Worker
  3.2.1 Social Workers have the primary responsibility of defining and monitoring the care plan for the Looked After Child.
  3.2.2

In relation to education, the tasks of the Social Worker include:

  1. Ensuring that education is central to any plans made for the child either in care or being considered for a care placement.
  2. Ensuring that relevant educational and personal information on a child entering care has been passed on to the relevant Designated Teacher, the carer and the Looked After Children Education Team.
  3. Initiating and completing the Personal Education Plan, and in doing so communicating with the child about her/his school, education and aspirations, including out of school learning opportunities.
  4. Inviting Designated Teachers to attend all planning meetings, or to send a report, and ensuring that they are informed of all decisions taken. This includes requesting an up to date school attendance record.
  5. Attending an induction meeting at any new school with the child and the carer, ensuring that the Designated Teacher is made aware of the child's care status and care plan.
  6. Ensuring that the Personal Education Plan is taken into account in care planning and that the PEP is reviewed in line with the Statutory Review. If the young person is in Year 11 it is important that the PEP is reviewed early in the Autumn term if possible so that appropriate support for GCSEs can be identified and set in process.
  7. Supporting the carer in seeking to ensure that good links are formed with the school, that any special educational needs are met, and that the child is encouraged to value education.
  8. Ensuring that the school knows and fully understands the status of parents in the shared responsibility towards the child.
  9. Encouraging the natural parents to take an active interest in the child's education.
  10. Liaising with other involved professionals, from, e.g. Health, Education and Connexions to ensure a 'whole Authority' approach to supporting the young person.

3.3


The Personal Education Plan
  3.3.1 The Personal Education Plan (PEP) should be initiated as part of the Care Plan before the child becomes looked after (or within 10 working days in the case of an emergency placement), and be available for the first Looked After Review. The first Looked After review must take place within 20 working days (previously 4 weeks) of the date on which the child became looked after.
  3.3.2 The plan will be the result of effective joint planning and will 'add value' to the care planning process for the child. The Social Worker, the Designated Teacher, the Carer and when  appropriate, the child, will all contribute to the plan.
  3.3.3 The Plan will be relevant to the child's unique situation and be informed by individual attainment data and targets.
  3.3.4 The plan will have clear actions and outcomes and time scales and represent coherence across services.
  3.3.5 The plan will be relevant to the needs of the child.
  3.3.6 Every Looked After Child will have the opportunity to participate in 'out of school hours learning' activities including academic, cultural, sporting and leisure activities to broaden their educational achievement and to promote confidence and self esteem
  3.3.7 The plan will make clear who is responsible for what action and by when.
  3.3.8 The plan will be reviewed regularly and concurrently with the Care Plan and additionally at every change of placement.
  3.3.9 The Plan will be monitored by the Independent Reviewing Officer as part of the Looked After Children Reviews
  3.3.10 The Plans will be subject to audit in line with other audits conducted in Children and Families Services

3.4


The School
  3.4.1 Each school must appoint a designated teacher to act as a resource and advocate for Looked After Children and young people within their school setting and in accordance  with the Children Act 2008. The designated teacher needs to have sufficient authority to make things happen for the child. Acting as an advocate, the teacher should monitor support, ensuring that the school shares and maintains high expectations for each Looked After Child.
  3.4.2 The Governing Body needs to be aware of the document 'The role and responsibilities of the designated teacher for looked after children' Statutory guidance for school governing bodies DCSF 2009  and 'Supporting Looked After Learners', A Guide for School Governors (DfES January 2006).
  3.4.3 Schools need to also be aware of the following documents: ' Improving the attainment of looked after young people in Secondary Schools: Guidance for Schools. DCSF 2009 and  Improving the attainment of looked after young people in Primary Schools Guidance for Schools DCSF 2009

3.5


Roles and Responsibilities of the Designated Teacher for Children in Public Care.
  3.5.1

Within The School

  1. To ensure that all staff, both teaching and non teaching, are aware of the difficulties and educational disadvantage which may be faced by children and young people 'in care' and understand the need for positive systems of support to overcome them.
  2. To inform members of staff of the general educational needs of children who are in public care and to promote the involvement of these children in school homework clubs,  extra curricular activities, home reading schemes, school councils etc.
  3. To ensure that there is an up to date Personal Education  Plan for every Looked After Child in the school and that the review date is adhered to.
  4. To act as a resource and advocate for the Looked After  Children and young people who are in their school, and assist them in all aspects of their education.
  5. To develop and monitor systems to liaise with carers, social workers and the Looked After Children Education Team.
  6. To hold a supervisory brief for all children in care, e.g. to ensure all relevant education and care information is available to school staff and carers and that this information is kept up to date.
  7. To intervene if there is evidence of individual underachievement, absence from school or internal truancy.
  8. To track attainment and ensure that individual LAC are working to their potential and within government targets, e.g. achieving 2 levels of progress within key stages in primary school. To also be aware of wider government targets and aspiration for looked after children e.g. National Indicators 99, 100 and 101 which relate to the attainment of looked after children at the end of Key Stage 2 and Key Stage 4.
  9. To monitor the educational progress of children who are looked - after in order to inform the school's inclusion policy and the school's business plan.
  3.5.2

Work with Individual Children in Public Care

  1. To implement a Personal Education Plan for each child and review it as required in order to contribute to the Care Plan, ensuring that support for identified targets is in place and working effectively.
  2. To ensure that a Home School Agreement is drawn up with the primary carer and signed by the Social Worker, the child and the carer.
  3. To supervise the smooth induction of a new looked after child into the school, particularly at important transition times e.g. KS2 - KS3.
  4. To work with individual children, possibly with the carer, to arrive at a statement about their circumstances that they would be happy to share with staff/pupils if needed.
  5. To enable the child to make a contribution to the educational aspects of their care plan.
  6. To ensure that the child develops high expectations for him/herself, particularly in terms of educational achievement and attainment, so that educational success is seen as important for each child in care.
  3.5.3

Liaison

  1. The designated teacher needs to liaise with Social Workers so that the teacher understands about care arrangements for a particular child and their impact upon education, For example the impact of arrangements for contact time with family members or a move to a new placement.
  2. By liaison with the social worker to be aware of changes in care arrangements for periods of respite and to ensure that relevant staff within the school are aware of these changes.
  3. To liaise with Ealing's Virtual Headteacher for Looked After Children and the Looked After Children Education Team,
  4. To ensure the speedy transfer of information between agencies and schools. This should happen even when the child's stay is thought to be only temporary. Young people who are in and out of care are likely to experience disruption in their education and similar disadvantages to those who are looked after for long periods. Moreover, where there is high mobility it is particularly important that the Personal Education Plan accompanies the child, to highlight and maintain a focus on the pupil's strengths as well as areas for development.
  5. The young person needs to know who the designated teacher is and there needs to be agreement within the school about liaison and information sharing.
  6. The designated teacher does not need to be the teacher whom the child/young person would choose to trust to talk to. A flexible approach to supporting young people is likely to be the most effective as long as the designated teacher is available to make sure that support is properly co-ordinated and that actions identified in the Personal Education Plan are followed through. Identified targets need to be met and support monitored for effectiveness.
  7. Monitoring the child's attendance is particularly important, alerting all appropriate agencies if school attendance drops below target levels. Schools are required to make an annual return on attendance of Looked After Children to the Local Authority.
  3.5.4

Key Tasks for the Designated Teacher therefore include:

  1. Maintaining a register of all Looked After Children on the roll of the School.
  2. Ensuring that an induction meeting takes place when a Looked After Child joins the school. If a mid year admission, the designated teacher should attend the admissions interview.
  3. Obtaining educational records from the child's last school.
  4. Ensuring that a Personal Education Plan (PEP) is complete and is reviewed to time and that this reflects the child's current performance as well as areas for improvement and aspirations.
  5. Ensuring that actions identified in the PEP are followed through and monitored for effectiveness. In particular ensuring that the child/young person is put forward for 1 :1 tuition if appropriate.
  6. Sharing relevant personal information sensitively whilst maintaining confidentiality.
  7. Ensuring that high expectations are set in school for children in care and takes the lead in target setting with the young person, promoting a culture which has high expectations of looked after children.
  8. Establishing good communications systems between relevant teachers and carers.
  9. Supporting carers and school staff to ensure that any special educational needs of Looked After Children are met.
  10. Encouraging Looked After Children within the school to value education and to attend the Wednesday Study Support sessions held at the Horizons Centre in term time as well as other additional sessions organised by the school.
  11. To  encourage young people to participate in education programmes organised by the LAC Education Team during half terms and at other holiday periods.
  12. Participating in training and support networks for Designated Teachers in the Local Authority.
  13. Encouraging pupils in Year 8 upwards to become involved and attend the Looked After Children's Peer mentoring project, held each Monday in term time after school.

3.6


The Child
  3.6.1 The child/young person looked after has the right to an education that meets their needs and enables them to fulfil their potential.
  3.6.2 There will be an expectation placed upon each Looked After Child that they will do the best that they can, using the educational opportunities that are available to them.
  3.6.3 Each child or young person has the right to be involved in and consulted about the educational decisions made about them
  3.6.4 Each child or young person has the right to express their views about their education in order that their views can be carefully considered and taken into account
  3.6.5 Each child or young person has the right to educational aspirations, as well as to the encouragement and support from all those who act as corporate parent to help achieve those aspirations
  3.6.6 Each child will be supported by the LAC education team although the nature of this support will vary depending on distance as well as other factors. Nevertheless, each looked after child needs to be aware of the range of support available to support their education as well as the possibility of the provision of a Laptop computer to support and assist their educational studies.

3.7


The Looked After Children Education Team
  3.7.1 The team is under the leadership, management and direction of Ealing's Virtual Headteacher for Looked After Children.
  3.7.2 The team is responsible for ensuring that each Looked After Child has access to education appropriate to their needs. The team has specialist teachers covering all key stages and post 16.
  3.7.3

Key Tasks for the LAC Education Team:

  1. Providing high quality educational advice and support for Ealing's Looked After Children.
  2. Attending initial planning meetings for children who enter public care or change care placement.
  3. Visiting and providing educational advice to foster carers and residential social workers and designated teachers.
  4. Monitoring the implementation of each child's PEP and actively continuing to support children and young people who are experiencing educational difficulties.
  5. Offering advice, support and training to Social Workers, carers and schools, particularly designated teachers and others involved in the education of Looked After Children.
  6. Collating and monitoring information on the educational provision and attainments of Looked After Children.
  7. Raising awareness of the educational needs of Looked After Children throughout the Local Authority.
  8. Offering interim educational support at the Horizons Centre when young people in Key Stages 3 and 4 are brought back into borough, until a school place is allocated and the young person starts school/alternative provision.
  9. Offering education support through study support groups after school.
  10. Offering education 'catch up' sessions on an individual basis.
  11. Offering educational support programmes during half terms and school holidays as appropriate.
  12. Providing a peer mentoring programme for looked after young people age 14+.

3.8


The Corporate Parent Committee
  3.8.1 The Corporate Parent Committee is chaired by the leader of Ealing Council. Membership includes the Executive Director for Individuals as well as the Director of the Children's and Families Service. Members of the Council as well as senior officers are also represented together with young people. The young people are able to raise any matters of concern at these meetings and to have a dialogue with the 'Corporate Parent'.
  3.8.2 The Corporate Parent Committee also has overall responsibility for monitoring how the Authority fulfils its duties as corporate parent
  3.8.3 Each time the committee meets there is a report on the educational performance and progress of children in the care of the London Borough of Ealing. The committee scrutinises policy development and implementation and ensures that good practice is developed and disseminated. The committee meets four times a year.


4. Operational Procedures

The following operational procedures will be followed:

4.1

When a child enters the public care system and has an educational placement
  4.1.1 The Social Worker will ensure that the School/ Designated Teacher and the Education Team are notified immediately the child becomes looked after.
  4.1.2 The Education Team teacher will discuss educational arrangements with the child's Social Worker, the designated teacher, the carer and the child whenever possible.
  4.1.3 The Education Team Teacher will also ensure that a Personal Education Plan meeting is arranged.

4.2


When a child enters the public care system and does not have an educational placement
  4.2.1 The Social Worker will ensure that the Education Team is notified immediately the child becomes looked after.
  4.2.2 The appropriate Education Team teacher will discuss educational provision with the child's Social Worker and carer.
  4.2.3 In Ealing, if the young person is of secondary school age, the Social Worker and/or the foster carer will complete a school admission application form available from school admissions/from the administrator of the Fair Access Panel. The case will be taken to the next Fair Access Panel meeting. The panel meets every two weeks during term time. To speed admission the Social Worker/carer may also make a direct approach to a school requesting a school place. If the school decides to admit the Looked After Child then this would need to be ratified by the chair of the Fair Access Panel.
  4.2.4 In normal circumstances the young person would be admitted without undue delay and in this way Ealing endeavours to meet the 20 day requirement for obtaining an educational placement.
  4.2.5 The young person will also be invited to attend the Horizons  Centre for an Induction Interview where personal goals and aspiration can be discussed.
  4.2.6 The young person will then be offered morning education support  sessions until a school placement is identified and a start date confirmed.
  4.2.7 The appropriate member of the Education Team will ensure that an Interim Personal Education Plan is completed during the sessions at the Horizons Centre and that this is reviewed when the young person enters school. The young person will also be encouraged to attend the weekly Study Support sessions held after school on Wednesdays and the peer mentoring programme if appropriate. In this way continuity and contact with the Looked After Children Education Team will be maintained.

4.3


When a child leaves the Public Care System
  4.3.1 The Social Worker will ensure that the Education Team are notified
  4.3.2 When young people leave the care system after the age of 16, the procedures in the leaving care team will be applied.

4.4


When a change of placement is being considered
  4.4.1 Educational considerations will be central to all decisions in line with Care Matters recommendations. Every effort will be made to maintain the continuity of the school placement whenever possible and in particular in Key Stage 4.
  4.4.2 The social worker will ensure that the designated teacher and the Education Team are aware of the situation and invited to attend or contribute to all review or planning meetings
  4.4.3 The social worker will inform the designated teacher and Education Team of all decisions
  4.4.4 The Access to Resources Team will also be made aware of  relevant educational considerations

4.5


When the child's care placement takes them out of their school's area
  4.5.1 Educational considerations will be central to all decisions.
  4.5.2 Every effort will be made to maintain the continuity of the school placement whenever possible. Decisions about the child remaining at their current school or moving schools should be made purely on the basis of the child's best interests, taking account of the child's stage of education, the likely length of the care placement, the child's school experience, the length of the journey, sibling groups and friendships as well as links with the local community. Issues of disruption to curriculum and courses will also need to be considered.
  4.5.3 If it is decided that the child should remain in their current school, either for a specified period or indefinitely, funding for transport must be made available.
  4.5.4 In most cases there should be an expectation that the situation will be reviewed at appropriate stages of the child's education, taking account of both the child's and the carers' views.

4.6


School Admissions - when a child in public care starts a new school at normal transition times.
  4.6.1 In accordance with government requirements, Looked After Children are the first priority for admission to Ealing Schools.
  4.6.2 The designated teacher will, with the pupil's knowledge, pass on the Personal Education Plan to the new school.
  4.6.3 The designated teacher will ensure that the carer and the child, with the Social Worker's support, engage in the transition process.
  4.6.4 Communication systems will be agreed between the school and the carers, in line with the school's policy.
  4.6.5 The designated teacher at the new school will take responsibility for the pupil's well being in school and for ensuring that the Personal Education Plan is reviewed regularly, appropriate targets set and support in place to achieve them.

4.7


When a child in public care starts at a new school outside normal transition
  4.7.1

In Borough

  1. Requests for changes in Primary school placement at times other than normal transitions will be made through Ealing's admission system.
  2. Requests for changes of secondary school placement at times other than at normal transitions, will be made via Fair Access Panel procedures.
  3. The designated teacher at the child's current school and/or a member of the Education Team if the child is not in school, will liaise with the new school when allocated, and be responsible for passing on the Personal Education Plan.
  4. The designated teacher will arrange an induction meeting for the child, Social Worker, carer and parents if appropriate. When possible a member of the Looked After Children Education Team will also attend.
  5. Communication systems will be established between the school and the carers.
  6. The designated teacher at the new school will take responsibility for the child's well being in school and for ensuring that the Personal Education Plan is regularly reviewed.
  4.7.2

Out Borough

  1. Requests for changes of secondary school placement at times other than at normal transitions, will be dealt with in accordance with the Local Authority's Fair Access Protocols.
  2. Requests for changes in Primary school placement at times other than normal transitions will be made through the local authority.
  3. If the requested place is not allocated, the carer has the right to follow the appeals procedures. The responsibility for initiating the appeals procedures will rest with the social worker after consultation with the Education Team.
  4. The designated teacher at the child's current school, the Education Team if the child is not in school, will liaise with the new school and pass on the Personal Education Plan. The designated teacher will arrange an induction meeting for the child, Social Worker, carer and parents if appropriate.
  5. Communication systems will be established between the school and the carers.
  6. The designated teacher at the new school will take responsibility for the child's well being in school and for ensuring that the Personal Education Pan is regularly reviewed.

4.8


When a Statutory Review is to be held
  4.8.1 The review should be held out of school hours so that the child does not miss any lesson time.
  4.8.2 The Social Worker will try to arrange a meeting at a time when a teacher from the child's school can attend.
  4.8.3 The designated teacher will ensure that that an appropriate teacher attends or supplies a report
  4.8.4 The Social Worker will ensure that education is a key issue to be discussed
  4.8.5 The Social Worker will inform the designated teacher of any relevant decisions made if a teacher is not present.
  4.8.6 The Personal Education Plan will be reviewed as part of the preparation for the Statutory Review and reported on in the review. Key areas to be noted are the child's school attendance record, levels of progress and support for gaps in knowledge.

4.9


When a review of a Statement of Special Educational Needs or an Individual Education Plan is to be held
  4.9.1 The Designated Teacher will liaise with the SENCO and the Social Worker about who should attend the review - N.B Learning mentor/Connexions Personal Advisor.
  4.9.2 The child's foster carer or Residential Social Worker will always be invited to attend the review. N.B Parents also to be invited when appropriate.
  4.9.3 The designated teacher will inform the social worker of any relevant decisions made if the social worker is not present.
  4.9.4 Under the Special Educational Needs Code of Practice the Connexions Personal Advisor is to be invited to the Transition Meeting in Year 9

4.10


When a child is considered to have special educational needs
  4.10.1 When there is any concern about a Looked After Child having special educational needs, the designated teacher will liaise with the school's SENCO to ensure that the child's special educational needs are identified and assessed under the Code of Practice as speedily as possible, and that appropriate provision is arranged to meet those needs.
  4.10.2 The child's Social Worker and designated teacher will act as advocates for the child as well as the foster carer/family member if appropriate.
  4.10.3 The appropriate member of the Education Team is to be informed so that additional advice and support can be offered to the school and the child if needed.
  4.10.4 When the young person has a statement of SEN, then, at the annual review held at the age of 14 years, a transition plan will be drawn up to plan for career development. The Connexions personal advisor must be invited to this meeting.

4.11


When a child lives in a care placement out of borough and attends school out of borough
  4.11.1 The social worker will ensure that a clear and robust communication system is established between the carer, the Social worker and the school and the Education Team.
  4.11.2 The Ealing Personal Education Plan will be used for all children in the care of Ealing, regardless of where they attend school.

4.12


When a child is educated out of borough on a 52 week basis
  4.12.1 The Social worker will ensure that a clear and robust communication system is established between the school teaching staff, the Education Team and the Social Worker.
  4.12.2 The Ealing Personal Education Plan will be used for all children in the care of Ealing, regardless of where they attend school

4.13


When a child is not attending school regularly
  4.13.1 Legal responsibility for the Looked After Child lies with the local authority but practical responsibility for ensuring school attendance rests with the individual carer.
  4.13.2 Continuity of education is a priority and the aim should be to     minimise disruption to education by promoting full attendance.
  4.13.3 In the role of Corporate Parent, the School Attendance Service will offer support and guidance to the carer, social worker, school and child on matters of attendance if required.
  4.13.4 The school's usual intervention strategies for poor attendance will also be triggered and should be followed through rigorously.
  4.13.5 Working with appropriate others, the designated teacher will discuss the causes of poor attendance and devise strategies to address this with the child and the carer. The carer or the designated teacher will inform the Social worker.
  4.13.6 The Education Team is to be alerted to the situation by the Social worker and the carer if the child is out of borough and by the designated teacher and the carer if in borough.
  4.13.7 If poor attendance persists, the designated teacher will inform the Education team. The appropriate Education Team teacher will either visit the child or the carer personally or arrange for an educational social worker to do so, keeping the social worker informed.
  4.13.8 If the problem remains, there will be an educational planning meeting, attended by the child, the designated teacher or other appropriate teacher, the carer, the social worker and the Education Team teacher together with the educational social worker, in order to review the Personal Education Plan and identify any additional support that is needed.

4.14


When a child's educational provision is not in a mainstream or special school
  4.14.1 The Personal Education Plan will be drawn up in the usual way, i.e. with the social worker, the carer and the designated teacher/other most appropriate teacher

4.15


When a child is in danger of exclusion from school
  4.15.1 The designated teacher will devise strategies to address the child's behavioural problems in consultation with the carer, the Social worker and the child, keeping in regular contact with all parties to review and revise strategies as appropriate.
  4.15.2 The child's learning mentor will be kept informed if the child is in an Ealing High School.
  4.15.3 The designated teacher will inform the Education Team who will visit the child in an Ealing school and attend the meeting to draw up the Pastoral Support Programme, simultaneously reviewing the Personal Education Plan and any Individual Education Plan.
  4.15.4 If there are any concerns about the good conduct and academic progress of a looked after child, the education team is to be informed by the social worker and/or the foster carer as soon as possible so that appropriate support can be given.
  4.15.5 Central services, such as  SAFE  (Supportive Action for Families in Ealing) Teams Service for both Primary and Secondary are also to be involved at all stages.

4.16


When a child is permanently excluded from school
  4.16.1 The child will be subject to the LA's policies and procedures for permanent exclusion.
  4.16.2 The Social Worker and the appropriate teacher from the Looked After Children Education Team will liaise with the Principal Officer for Exclusions to ensure that the Department for Education (DfE) guidelines on procedures for permanent exclusions have been followed.
  4.16.3 The Social Worker, carer and if appropriate the child's parents will attend the governors review meeting and, if the exclusion is upheld, decide whether to appeal or not.
  4.16.4

Education provision:

The Principal Officer for Exclusions will notify the appropriate behaviour consultant within the SAFE teams. (Supportive Action for Families in Ealing)

  • Secondary age pupils - once the SAFE Team is aware of the exclusion, the case will be presented to the Exclusion Forum within 2 weeks.  Education provision will be provisionally agreed pending the outcome of the governors review meeting / Appeal.
  • Primary aged pupils - once the Primary Centre is aware of the exclusion, the case will be considered and education provision provisionally agreed pending the outcome of the governors review meeting / Appeal.

4.17


When a young person leaves school
  4.17.1 Planning for the young person's future will start at least two years before the young person is due to leave school, taking into account his/her views and aspirations.
  4.17.2 The Connexions Personal Advisor will also be involved.
  4.17.3 The designated teacher will have ensured that the young person, having had careers advice, has agreed an action plan and this will have been incorporated into the Personal Education Plan/Pathway Plan
  4.17.4 The Personal Education Plan will be incorporated into the Pathway Plan when the young person moves to the Leaving Care Team. (Personal Education Plans are no longer required once the young person reaches statutory school leaving age).
  4.17.5 The Social Worker will have ensured that the young person feels confident and supported with regard to future care arrangements and enabled to follow the career path of his/her choice as appropriate.
  4.17.6 The KS4 LAC Education Team teacher/caseworker will maintain an overview of all LAC in Year 11 and will advise on future education pathways and support as needed
  4.17.7 The London Borough of Ealing will celebrate the young person's achievements at school and invite her/him to the Ealing Annual Awards Ceremony, held each year on the last Friday in September.
  4.17.8

The Social Worker is to encourage the young person to continue in education/ employment/training for as long as is needed to embark on a fulfilling career, maintaining appropriately high expectations for each young person to succeed. Information on courses and routes into further education and training are available from 

  1. The Careers Service (Connexions Service)
  2. The Personal Advisors attached to the Horizons Centre
  3. The Post 16 Education Team teacher/case worker
  4.17.9 Further information is available in the Procedures for Training, Education and Employment documentation in the Leaving Care team. (See Leaving Care Services (including all relevant legislation, policies, procedures and guidance for Young People leaving care) Procedure.
  4.17.10 The London Borough of Ealing will continue to give support to the young person up to the age of 21 and up to the age of 24 if they are in full time education, in accordance with the Leaving Care Act.

4.18


Higher Education/Further Education
  4.18.1 The London Borough of Ealing has a firm commitment to supporting all the Looked After Children and young people who wish to and are able to continue into further and higher education.  The authority may agree to fund some expenses subject to good attendance and completion of work and enhance the government bursary, set at £2,000 in 2009.
  4.18.2 Further details are available in the Leaving Care Policy

Out of Borough Placements
  4.18.3 Efforts will be made to educate Looked After Children in local placements whenever possible. In order to meet the full range of needs, however, it may be necessary for some children to be placed and to receive their education outside the authority.
  4.18.4 Where an out of authority placement is considered every effort will be made to maintain the continuity of school provision until the transfer to the new placement.
  4.18.5 Wherever children are placed, the Authority will continue to uphold the responsibilities of a corporate parent and will continue to weigh carefully all educational considerations, including how the child's life chances are likely to be affected by the placement decisions.
  4.18.6 Where the Local Authority decides to recall a child who is placed out of the Authority, the individual child's interests will be placed above all else and any move will be justified in terms of benefit to the child.
  4.18.7 The Local Authority will seek to ensure that the same standards of care and education apply to out of authority placements as are expected within the authority.

4.19


Children in the Care of Other Authorities
  4.19.1 Children in the care of other Authorities who live in the London Borough of Ealing will be subject to the Personal Education Plans of that authority. The responsibility for the monitoring and review of their placement in school and of the PEP will also be the responsibility of the placing authority.
  4.19.2 Designated teachers in Ealing schools will have the same responsibility towards children in the care of another authority as they do towards children and young people in the care of the London Borough of Ealing.

4.20


Children placed in secure accommodation
  4.20.1 Children can be placed in secure accommodation for a number of reasons, either for their own welfare, on remand, or as a custodial sentence. Whatever the reason, the children need access to education and/or training.
  4.20.2 If the child has been placed in secure accommodation on remand or as a custodial sentence, the Social Worker will liaise with the Youth Offending Service who will in turn liaise with the institution to determine the education provision.
  4.20.3 If the child has been placed in secure accommodation for his/her own welfare, the Social worker will liaise direct with the institution to determine the education provision.
  4.20.4 The social worker will liaise with the Education Team to ensure that the exit plan for the child prioritises educational provision and that the Personal Education Plan is in place

4.21


Liaison  with the Youth Offending Service (YOS)
  4.21.1 The responsibility for the education provision of looked after children and young people involved with the YOS rests primarily with the YOS education worker.
  4.21.2 The YOS team education worker and the Looked After Children Education Team will liaise and work together to ensure that young person's education continues with minimum disruption.

4.22


Training and Awareness Raising
  4.22.1 An annual conference is held on the Education of Ealing's Looked After Children and Young People. This conference has an audience drawn from all those involved with raising the educational attainment of Ealing's Looked After Children. Teachers, carers, social workers and members attend as well as the young people themselves.
  4.22.2 Specific training for foster carers and residential social workers is held on a regular basis. The Looked After Children Education Team also regularly contribute to foster carer preparation groups, foster carer support group meetings as well as to team meetings for residential social workers.
  4.23.3 The Looked After Children Education Team also take part in Children Services Induction training for new members of staff. There are also ongoing meetings with Social workers in area team meetings. Issues and concerns can then be raised with members of the Education Team as well as ongoing direct contact.
  4.22.3 Termly meetings are offered to Ealing's designated teachers for Looked After Children as well as individual sessions with Designated Teachers. These sessions address general training issues as well as specific areas of concern as well as updating colleagues on government guidelines and other relevant information.

4.23


Performance Measures
  4.23.1 The success of this policy, which aims to improve the educational performance and outcomes for Looked After Children and young people in the London Borough of Ealing will be assessed in the annual returns to DfE as well as via other indicators required from the local authority. e.g. National Indicators 99,100 and 101
4.24 Monitoring and Review Arrangements
  4.24.1 Every child's Personal Education Plan will be reviewed in line with the Statutory Review of the Care Plan in accordance with the Statutory Guidance on the education of Children in Public Care. If the child has had a change of care placement which has necessitated a change of educational placement the Social Worker will instigate a review of the Personal Education Plan so that disruption to education is minimised. If there has been a change of care placement, even on a short term basis, the social worker will inform the school of these changes, in particular in cases of short term respite.
  4.24.2 Significant concerns that are identified through the review of the child's Personal Education Plan will be reported by the Social Worker to the Education Team, who, through liaison with the school will take steps to ensure that the concerns are resolved.
  4.24.3 Children who feel that their views have not been appropriately listened to or represented during the PEP review process should either discuss the matter with their carer or their Designated Teacher or contact the relevant Education Team Teacher who will arrange appropriate mediation. If the child feels unable to contact the Education Team teacher s/he should contact the Virtual Headteacher for looked after children who will arrange appropriate mediation.
  4.24.4

The implementation of the policy for the education of children and young people in public care and the operational procedures contained in Section 4 of the policy will be monitored through:

  1. An annual review of progress in relation to performance measures listed in Section 4.24, carried out by the Virtual Headteacher, looked after children.
  2. Committee reports to the Corporate Parent Committee, where education is a standing item
  3. Termly meetings with the children's teams in both area offices, both general and specific. The purpose of this meeting is to offer advice and support and to monitor the implementation of Personal Education Plans and to assist with any other concerns expressed in relation to education.
  4. Termly meetings with Ealing's designated teachers

End