Support for Looked After Children joining, leaving and in your school

School is important to the likely success of a foster care placement

Many looked after children love school whether they are progressing well or not. Having had a difficult start to their lives they like being somewhere normal and school is a place where they can learn to be themselves at their best. School can be places where children with a traumatic past and possible present circumstances can grow and thrive.

There are many ways in which you can help the child, in what is likely to be a difficult time of change and loss.

If a child in your school becomes looked after:

Be aware that school may be the only place where the child currently receives any consistency. You may know more about the child and his/her background than any other professionals currently involved.

Things to do

• Make sure school has contact details for the Social Worker (SW), foster carer(s) and Education Resource Team (ERT) Teacher. It is likely that an SW or ERT worker will inform the school as soon as a child enters the public care system. School should receive written details of any change of circumstances regularly via Children's Social Care.
• Be aware that school staff closest to the child may need to be available to support the child. Support and advice for staff should also be available. Contact the Social Worker for additional information and guidance. The ERT Teacher could also be a point of contact for information.
• Be aware that initially due to moving, the child may not have normal school equipment and uniform. Discreetly providing items on a temporary basis would be very beneficial at that stage. Homework may also be a problem. School may need to offer additional support. Be aware that the child's emotions and behaviour may be altered for some time. They may be suffering from loss and grief and may exhibit extreme behaviour. They may have difficulties concentrating on schoolwork. Relationships with peers may be affected.
• Other children may not be aware or understand what is happening. A sympathetic member of staff should discuss with the child what information should and can be given to their peers. An agreement of how this is to be done should be reached. An example of an issue that could arise is a child unexpectedly being unable to attend a friend's birthday party.
• The child will need to be told who the designated teacher for looked after children in school is and that that person is available to help in addition to others.
• Talk to new carers as soon as possible. (It may be that the child still resides with the parent but is now a Looked After Child). Clarification will be needed via the social worker or ERT teacher. Clarify any issues regarding school/organisation. New carers will need to find out a lot about the child in their care in a short time.
  Schools can help by giving information about the child's ability, development, strengths and weaknesses and how they can support the child's educational progress. Ask carers if they will have any difficulties in supporting the child with things such as homework and research, e.g. access to a computer.
• Be aware that curriculum topics centred around families and family life will need to be handled sensitively at this time.
• Ask for details of arrangements for contact with parents. A child may be emotional prior to and after these contacts.
• A Personal Education Plan (PEP) will need to be set up for the child within 20 school days of coming into care. Schools should contact the ERT teacher to discuss this.

If a child who is looked after joins your school:

A change of school at any time can be difficult for a child. A Looked After Child may be experiencing a great amount of change and loss in addition to having to cope with a change of school. Your response to their arrival at your school will be crucial in ensuring as smooth a transfer as possible.

Things to do

• As soon as the school is notified of a LAC's impending arrival preparation and plans should be made in consultation with SW, ERT and foster carers.
• Gather information from the child's previous school before they start at your school. A copy of any statement of Special Needs should be obtained. Previous PEPs should be available if the child was already Looked After. However, information gathering should not delay a transfer.
• Give careful consideration to the form/class a child will be joining.
• Plan contingencies in case the child does not have all the correct uniform and equipment on arrival.
• It is helpful to prepare the form/class for a new arrival. Looked After status should not be made known to the class.
• Some children have had very disrupted education. As they settle, their progress, academic, behavioural, and social, should be monitored.
• The needs of LAC should be prioritised for consultation and support from outside agencies. For children who need such intervention, speedy and proactive target setting and support can help reduce more serious difficulties in the future.
• It is important that the child is welcomed by an appropriate member of staff on the first day and perhaps a 'buddy' be allocated to help the child settle.

The first 3-4 weeks are crucial and regular checks on progress should be made

NB: All information related to a LAC already attending a school would also apply to a new pupil to your school, including the initiation of the PEP.

Contact Information
Send us a Message	Education Resource Team The Linden Centre Linden Road Denton Tameside  View local map
0161 366 4189
0161 320 9244