Schools and settings

Schools, led by the designated teacher, have the responsibility to promote the educational achievement of Looked After Children, including those aged between 16 and 18 who are registered pupils. Designated teachers are required to undertake appropriate training and the Virtual School team offers support and guidance in order to maximise progress and attainment and close the gap between Looked After Children and their peers.

Model policy for LAC June2016

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PP+ Policy Sept 2017

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PEP Desirable Outcomes

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What does a good ePEP meeting look like

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The Virtual School Tutor Team

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Supporting Transition

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Requires Improvement or Inadequate Settings

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All Looked After Children have the right to a smooth transition into an early years setting with setting staff having the necessary background information to support them appropriately. Cambridgeshire’s Virtual School employs an Early Years Specialist Teacher, Clare Hawking, who can support this process.


Looked After Children benefit from early years setting staff working in close partnership with carers, parents and social workers. They also benefit from early years professionals having an understanding of the impact of relational trauma and loss on a child’s emotional well-being and development. A Looked After Child is likely to have experienced trauma, separation and significant disruption in their lives and their progress is often impeded as a result.


Information sharing and on-going communication is essential to help provide appropriate support for children in care and help support transitions. For Looked After Children, the child’s social worker is the Lead Professional. Cambridgeshire Virtual School has a version of the ePEP specific to early years.

Cambridgeshire Virtual School Post-16 Service plays a vital role in supporting other professionals, carers and young people who are looked after or care leavers from Cambridgeshire in respect of education, training and employment. Education and training can be the key to ensuring young people make the transition to full independence positively and in employment. The Virtual School works in partnership with colleagues in social care, carers, young people, colleges/universities and training providers.

Useful documents

18 - 25 Team Care Leavers Guide

Financial support

Higher Education Guide

The role of school governors in promoting the education of Looked After Children is covered in the guidelines, in 'The roles and responsibilities of the designated teacher for Looked After Children.' School governors are required to monitor the attainment and progress of Looked After Children, how they are supported and the ways in which Pupil Premium Plus funding is being used to improve outcomes for Looked After Children in their school. School governing bodies should make sure the designated teacher has appropriate training and should receive, as a minimum, an annual report from the school's designated teacher for Looked After Children, in order to monitor the effectiveness of the role.

Sample DT report to governing body

Questions for governors to ask designated teachers

Contact Us

Jo Pallett


Phone: 01223 699883