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Education of looked-after children
How Medway Council supports the education of young people in
care
Why do looked after children frequently fail to make academic
progress and achieve their full potential?
Young people and children in care are among the most vulnerable
in schools. Many have experienced tremendous personal upheaval and
are suffering from confusion and stress arising from physical or
sexual abuse, neglect, rejection, bereavement or family
breakdown.
National research and inspection has highlighted the important
factors which work against the success of looked-after children at
school. In the past, carers, teachers and social workers have not
given sufficient priority to looked-after children’s educational
progress and attainment, tending to focus more on issues relating
to their care plan, parental contact and the relationship with
their extended family.
Medway Council recognises that looked-after children’s needs
will be better met if all the agencies supporting them work
together. Its staff work together at the highest level to ensure
that all aspects of planning for looked-after children are well
co-ordinated. At Local Authority (LA) level, the virtual head
teacher for children who are looked after works with schools,
social workers and other agencies to support the attainment of all
young people who are looked after. The virtual head teacher
also collects information about the achievement of looked-after
children, so that their progress can be tracked and appropriate
actions taken.
There are two teachers employed by the LA to support the most
vulnerable children. At school level, each school has a designated
teacher for looked-after children. Training is provided by the LA
to help them fulfil their vital role in giving educational and
emotional support. To help teachers and social workers work
together, Medway Council uses personal education plans (PEPs) for
all children in public care.
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