Schools, early years and childcare

Standards for residential care staff

• The residential adolescent unit has written policies, procedures and guidelines available to staff which demonstrate that a high priority is given to the promotion of education.
• Regular school attendance is promoted and positive steps are taken to achieve educational continuity for each child or young person.
• Care staff liase closely with the designated teacher in school.
• Care staff have ready access to a copy of the child or young person's education plan and have received advice as to how they may best promote educational progress.
• Details of the child or young person's educational needs, progress and achievements are recorded in individual case records.
• Children and young people are encouraged to study and the key worker takes a close, supportive role in their educational progress.
• The unit is well equipped with educational aids, including a computer, reference books and materials that are readily available to all young people.
• Awareness training will be made available to all care staff and they will receive advice and information from Medway Council, as the Local Authority, about a wide variety of educational matters.
• Residential care staff will participate in statutory reviews and maintain close liaison with the child’s social worker about the child’s educational placement and progress.

What can carers do?

At a multi-agency or school level:

• carers need to know the name of the teacher with special responsibility for looked after pupils and how to contact them;
• carers should be involved in the statutory child care review and the annual review if the young person has a statement of special educational need;
• a clear understanding of the different roles and responsibilities of the other professionals involved with the young person is essential;
• an education professional should attend the six monthly reviews and help in setting the educational targets;
• if the young person has special educational needs, carers should ask the school for a copy of the current Individual Education Plan (IEP) and the date for its review;
• carers should be aware of and sensitive to the appropriate role of the natural parents;
• the young person will need someone to attend school meetings and functions such as open days, parents’ evenings, concerts and fetes;
• if there are problems with attendance, the school will need to have a first day of absence procedure and the support of the educational welfare officer;
• should the young person be unhappy, have problems or be going through a difficult phase, carers should talk to school staff about this and work together with them and other professionals (such as an educational welfare officer or educational psychologist) to support the young person;
• carers should have an up to date history of educational and residential placements, including a copy of the statement of educational need, if the young person has one;
• if the school staff use terms such as SATs, NC levels and key stages that are unfamiliar, carers should request an explanation;
• carers should have information on school policies, such as special needs, exclusion and anti-bullying.

In the home setting:

• the young person will need appropriate facilities, resources and support when completing homework and other educational activities;
• younger children will need someone to hear them read, while others will benefit from the opportunity to share a love of books, perhaps by visiting the library or reading a novel with an adult;
• it is important to talk to the young person about positive aspects of their lives, as well as their dreams, wishes and ambitions for the future and how they plan to achieve them;
• foster carers and residential social workers should actively seek training on educational matters.

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