DCSF/DFE Guidance
for Children in Care - Nov ’09
School-based Training to
Headteacher, Governor & DT.
Ceri May – Teacher,
Haringey Virtual School of
Children in Care.
Spring 2010.
Key Message to Governing Bodies of
Maintained Schools:
Statutory Framework
 The Governing Body is required to appoint
a designated teacher (DT) to promote the
educational achievement of Children in
Care (CiC).
 Required under the Children & Young
Person’s Act ’08.
 Regulation came into force on 1.9.09.
Key Message to Governing Bodies of
Maintained Schools
The DT must be one of the following:

A qualified teacher who has successfully completed an induction
period and is working as a teacher at the school.

The Head Teacher, or Acting Head Teacher.

A teacher with appropriate seniority, professional experience and status
to provide leadership, training, information and advice about the
specific needs of CiC.

A person who has carried out the role of DT for at least 6 months prior
to the regulations coming into force, is planning to train to become a
teacher, and is likely to be qualified by 1.9.12.

Where the DT is not a member of the senior leadership team, a
member of the team should be designated as a champion of CiC issues
and work closely with the DT.
Key Message to Governing Bodies of
Maintained Schools
The Role of the Governing Body:
 The governing Body, in partnership with the
Head Teacher, is responsible for monitoring
how well the DT role is working (not
performance management).
 Ensure, in partnership with the Head, that
the DT undertakes appropriate training.
(Section 20(2) – 2008 Act).
Key Message to Governing Bodies of
Maintained Schools

As a minimum, governors should consider an annual
report from the DT and act on any issues it raises to
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Support the DT
Maximise the impact of the role
It is important that the report does not refer to children by
individual name; confidentiality.
In addition to considering and acting on the report, the
governing body should make sure that arrangements are in
place to keep themselves informed about provision for,
and attainment of the CiC on the school roll on a more
regular basis.
Key Message to Governing Bodies of
Maintained Schools
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Ensure that the DT is receiving appropriate levels
of support to fulfil the role.
Ensure, with the school leadership team, that the
DT role contributes to school staff in terms of
developing a deeper understanding of the needs of
CiC.
Ensure, with the school leadership team, that all
staff maintain high levels of expectation for CiC.
Indicators which demonstrate that the DT
role is being implemented efficiently:
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The school has a clear overview of the
educational needs and progress of CiC on
their roll.
School policies are effective in reflecting
the educational needs of CiC.
Resources are allocated to support the
DT to carry out the role effectively.
The Annual DT Report should enable the Governing Body
to make judgements about the effectiveness of the DT Role
in the context of wider school planning in relation to:
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Workload issues; dependant on number of CiC on roll.
Levels of progress made by CiC, compared to all
children.
Patterns of attendance and exclusions; different for
CiC compared to all children?
Any process or planning issues arising from Personal
Education Plans (PEPs).
Any CiC identified as Gifted and Talented? How are
those needs being met?
Any CiC with SEN; Statement, School Action or School
Action +?
The Annual DT Report should enable the Governing Body
to make judgements about the effectiveness of the DT Role
in the context of wider school planning in relation to:
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How the teaching and learning needs of CiC are
reflected in school development plans.
Training to DT to enable them to impart knowledge to
colleagues about the education and well-being of CiC.
Work with Virtual Schools or CiC Teams in Local
Authorities.
The impact of school policies on CiC – eg. charging for
educational visits and extended school activities;
permission for school trips and allocation of places.
Using information gained from the
DTs Annual Report:
The Governing Body and School
Leadership Team should consider:
 Whether the DT has sufficient time and resources to
carry out their role effectively.
 Training, support and development needs required to
ensure the role is carried out effectively.
 The extent to which school policies take account of the
particular needs of CiC.
 Whether the school is making the fullest use of
resources; prioritising CiC for school-based
interventions, including one-to-one tuition.
The Role of the DT:
The DT should:
 Agree a high quality Personal Education Plan with the
Social worker and key partners, and review within
timescales.
 Provide a central point of contact at the school for all
agencies working with CiC.
 Be responsible for coordinating strategies to raise the
attainment of CiC.
 Create opportunities for CiC to access additional
resources for learning; particularly one-to-one tuition.
The Role of the DT:
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Be responsible for understanding the wider needs of
CiC.
Offer training and information to colleagues on the
specific needs of CiC.
Champion high expectation within the school for CiC.
Inform whole-school policy writing to ensure CiC are
not disadvantaged.
Promote home-school links and raise awareness with
school staff of the particular needs of carers.
Why is the Government Targeting this Group?
Poor Outcomes for CiC Nationally:

Even when achieving average or above at the end of KS2, they often
drop off academically and/or socially in KS3 & 4.

Vulnerable girls / high rates of early pregnancy.
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High risk of becoming NEET.
 High risk of offending.
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In and out of care; still part of the vulnerable group.
‘They are 5 times less likely to achieve 5 good GCSEs and 8 times more
likely to be excluded from school. They are less likely to go to
university and more likely to end up in prison.’ (Ed Balls).
The Value of the Head – Governor – DT Triangle
As a group you can fulfil a vital role for CiC:
 Operating at a strategic level.
 You can help safeguard against the risk factors outlined in
previous slide.
 You can offer support in terms of de-personalising events
for adults, and help them reflect on the known difficulties
of working with children who may carry strong emotions.
 By developing a common understanding of the impact of
exclusion on this group in particular, you could help in the
planning and thinking around this issue.
Key Messages from Government:
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PEPs are more important than ever.
Every CiC on roll must have a PEP.
The DT is responsible for ensuring a current and
working PEP is available at the school.
PEPs should set high expectations of rapid progress.
Additional support should be put in place so that the
CiC succeeds.
A CiC should access additional support even if they do
not meet the criteria.
New Ofsted Criteria have limiting judgements on CiC.
High Ofsted focus on Vulnerable Groups.