[School NAME] - PRIMARY SCHOOL VERSION
LOOKED AFTER CHILDREN SCHOOL SELF EVALUATION [date]
Designated Teacher for looked after children: [name]
No. of looked after children on roll:
Role of the Designated Teacher
The Designated Teacher for looked
after children regularly reviews the
progress of all looked after children on
roll
The Designated Teacher for looked
after children regularly liaises with the
Virtual School Headteacher (VSH)
The Designated Teacher for looked
after children coordinates the spending
of the Pupil Premium funding
The Designated Teacher for looked
after children provides Governors with
information about how the Pupil
Premium Grant is spent and its impact.
All PEPS (Personal Education Plans) for
looked after children include
challenging achievement targets
The Designated Teacher for looked
after children meets regularly with
parents/carers.
The Designated Teacher for looked
after children encourages carers to
focus on educational achievement
Comments : In this school …
Predicted end of year attainment & progress of looked after children on school roll:
Reading
Child’s
UPN
Child
A
Child
B etc.
Current
Yearr
Gp
Attainment
Progress
Writing
Attainment
Progress
Maths
Attainment
Progress
Predicted
APS for
child
Current
Attendance
HOW EFFECTIVE IS LEADERSHIP AND MANAGEMENT OF PROVISION FOR LAC? Highlight Self-Evaluation Judgement
1
2
3
4
A member of the SLT has
A member of the SLT have
A member of staff has
The responsibility for LAC is
responsibility for LAC, knows
responsibility for LAC and
responsibility for LAC. LAC
not well enough defined.
about the attainment of each knows about the
Leader sometimes responds Staff rarely respond to LAC
LAC in detail and is proactive
achievement of each LAC.
to under achievement and
underachievement and
in promoting LAC
LAC Leader responds
some LAC make good
most LAC do not make good
achievement. LAC makes
quickly to LAC under
progress.
progress.
rapid progress from their
achievement and LAC make
starting points.
good progress.
HOW EFFECTIVELY IS THE ACHIEVEMENT OF LAC MONITORED?
1
2
3
Progress is monitored
Progress is monitored
Progress is monitored
frequently. LAC Leader meets regularly. LAC Leader
regularly. LAC Leader
frequently with class teacher. meets frequently with class sometimes meets with class
LAC Leader provides VSH
teacher. LAC Leader
teacher. LAC Leader has
with achievement data
sometimes provides VSH
some contact with VSH
frequently. LL liaises
with achievement data
regarding achievement
regularly with the VSH who
frequently. LL sometimes
data.
holds the school to account
liaises with the VSH who
robustly.
holds the school to
account.
DO PUPILS RECEIVE HIGH QUALITY GUIDANCE?
1
2
3
Teachers and TAs are fully
Teachers and TAs are fully
Some teachers and TAs are
aware of LAC in class and
aware of LAC in class.
aware of LAC in class. Some
ensure their marking and
Most marking and
marking and feedback is of
feedback is of high quality.
feedback is of a good
good quality.
quality. Concerns about
progress are shared with
the LL.
4
Progress is monitored
irregularly. There is no
monitoring of LAC
achievement. There is no
contact with the VSH
regarding LAC achievement.
4
Teachers and TAs are not
aware of LAC in the
classroom. Marking and
feedback are not of a good
quality.
IS THE PUPIL PREMIUM GRANT SPENT EFFECTIVELY FOR LAC PUPILS?
1
2
3
4
LL and VSH liaise regularly to
LL and VSH liaise to ensure
The PPG is targeted to meet Spending of LAC PPG is
ensure PPG is well targeted
PPG is well targeted to
the needs of LAC. The GB
unclear and not targeted
to meet the specific
meet the specific academic has some awareness of the
specifically. The GB has little
academic needs of LAC and
needs of LAC and
PPG and sometimes
understanding of how the
consequently they make
consequently they make
monitors its effectiveness.
PPG is spent and does not
outstanding progress and
good progress and any gap
Some LAC make good
monitor it effectively.
any gap in attainment
in attainment between
progress but it is
Progress is too slow and the
between themselves and
themselves and others
inconsistent and gaps in
gap in attainment is too
others nationally is
nationally is narrowing.
attainment are not
wide.
narrowing very rapidly. The
narrowing quickly enough.
GB is aware of the rationale
for how PPG is spent and
monitors this. Attainment is
reported to the GB.
WHAT IS THE QUALITY OF PEPS LIKE? DO THEY SHOW HIGH EXPECTATIONS FOR ACADEMIC PROGRESS?
1
2
3
4
PEPs are comprehensive and
PEPs are thorough and
PEPs are basic but up to
PEPs are very basic and may
are an enduring record of the record some of the LAC’s
date and record some of the not be up to date. PEPs do
LAC’s experience, progress
experience, progress and
LAC’s experiences, progress
not show achievement
and achievement. PEPS are
achievement. PEPS are
and achievements. PEPs are targets. Where targets are
clearly linked to Pupil
clearly linked to Pupil
linked to Pupil Passports
in place they are too low
Passports where
Passports where
when appropriate. PEPs
and do not provide
appropriate. PEPS show
appropriate. PEPS show
show achievement targets.
appropriate challenge. PEPs
short/long term aspirational
short/long term targets.
PEPs show some evidence
show no evidence of pupil
SMART targets. PEPS are
PEPS are regularly updated
of pupil voice.
voice.
regularly updated when
when targets are met. Pupil
targets are met. Pupil voice is voice is evident in PEPs.
clearly evident in PEPs.