2015
-1-
DORSET VIRTUAL SCHOOL HANDBOOK
CONTENTS
SECTION
TITLE
Contents
PAGE
1
1.
Who are Children/Children in Care?
2-4
2.
Dorset Virtual School
Purpose, Responsibilities, Arrangements and
Structure
5-7
3.
The Relationship Between the Virtual School and
Schools, Academies and Settings
4.
Personal Education Plans
What are they and how are they completed?
5.
Pupil Premium
What is it and how should it be used by schools?
6.
Higher Needs Funding
8-13
14-15
16
17-21
What is it and how should it be used by partners?
7.
Designated Teacher Role
Key Responsibilities
22-23
8.
Accountability
Holding People to Account?
24-30
Appendices
31-108
-1-
SECTION ONE
WHO ARE CHILDREN IN CARE?
In most circumstances a child in care is a child under 18 years
of age who has been provided with accommodation or cared
for by the local authority for more than 24 hours because the
parent(s) or guardian(s) for whatever reason are prevented
from providing them with a suitable accommodation or care.
In the Children Act 1989 children in care are known as Looked
After Children (LAC) some people also refer to these children
as Children Looked After (CLA).
Children in care will have:
 An allocated social worker
 Regular Child in Care Reviews (sometimes referred to as
LAC Reviews).
 A Personal Education Plan (PEP).
Foster Carers or the staff in residential homes work closely
with schools, social workers and other professionals to make
each of these work in support of the good progress and
development of the child/young person in care.
Children in care are either the subject of a care order (an order
made by the court) or are in care through a voluntary
agreement with his or her parents.
The Care Order
A Care Order is given as the result of a decision made by a
court to protect the children from significant harm or other
reasons which meet the threshold for coming in to care. When
a child is subject to a Care Order the local authority shares
Parental Responsibility (PR) with the parents.
The child may also be subject to an Interim Care Order (for up
to eight weeks in the first instance) where, in an application for
a Care Order, the proceedings are adjourned or where a court,
in any proceedings, gives a direction for the investigation of a
child's home circumstances.
-2-
Voluntary Agreement
A voluntary agreement is when a child is provided with
accommodation by the local authority with the consent of
those with Parental Responsibility. The arrangement is based
on co-operative working between the local authority, the
young person and his or her parents and the parents retain
legal Parental Responsibility for the child or young person.
Any person who has parental responsibility for a child may at
any time remove the child from accommodation provided by or
on behalf of the local authority. If the young person is 16 or 17
years old, they can leave the accommodation without parental
consent.
A voluntary agreement is often referred to as ‘Accommodation
under Section 20’ as this relates to the section in the Children
Act 1989 that applies in these circumstances.
Unaccompanied Asylum Seeking Children (UASC)
When a child is an unaccompanied asylum seeker they have
come to this country to escape violence, genocide or hostile
conditions in their country of origin. A social work assessment
identifies their individual needs and then they become a child
in care and provided with accommodation in foster care or in a
residential home. If they are over 16 years old they are
provided with housing and subsistence support.
If an unaccompanied asylum seeking child cannot be returned
to their home country they are usually granted leave to remain
in this country for three years or until they reach seventeen
and a half, whichever is the shorter.
Children who are not in care
There are circumstances where the child has an order from the
court that may change where they live and the people they live
with but the child is not considered to be a child in care:
 A Residence Order (RO), Special Guardianship Order
(SGO)
Both these orders are formalised agreements made by a
family member to care for and provide a home for a child.
This gives the relative of the child legal Parental
Responsibility for the child although it does not remove
the PR entirely from the legal parent(s), although the
-3-
parents’ rights are limited by the Order. The relative has
the authority to make arrangements for the education of
the child. Special Guardianship Orders give more PR than
Residence Orders.
 A Placement Order(PO)
A placement order is an order, under the Adoption and
Children Act (2002). It authorisesa Local Authority to
place a child for adoption with adopters it chooses.
Dorset’s Vision for Children in Care and Care Leavers
Dorset County Council has a clear vision for children in care
and care leavers:

We want our children and young people to have
everything that good parents want for their children.

We want our children in care and care leavers to work
with us, along with their parents and carers, in shaping
how we manage and organise the planning, resources
and services that support and care for them.

We want our children and young people to be happy and
healthy, both physically and emotionally, to be safe and
protected from harm and exploitation, and to be
supported each step of the way to adult life.

We want them to achieve their potential, especially at
school, to make the most of the learning opportunities
they are offered and to participate in the decisions
affecting their care and their lives. This includes making
the transition to adulthood with continuity of support,
access to good jobs and higher education, while living in
good housing and being financially secure.
The DorsetVirtualSchool works alongside schools,
workers and other agencies to achieve this vision.
social
In Appendix 2 there are several example Looked After Children
School Policies for Heads and Designated Teachers to use in
revising or formulating their own for their schools.
Please contact Virtual School Team members if you need
further specific clarifications.
-4-
SECTION TWO
DORSET VIRTUAL SCHOOL
PURPOSE, RESPONSIBILITIES, ARRANGEMENTS AND
STRUCTURE
Purpose
The Virtual School provides distinct educational expertise
around the issues that have an impact on children in care and
it works to maintain the focus on the child’s high aspirations
and their academic achievement. The level of effectiveness of
the VirtualSchooldepends on the relationship it has with
schools and education providers as it needs to combine the
necessary support to schools and students with an appropriate
level of challenge that drives improvement.
The VirtualSchool and Virtual School Head has clear purposes
and responsibilities that are outlined in statute in the Children
and Families Act 2014, which the DorsetVirtualSchool then
presents to schools annually in the form of a protocol.
Responsibilities of the Virtual School.
The VirtualSchool is responsible for supporting schools in
monitoring and improving the performance of Children in Care
(CiC) and will help promote contact between schools, carers
and Social Workers. Each school has an allocated member of
the Virtual School Team who will be the first point of reference
when advice or practical support is needed or there is any
concern about a young person.
The Virtual School Team will make sure that schools and Social
Workers hold Personal Education Plan (PEP) meetings regularly
and a member from the team will attend the PEP meeting,
especially where there are issues which are proving particularly
challenging in helping the young person to “narrow the gap”
with peers. In some circumstances a member of the team will
also attend Child in Care Reviews.
Arrangements
 Outreach Support
Virtual School Team members provide extra support for a
number of young people who are finding it difficult to maintain
-5-
a school or Learning Centre placement. Through outreach work
across Dorset, the team works with some of the most
challenging pupils, sometimes on a 1:1 basis. The team liaises
closely with staff in schools and Learning Centres where the
students are on roll.
The two teachers in the Virtual School work with young people
who require individual teaching or schools needing in-class
advice. Often this will be during a transition period, in order to
reintroduce them into a school or move between school
phases. These two members of staff also have expertise in
working with young people who have attachment issues,
special educational needs or have exhibited inappropriate
sexualised behaviour. One teacher also links with the specialist
fostering scheme.
 YISP Support
The linked YISP team member works specifically with Children
in Care who are at risk of offending with the intention of
engaging them in positive activities. This will often provide the
stability needed to improve their participation in education.
 Working with other agencies
The Virtual School can help schools liaise with other
professionals and agencies, e.g. Childcare Social Workers,
Foster Carers, alternative provision (such as Learning Centres)
Educational
Psychologists,
YISP,
Health
Co-ordinators,
Connexions, Social Inclusion, the KORU Dramatherapy Project
and Early Years advisers. In some cases it can arrange fast
track referrals to these services.
 Other arrangements
The team also organises:
 Taster Days at Bournemouth University for children in Year
9, Year 10 and 11 to raise expectations.
 An annual Awards Ceremony to celebrate the success of
Children in Care.
 In partnership with the Dorset Libraries Service an Enjoy
Reading and Developing Reading one to one support for
targeted young people.
-6-
Structure
The Virtual School Team
Virtual School Head
David Alderson :
d.alderson@dorsetcc.gov.uk
01305 228350
Virtual School Team Leader
Rachel Cox :
rachel.cox@dorsetcc.gcsx.gov.uk
07789 500654
Specialist Support Workers
Dorchester, Beaminster,
Bridport,
Lyme Regis.
Kate Osborne :
k.osborne@dorsetcc.gcsx.gov.uk
07827 823401
Weymouth & Portland
Julie Walker :
Julie.m.walker@dorsetcc.gcsx.gov.uk
07900 226266
Blandford, Gillingham,
Shaftesbury, Sherborne,
Sturminster, Wimborne
Helen Coleman :
h.coleman@dorsetcc.gcsx.gov.uk
07525 741489
Dorchester, Lytchett Minster,
Purbeck
Alex Gargrave :
a.e.gargrave@dorsetcc.gov.uk
07867 553525
Project Teachers
Ferndown
Gill Oldfield :
g.oldfield@dorsetcc.gov.uk
07795 497023
Christchurch
Richard Osment :
r.osment@dorsetcc.gov.uk
07887 831906
YISP
Andrew Bartlett :
a.bartlett@dorsetcc.gov.uk
07769 916060
Business Support Officer
Amanda Powell :
a.c.powell@dorsetcc.gov.uk
01305 228309 Fax 01305 228399
Contact details are subject to change.
-7-
SECTION THREE
THE RELATIONSHIP BETWEEN THE VIRTUAL SCHOOL AND
SCHOOLS, ACADEMIES AND SETTINGS
The Children and Families Act 2014 confirms the statutory
requirement for all Local Authorities to have a Virtual School
Head to facilitate “narrowing the gap” in Looked After
Children’s
educational
progress,
development
and
achievement.
Protocol for Virtual School, Schools and Academies
The Virtual School’s relationship with schools is updated and
outlined annually using the “Protocol for Virtual School,
Schools and Academies” This protocol uses an easy to
reference format to remind the Virtual School, Dorset Schools
and Academies of their statutory roles and responsibilities
towards Children in Care.
The Virtual School Protocol:
Protocol for the Virtual School for Children in Care,
Schools and Academies
VirtualSchool - statutory roles and responsibilities
(Children’s Acts and Children and Families Act 2014):

On a statutory basis monitor the educational attainment and
progress of Looked After Children from the age of 3 to 16 years (post
16 being the responsibility of the Sixteen Plus/Leaving Care team).

Undertake the Personal Education Planning (PEP) process in
partnership with the social worker, Designated Teacher, Foster
Carers/Parents and young person for every Looked After Child in
Dorset schools/academies or those placed outside of Dorset in other
counties regionally or nationally.

Work with the Designated Teacher for Looked After Children by
giving him/her initial support via an initial meeting, in order that
he/she can help to improve the educational attainment and progress
of the Looked After Child(ren) at the school.

Liaise with relevant DCC services and external agencies to follow up
on PEP meeting actions or facilitate other’s actions.
-8-

As team capacity allows, teach or provide tuition or nurture group
support for Looked After Children in partnership with school staff in
line with the actions identified in the PEP.

Train Looked After Children Governors (a link governor role
recommended as good practice by Dorset Governor Services) and
liaise with governing bodies as capacity allows.
Schools/Academies - statutory roles and responsibilities
(Children’s Acts and Admissions Code of Practice 2012 and
Children’s and Families Act 2014):

Admit Looked After Child(ren) to the school/academy in line with the
Admissions Code of Practice, 2012 and the Dorset Admissions Policy,
if relevant.

Teach, advise and support Looked After Child(ren) mindful of the
higher duty of care accorded to them and in line with the
school’s/academy’s Looked After Children Policy.

Appoint a Designated Teacher for Looked After Children.

Ensure that the Designated Teacher for Looked After Children
attends training and other relevant meetings and training sessions.

Write and present an Annual Report to the Governing Body on the
Attainment and Progress of Looked After Children in the
school/academy.

Ensure that the Looked After Children Governor (a link governor role
recommended as good practice by Dorset Governor Services)
attends training and other relevant meetings.
Quality Assurance for VirtualSchool services

VirtualSchool team members to work hard to respond within 5
working days to emails and phone calls.

Complaints about quality of service to be directed to the Virtual
School Head in the first instance.

Complaints unresolved in this way to be directed to the Head of
Resources (Children’s Services) that will also follow Dorset County
Council’s Children’s Services complaints process.
A printable version of the protocol is replicated in Appendix 3.
-9-
VirtualSchool statutory checklist for schools academies and other settings.
The Virtual School team has also developed a checklist they use
to help schools, academies and settings identify how far they are
meeting their statutory requirements in relation to children in
care, including the responsibility for Heads and Designated
Teachers to report annually to the governing body on the
educational progress and attainment of the children in care in
their educational setting.
The Virtual School Checklist:
Virtual School for Children in Care
Advice and support on Looked After Children statutory
and OfSTED requirements and good practice
Purpose
If requested or judged as necessary by the Virtual School team member or
Virtual School Head, in addition to Personal Education Planning work, Virtual
School team members will use the prompts below to make Designated Teachers
and/or Headteachers and the Looked After Children Governor to clarify schools’
statutory responsibilities in relation to Looked After Children and advise on good
practice approaches.
Key: * denotes good practice and/or OfSTED reference
Quality of Leadership, Management and Governance
Statutory requirement
/ Good practice
1. Designated Teacher for LAC appointed
who monitors the progress and
achievement of Looked After Children
and has received recent training.
2. All LAC at the school have up to date
Personal Education Plans (PEPs) from
Initial to 3 month and 6 monthly.
- 10 -
Yes/No
Comment
Statutory requirement
/ Good practice
Yes/No
Comment
3. Governing body has received
Annual Report on the Progress and
Achievement of Looked After
Children.
4. Incorporated into its Looked
After Children Policy and
Admissions Policy, the
school/academy makes it clear
that it admits Looked After
Children as a priority in line with
the Admissions Code of Practice
2012 and the school’s/county’s
Admissions Policy, as relevant.
*5. Governing body has appointed
a Looked After Children Governor
who monitors the progress and
achievement of Looked After
Children in partnership with the
Designated Teacher.
Behaviour and Safety of Looked After Children/Pupils
Statutory requirement
/ Good practice
*1. A place of safety and nurture
is set up and staffed by staff
sensitive to the needs of Looked
After Children
*2. School staff have had training
in attachment theory and practice.
*3. A senior leader on the senior
management team is identified as
being “attachment aware”.
- 11 -
Yes/No
Comment
Progress and Achievement of Looked After Children/Pupils –
Narrowing the Gap?
Statutory requirement
/ Good practice
Yes/No
Comment
Yes/No
Comment
*1. Senior leaders and teachers,
must act to improve the progress
of vulnerable pupils such as
Looked After Children (School
OfSTEDFramework)
*2. Senior leaders, teachers and
governors work in partnership with
the Virtual School (LA) to maintain
accurate and up to date
information about how Looked
After Children are progressing at
school and takes urgent and
individual action when they are
not achieving well. All Looked
After Children and young people
attend a good school (LA
OfSTEDFramework)
Quality of Teaching
Statutory requirement
/ Good practice
* 1. As a result of
good/outstanding teaching, most
pupils, including those for whom
pupil premium provides support,
make good/outstanding progress
and achieve well over time (School
OfSTEDFramework)
A printable version of the checklist is replicated in Appendix 4.
- 12 -
Children in Care and Admission Policies
In relation to the admission of Looked After Children to schools
and academies, the 2012 Admissions Code of Practice affirms
the continued top priority, in terms of admissions criteria in
schools and academies, regardless of school organisation, given
to children in care, over and above any restrictions in relation to
school Planned Admission Numbers (PAN). The Looked After
Children Admissions Policy in Appendix 5 as an addition to the
overall Dorset Schools’ Admissions Policy, makes clear this
priority status.
For more information, advice and support, please contact the Link
Virtual School team member.
- 13 -
SECTION FOUR
PERSONAL EDUCATION PLANS
WHAT ARE THEY AND HOW ARE THEY COMPLETED?
Personal Education Plans
Personal Education Plans (PEPs) are legally required to be
completed by Social Workers in partnership with the young
person, schools and the Virtual School Link Team Member as
well as Foster Carers. Initial PEPs are completed within the first
10 days of a young person coming into care; then again after 3
months and, after this, every 6 months. PEPs are the vehicles
by which all those involved, including the young person
themselves, identify how the educational progress and
outcomes for the young person can be improved over the short
and long term. The progress of PEP actions is also discussed at
regular Looked After Children (LAC) Reviews for the young
person chaired by an Independent Conferencing and Reviewing
Manager.
The “Young Editors” from Action for Children have been involved
in developing and redesigning the new PEPs (March 2015) and
wanted to make sure that the adults organising PEP meetings
ask the young people if they need support completing “Section
C – Child’s/Young Person’s View and that the young person is
given a choice as to which proforma they wish to use to express
their views.
For advice and support on how to run a PEP meeting and how to
complete aPEP please contact a Virtual School Team member.
The PEP forms for different Key Stages can be seen in Appendix
6. Copies can be obtained from the Virtual School.
The designated teacher and school staff are key in agreeing and
writing a practical and effective PEP. For this purpose, the
Quality Assurance outline in Appendix 6 linked to OfSTED
inspection judgements is a guide that the Virtual School link
team members will be using to assess the quality of PEPs
received from schools.
Post 16 Personal Education Plans
In order that transition between teams works well for our young
- 14 -
people and there is continuity for their education, we have a
Post 16 PEP which is young person and education, employment
and training focused, completed in the last two terms of Year 11
in order to support the young person, together with transition
and mentor support financed by Pupil Premium monies.
- 15 -
SECTION FIVE
PUPIL PREMIUM
WHAT IS IT AND HOW SHOULD IT BE USED BY SCHOOLS?
What is the Pupil Premium?
For 2015/16 the Pupil Premium funding for Looked After
Children is £1600 for each eligible primary-aged pupil and
secondary-aged pupil. With the approval of the Virtual School
Governing Body and understanding of Schools Forum, the
Virtual School Head is finalising the central retention of £300
per young person in order to:
-
As contingency to anticipate the continued increase in the
numbers of young people coming into care and going on
to the Virtual School roll over 2015/16 (current Virtual
School roll in June 2015 is 282 young people, aged 3 to
16, in 129 different schools and settings).
-
As funding to support further teaching, advice and support
to schools via the Personal Education Planning process.
-
As finance to support, as necessary, the further
commissioning of specialist support and interventions to
improve young people’s readiness for learning and ability
to access teaching.
The Pupil Premium for children in care
Pupil Premium Conditions of Grant from the Department for
Education identify, on an annual basis, the details of the grant
for children in care and other groups.
The Conditions of Grant (in Appendix 7) identifies that Pupil
Premium must “be used for the benefit o f the looked after
child’s educational needs as described in their Personal
Education Plan” and that the Virtual School Head should “ensure
there are arrangements in place to discuss with the child’s
educational setting – usually with the Designated Teacher – how
the child will benefit from any Pupil Premium funding”.
Dorset County Council Finance release Pupil Premium Grant to
schools in September and January and the grant will only be
- 16 -
released on successful completion and return by the school of
the proposed expenditure and impact proforma (Appendix 8)
sent to the school’s setting’s/setting’s Headteacher and
Designated Teacher for completion. Proposed expenditure and
impact will then be monitored and evaluated by the Link Virtual
School Team member via Personal Education Plan meetings and
at other relevant points in the academic year.
Please contact the Virtual School Head for further advice on
Pupil Premium Grant conditions.
- 17 -
SECTION SIX
HIGHER NEEDS FUNDING
WHAT IS IT AND HOW SHOULD IT BE USED BY PARTNERS?
What is Higher Needs Funding?
Higher Needs funding is a specific fund that is available to
support the education of children in care. It is administered and
prioritised by the VirtualSchool using criteria that has been
derived from Department for Education guidance.
The fund was established in April 2013 and has evolved from
the Personal Education Allowance (PEA). The PEA has been
available in Dorset since 2002. The PEA successfully enabled
schools, social workers, and carers to provide additional support
to pupils in a flexible and creative way.
The 2008 Department for Education guidance for use of funds,
separate from Pupil Premium, for children in care, explains that
“Personal education allowances are intended to provide
additional, personalised support to looked after children who
have been identified as at risk of not reaching expected
standards of attainment. Support should be tailored to meet
their individual needs”.
The level of the Higher Needs Fund is decided annually at the
Dorset Schools Forum and is allocated as a ‘top slice’ from the
budget for all Dorset schools.
How can the Higher Needs Fund be accessed?
Prior to an application for Higher Needs Funding a Personal
Education Planning (PEP) meeting should be held. The
attainment and progress of pupil and other aspects of
development are discussed. Targets are set for areas of
improvement.
When additional support to achieve the targets is identified
decisions are made about how Higher Needs Funding money
might be used to support the pupil in meeting these targets.
This is then written in to the PEP. There must be a direct link
between targets set at the PEP meeting and the use of the
Higher Needs Funding money. Social workers, designated
teachers, foster carers, Virtual School team members and the
young people themselves can, through partnership agreement,
- 18 -
make applications for Higher Needs Funding.
Application for funding is sent to the Virtual School Business
Support Officer. An application form is available in Appendix 9.
This new approach to funding the higher needs of children in
care offers the opportunity of ‘match funding’ learning support
and activities also using the school’s Pupil Premium funding.
Where Higher Needs funding is granted to support a young
person’s educational needs, as identified via the PEP, the Higher
Needs fund’s impact will be monitored and evaluated, via the
PEP, by the school and Virtual School Team member.
The criteria for the Higher Needs Fund
Examples from the Department for Education guidance of the
types of activities that Higher Needs Funding might be used to
support include:

Additional one to one tuition to support their learning;

Learning resources that the local authority does not
expect to be covered by fostering allowances or
children’s homes fees;

Wider activities that will benefit the child or young
person’s learning and development.
What can the Higher Needs Fund NOT be used for
Higher Needs Funding is not intended to replace support that
the local authority or carers already provide, or that is
provided to all children as a matter of course. Support provided
should be additional to that which is received from other
services.
In particular, Higher Needs Funding should not be used for:

Support set out in statement of SEN or made at School
Action or School Action Plus;

Resources provided through allowances for foster
carers;

Visits organised by school as part of the curriculum. It
is expected that the local authority, or carer should
pay for these activities;

Basic equipment that the child needs for school, such
as school uniform or equipment for physical education
- 19 -
lessons;

Alternative education for those on a fixed term or
permanent exclusion from school;

Transport to and from activities. Transport costs will
quickly consume PEA money; for children in care there
are usually alternative ways to pay.

Supply costs for teachers to attend meetings for
Children in care (e.g. PEP meetings, LAC Reviews,
etc.)
Case Study examples of successful and unsuccessful applications
James
James in transition from Year 10 to Year 11, James’ Personal
Education Plan (PEP) has identified that he is falling behind his
peers in relation to his progress in English and Maths and is in
danger of not attaining GCSE grade passes in either subject. In
partnership, James’ foster carer and social worker apply
successfully for an eight week set of “booster” one to one tuition
sessions financed by the Higher Needs Fund, to improve James’
chances of getting similar grades in English and Maths, to some
of the other students in his peer group.
Selina
Selina has been attending Guides for 6 months and her Guide
Group is going on the “trip of a lifetime” to an international
camp in Sweden in summer. Selina’s social worker and foster
carer asks for the cost of this to be financed from the Higher
Needs Fund at a Personal Education Plan meeting. The
application is turned down because it does not match with
Selina’s short or longer term educational targets, which are all
focused on her improving her literacy and numeracy skills.
However, the VirtualSchool team member asks the foster carer
to advise the Guide leader that any applications for grants and
support in funding such trips can be made to organisations such
as the Guide Association and the local Rotary Club.
Sam
Sam is in the Autumn term of Year 2 and is achieving only Level
1s in his reading and writing work in his class. Sam’s class
teacher and foster carer have noticed that he becomes
impatient and annoyed when he is asked to sit down read to
himself or with others during class time and also at home. After
Sam’s PEP, his class teacher and foster carer, with the advice of
- 20 -
his social worker and VirtualSchool team member, apply
successfully for Higher Needs funding for weekly teaching
assistant supported one to one reading comprehension and
writing sessions over Spring term. The designated teacher also
successfully requests for Pupil Premium funding to be used to
make these sessions for Sam twice weekly, so that his reading
and writing skills are boosted and he stands a better chance of
progressing and attaining levels in line with his peer group.
Nigel
Nigel is in Year 8 and has just come in to care and has been
placed in a residential children’s home. When he moved in to
the home, Nigel brought with him the guitar his grandfather
gave to him for his 12th birthday. His new carers find out that
Nigel would really like to learn how to play the guitar he has
been given, but has never been able to afford guitar lessons.
Nigel’s carers alert his social worker to his desire who applies
successfully for Higher Needs Funding for a course of 8 guitar
lessons for Nigel. When Nigel’s designated teacher hears of this,
she successfully applies to the school’s Headteacher for Pupil
Premium match funding to extend the number of guitar lesson
that Nigel will be able to have, because she agrees with the
social worker that these lessons will boost Nigel’s selfconfidence at a time when he is feeling vulnerable, and will also
help him to achieve success in his favourite lesson in school –
Music.
Rosie
Rosie is in Year 6 and is keen to extend her dancing skills by
attending a second weekly session of dancing lessons for
advanced learners. Her foster carer cannot afford the cost of
this second set of lessons and asks at a PEP meeting whether an
application to the Higher Needs Fund to pay for these sessions
is likely to be successful. The Virtual School team member
looks at the guidance on Higher Needs Funding and assesses
such an application to be unlikely to work because Rosie is
already attending dance lessons and also has more pressing
educational needs, as she is only currently attaining a Level 3 in
Maths and her English levels in reading and writing are only
upper Level 2s. What the VirtualSchool team member does
recommend is an application for funding for booster support for
Rosie in these subjects, as she will soon be sitting her SATS and
is likely to fall a long way behind her peer group, in terms of
attainment and progress, without support.
- 21 -
Ben
Ben is in Year 2 in a special school andhas a statement of
special educational need. Ben has a physical disability, but has
coped well with a recent foster placement change and is
enjoying school. His Personal Education Plan longer term targets
relate to developing his balance more effectively through
physical education and play.
Ben’s class teacher and foster
carers request at a PEP meeting that the purchase of a bespoke
bicycle for Ben is considered. This application for Higher Needs
is successful, because the bicycle can be used in both the school
and home context and will go some way towards Ben achieving
balancing skills and abilities, essential if he is to progress with
other gross and fine motor skill development.
Melinda
Melinda is in Year 4 and has just come in to care through a child
protection care order. Her class teacher has observed her
becoming increasingly withdrawn in class and also in the
playground and, in partnership with her new foster carer, has
submitted an application to the Higher Needs Fund for a course
of 7 drama therapy sessions to help determine Melinda’s
emotional and social needs.
The application is successful
because it matches with the shorter term objectives identified in
Melinda’s initial PEP which were for her to be able to find ways
of expressing her concerns to those newly caring for her.
For further advice and guidance on Higher Needs funding
process please a Virtual School Team member.
- 22 -
SECTION SEVEN
THE DESIGNATED TEACHER ROLE
KEY RESPONSIBILITIES
The Designated Teacher role, alongside that of the Virtual
School Team member, Social Worker and Foster Carers, is
essential in supporting the good educational progress and
development of children in care.
Termly training for DesignatedTeachers is run by the Virtual
School and Network Meetings held over 2014/15 across Dorset
will also be repeated over 2015/16 by popular demand in a
“surgery” format. Publishing a regular newsletter is also being
worked on for 2015/16.
Virtual School Team members are in regular communication
with the Designated Teachers in the schools they link to and can
be contacted at any time for advice and support.
What are the responsibilities of designated teachers?
The designated teacher has a number of key tasks:

Keep and update a list of the looked after pupils in school,
with contact telephone numbers and details of who has
parental responsibility.

Know how looked after pupils are progressing in terms of
learning, attendance and behaviour and whether they are
meeting their targets.

Know what external support is available for children looked
after and how to access it.

Ensure that all children looked after have a good quality
Personal Education Plan updated at the correct intervals.

Ensure that children looked after have full access to Out of
School Hours Learning and Extended School opportunities

Ensure that each child looked after has a member of staff in
school they can talk to.

Ensure that the school has high expectations for children
looked after and that the young people are aware of these

Ensure that school staff have relevant information/training
on looked after pupils to enable them positively to promote
educational issues
- 23 -

Ensure that the systems in place for support for achievement
or attendance are accessible for children looked after.

Advocate for children looked after in school, especially
around issues about trips, fixed term exclusions and
flexibility of procedures

When children looked after start a new school, ensure the
speedy transfer of educational information between different
agencies and individuals and that pupils understand who will
know they are looked after and what information about them
will be shared with other staff.

Attend relevant training on looked after children and their
needs

Act as an advisor for other staff in school and for the named
governor on issues relevant to children looked after

Keep general circulars, legislation
children looked after up to date.

Liaise with Virtual School team members.

Liaise with the pupil’s social worker.

Liaise with the designated governor.

Celebrate achievement.
- 24 -
and
information
on
SECTION EIGHT
ACCOUNTABILITY
HOLDING PEOPLE TO ACCOUNT
The role of the Headteacher
The Headteacher is required to write an Annual Report on the
educational progress and achievement of children in care and
both the Head and Designated Teacher are held to account by
the nominated Looked After Children Governor. The
VirtualSchooloffers training to the LAC Governors each school
term.
Below is the proforma for the Headteacher to report to the
governing body:
Annual Report to the Governing Body in compliance with
Section 20 of the Children’s and Young Person’s Act 2008
School:
Date of report to Governing Body:
1. General Information
Name of Designated Teacher for Children in Care (CiC)/Looked After Children (LAC):
Does the Designated Teacher (DT) have qualified teacher status?
Yes/No
Number of LAC on roll in the current school year:
Does the DT have sufficient, allocated time to support the needs of the LAC?
Yes/No
Comments:
Has the Designated Teacher undertaken training to keep up to date with the necessary
skills and knowledge to understand and respond to specific teaching and learning needs
of LAC?
Yes/No
(see table below)
Has the Designated Teacher contributed to whole school understanding and awareness
of how to support LAC to succeed?
Yes/No
(see table below)
- 25 -
2. Training
List of LAC training attended by DT
List of LAC training provided by DT
3. Progress and Achievement of Looked After Children
Levels of Progress made by LAC on roll now or in the past 12 months
(National expectation has been two levels of progress between each key stage)
UPN
Key Stage
and Year
Group
% attendance
and number of
exclusions
Levels of academic progress
made since last key stage
Special Needs;
school
action/school
action
plus/statement
Evidence of educational,
social, emotional progress
(quantifiable impact of Pupil
Premium funding?)
4. Policies
The school has a LAC Policy
Last LAC Policy review date
Other School Policies and Procedures which refer to LAC:
Admissions and Exclusions
Reporting progress and target setting
Inclusion
Gifted and Talented
Teaching and Learning
Out of School activities/Learning Outside the Classroom
Equalities
Reporting on the impact of Pupil Premium (What quantifiable impact has
it had? In what areas of the young person’s educational, social and/or
emotional development?):
Issues raised by this report
- 26 -
Yes/No
Decisions/Actions
to be taken, when
and by who
5. School and Governing Body issues, decisions and actions
A printable version of the Annual Report proformais replicated in
Appendix 10
The role of the Looked After Children Governor
This following information gives an outline for the way in which
school governors who are in this role can fulfil their
responsibilities in line with the Children’s Acts of 2004 and
2008.
What are our corporate responsibilities to Looked After
Children?
Government policy recognises the need for children who are in
the care of the Local Authority (Dorset) to have the same
support as other children have from their parents. Different
people in Dorset County Council and in schools offer support at
different stages of children's lives and it is important they act
together as corporate parents. Children’s Services have
considered how best this support could be achieved. It has been
agreed that there should be a governor on each school
governing body who would act as a champion for looked after
children promoting their attainments and their interests.
Who are our Looked After Children?
Looked after Children (or Children in Care) are those children
who are subject to a court order and the Local Authority shares
parental responsibility with the natural parent(s), or others who
hold parental responsibility. They can also be children who are
looked after by the Local Authority under a voluntary agreement
with the parent(s). Unaccompanied Asylum Seeking Children
when granted leave to remain in the UK also become children in
care. Children who have a disability may also become looked
after if they are given respite care over a particular number of
days and young people who are placed on remand automatically
become looked after.
How do schools support Looked After Children?
All children of school age who are in care must have a Personal
Education Plan (PEP). This Plan should be agreed within 10
school days of the child entering care or of joining a new school.
The child’s social worker is responsible for initiating the PEP in
partnership with the child, designated teacher, parent and/or
relevant family member or carer, and any other person that
- 27 -
may be relevant (e.g. Virtual School professional, Educational
Psychologist, etc). The PEP covers four main areas: an
achievement record; developmental and educational needs;
short term targets and long term plans and aspirations. The PEP
should be reviewed six monthly at least.
The Governor's Role
Children come into care for a number of reasons. They can be in
care for very short to long periods. They are involved with a
wide range of people: other children and young people, social
workers, foster or residential carers and, in school, a designated
teacher. With such a complicated life the number of new people
who are directly involved with them should be kept to a
minimum. Therefore the role of the school governor, who acts
as a champion, is to ensure that the policy and practice in
school supports children in Dorset’s care rather than their
having direct involvement with the children themselves.
What the Looked After Children Governor should and
should not know and do
The Looked After Children Governor should know which children
at the school are in care. He/she should be given this
information by the school’s designated teacher.
The Looked After Children Governor is not involved in the
preparation of the Personal Education Plan (PEP) and will not
receive information about the family circumstances of any child
in care.
The Looked After Children Governor will:

Know who is the school’s Designated Teacher.

Act as an education champion for all Looked After Children
on roll, using the questions below when meeting the
designated teacher on a termly basis, thus promoting the
needs of children in care and monitoring educational
outcomes.

Ensure that the school has a policy on the education of
Looked After Children and that this is reviewed annually
by the governing body.

Ensure that the Head teacher, or Designated Teacher for
Looked After Children, informs the governing body
annually about the number, year group, overall
attainment levels and attendance record of all children in
care in their school.
(This information should be
- 28 -
anonymised, and under no circumstances should names of
any individual Looked After Children be divulged to the
governing body).

Request the same information termly from the Head
teacher or Designated Teacher. If any Looked After Child
is underachieving, or not attending regularly, the Looked
After Governor should ensure that the school is following
appropriate procedures and/or providing appropriate
support and also take advice from the VirtualSchool for
Children in Care, as necessary.

Monitor that all Looked After Children in the school have a
Personal Education Plan that is current, relevant and
challenging. To do this, the nominated governor should
arrange to meet the Designated Teacher each term to
look at the list of Looked After Children in the school and
satisfy themselves, with the advice and support of the
Virtual School for Children in Care if necessary, that a PEP
is in place for each child and that this is meeting their
educational needs.

Contact the head teacher in the first
concerns regarding any aspect of the
provided by the school to a Looked
concerns should be referred to
VirtualSchool for Children in Care.
instance if there are
education or support
After Child. Ongoing
the Head of the
Questions Looked After Children Governors can ask to
fulfil their role
There are a range of questions the Looked After Children
Governor should be asking:

Who knows which children in the school are Looked After?

Who should know?

What is done with information about Looked After pupils?

How is information recorded?

How are Looked After pupils consulted about what they want
other pupils and teachers to know about them and why they
are in care?

Who in school has an overview of their educational needs and
progress?

Who is responsible for liaising with the VirtualSchool and
other Children’s Services to ensure that school has relevant
information about the child's care history?
- 29 -

How do the school's policies and ways of working ensure that
Looked After pupils will be given the same opportunities and
encouragement as other pupils?

What training do the school's staff and governors need to
help them understand and meet the needs of Children in
Care?

How do test scores, attendance, exclusion rates etc for
Looked After Children, as a discrete group, compare with
those of other pupils?

Who will draw up an educational plan for the child when
he/she enters the school, and monitor progress?

How does the school communicate with foster families and
residential children's homes?

How are Looked After Children supported to enable them to
participate in out of school/extra curricular activities?
The Looked After Children Governor should also monitor policy
and practice in their school to ensure that, in line with the
Children’s Acts of 2004 and 2008, which are:

There is a Designated Teacher for Looked After Children.

Looked After Children have equal access to all aspects of
school life, including the National Curriculum, examinations,
careers guidance, extra curricular activities, work experience
and additional educational support.

There is an ethos of support and acceptance in the school for
children who do not live with their birth families:

Targets for Looked After Children are realistic but aspirations
are high for these pupils.

Where the child/young person is at risk of exclusion or
excluded that they are treated in the same way and offered
the same support as any other pupil.
Holding the VirtualSchool to account
The Virtual School I held to account by it’s Governing Body
which also reports to the Corporate Parenting Board. Full
details of the membership and terms of reference of the
Governing Body are in Appendix…
- 30 -
Any complaints in relation to the Dorset Virtual School, its work
and/or team members should be addressed, in the first
instance, to the Virtual School Head. Any complaints unresolved
at this level, or about the Virtual School Head, should be
addressed to Dorset County Council Complaints Officer.
- 31 -
DORSET VIRTUAL SCHOOL HANDBOOK
LIST OF APPENDICES
TITLE
PAGE
1.
Use of abbreviations and terms
2.
Examples of LAC Policy within schools:-
34-47
Primary School
35-38
Secondary School
39-42
SpecialSchool
43-47
33
3.
Virtual School Protocol – printable version
48-49
4.
Virtual School Checklist – printable version
50-51
5.
The LAC Admissions Policy
52-55
6.
The PEP
56-89
Initial PEP
57-59
Pre-School PEP
60-62
Key Stage 1,2 & 3 PEP
63-71
Key Stage 4 PEP
72-85
and Post 16 PEP
PEP for children with a statement
86
PEP Agenda for a Meeting
91
PEP Quality Assurance Criteria
92
7.
Pupil Premium Conditions of Grant
8.
Expenditure and impact proforma for Pupil
Premium
105
9.
Higher Needs Funding – Application Form
101-102
- 32 -
94
10.
Annual Report – Proforma for Headteachers
108
11.
Transition Mentors Description March 2015
110
12.
Governing Body Terms of Reference October
2014
112
13.
Virtual School’s Governing Body Composition
113
- 33 -
Appendix One
Use of abbreviations and terms
LAC
Looked After Children
CLA
Children Looked After
CiC
Children in Care
PEP
Personal Education Plan
PR
Parental Responsibility
USAC
RO
SGO
PO
YISP
COOSS
Unaccompanied Asylum Seeking Children
Residence Order
Special Guardianship Order
Placement Order
Youth Inclusion and Support Panel
Children Out Of School Service
PAN
Planned Admission Numbers
DfE
Department for Education
PEA
Personal Education Allowance
- 34 -
Appendix Two
Examples of LAC Policy within schools:-
Pages 35-38
Primary School
Pages 39-42
Secondary School
Pages 43-47
SpecialSchool
- 35 -
- 36 -
- 37 -
- 38 -
- 39 -
- 40 -
- 41 -
- 42 -
- 43 -
- 44 -
- 45 -
- 46 -
- 47 -
- 48 -
Appendix Three
VirtualSchool Protocol – printable version
Protocol for the Virtual School for Children in Care,
Schools and Academies
VirtualSchool - statutory roles and responsibilities
(Children’s Acts 2004, 2008, 2013 and Children and Families Act 2014)

On a statutory basis monitor the educational attainment and progress of Looked
After Children from the age of 3 to 16 years (post 16 being the responsibility of the
Leaving Care team).

Undertake the Personal Education Planning (PEP) process in partnership with the
social worker, Designated Teacher, Foster Carers/Parents and young person for
every Looked After Child in Dorset schools/academies or those placed outside of
Dorset in other counties regionally or nationally.

Work with the Designated Teacher for Looked After Children by giving him/her
initial support via an initial meeting, in order that he/she can help to improve the
educational attainment and progress of the Looked After Child(ren) at the school.

Liaise with relevant DCC services and external agencies to follow up on PEP
meeting actions or facilitate other’s actions.

As team capacity allows, teach or provide tuition or nurture group support for
Looked After Children in partnership with school staff in line with the actions
identified in the PEP.

Train Looked After Children Governors (a link governor role recommended as
good practice by Dorset Governor Services) and liaise with governing bodies as
capacity allows.
Schools/Academies - statutory roles and responsibilities (Children’s Acts 2004,
2008 and Admissions Code of Practice 2011)

Admit Looked After Child(ren) to the school/academy in line with the Admissions
Code of Practice, 2011 and the Dorset Admissions Policy, if relevant.

Teach, advise and support Looked After Child(ren) mindful of the higher duty of
care accorded to them and in line with the school’s/academy’s Looked After
Children Policy.

Appoint a Designated Teacher for Looked After Children.

Ensure that the Designated Teacher for Looked After Children attends training
and other relevant meetings and training sessions.

Appoint a Looked After Children Governor.
- 49 -

Ensure that the Looked After Children Governor (a link governor role
recommended as good practice by Dorset Governor Services) attends training
and other relevant meetings.

Write and present an Annual Report to the Governing Body on the Attainment and
Progress of Looked After Children in the school/academy.
Quality Assurance for VirtualSchool services

VirtualSchool team members to work hard to respond within 5 working days to
emails and phone calls.

Complaints about quality of service to be directed to the Virtual School Head in
the first instance.

Complaints unresolved in this way to be directed to the Head of Resources
(Children’s Services) that will also follow Dorset County Council’s Children’s
Services complaints process.
- 50 -
Appendix Four
Virtual School Checklist – printable version
Virtual School for Children in Care
Advice and support on Looked After Children
statutory and OfSTED requirements and good
practice
Purpose
If requested or judged as necessary by the Virtual School team member or
Virtual School Head, in addition to Personal Education Planning work, Virtual
School team members will use the prompts below to make Designated
Teachers and/or Headteachers and the Looked After Children Governor to
clarify schools’ statutory responsibilities in relation to Looked After Children
and advise on good practice approaches.
Key: * denotes good practice and/or OfSTED reference
Quality of Leadership, Management and Governance
Statutory requirement
/ Good practice
1. Designated Teacher for LAC appointed
who monitors the progress and
achievement of Looked After Children
and has received recent training.
2. All LAC at the school have up to date
Personal Education Plans (PEPs) from
Initial to 3 month and 6 monthly.
3. Governing body has received Annual
Report on the Progress and Achievement
of Looked After Children.
4. Incorporated into its Looked After
Children Policy and Admissions Policy,
the school/academy makes it clear that it
admits Looked After Children as a
priority in line with the Admissions Code
of Practice 2012 and the
school’s/county’s Admissions Policy, as
relevant.
- 51 -
Yes/No
Comment
Statutory requirement
/ Good practice
Yes/No
*5. Governing body has appointed a
Looked After Children Governor who
monitors the progress and achievement
of Looked After Children in partnership
with the Designated Teacher.
Behaviour and Safety of Looked After Children/Pupils
*1. A place of safety and nurture is set
up and staffed by staff sensitive to the
needs of Looked After Children
*2. School staff have had training in
attachment theory and practice.
*3. A senior leader on the senior
management team is identified as being
“attachment aware”.
- 52 -
Comment
Appendix Five
The LAC Admissions Policy
Looked After Children Admissions Policy
1. Principles and relevant Regulations
1.1
There are four ways in which children are looked after – ‘accommodated’ with
the agreement of parents; subject to a Care Order or Interim Care Order via the
Courts; they are Unaccompanied Asylum Seekers or have special needs and
have had respite care for a specific number of nights. Looked after children or
children in care are among the most vulnerable children in society. All research
shows that secure and stable education placements will help develop their
resilience. It is therefore of paramount importance that a school place is found,
that is in the best interests of the child, as quickly as possible.
1.2
In accordance with the Education (Admission of Looked After Children) England
Regulations 2006 and School Admissions Code of Practice 2012,all Admission
Authorities must give highest priority to children in care in their oversubscription
criteria. The Admission Authorities for Faith Schools may give priority to
children in care of their faith followed by all other children in care. All admission
authorities within Dorset comply with the requirements.
1.3
As a result of 1.2 all applications for Children in Care received by the 15th
February for the normal year of entry will be allocated a place at their first
preferred school. When an application for a Child in Care is received after 15
February the outcome will, where possible, be provided on the next allocation
date stipulated under the Co-ordinated Admissions Scheme.
1.4
The LA receives a number of In Year Applications for Children in Care. It is a
priority to ensure that these children are placed in school as soon as is
reasonably practical. The time this takes will be dependent upon the nature and
complexity of the individual case. The protocol below is to assist in ensuring
that a suitable placement is obtained by considering the needs of the child. In
order to do this information and views will need to be gathered so that an
informed decision can be made.Carers and prospective carers) and the Local
Authority for the schools that are under consideration will work together to
establish how to best meets the child’s.
2. Admission of Looked After Children in practice
2.1
TheLocal Authority which looks after the child (in partnership with parents,
carers and prospective carers) and the Local Authority for the schools that are
under consideration will work together to establish how to best meet the
child’s needs.
2.2
Where there is a preference expressed for a particular school and that school
can meet the child’s needs and has a place available or agrees to accept the
child above PAN (Published Admission Number) the child should be admitted
without delay via the admission application process (see section 3 below).
2.3
Should it not be possible to meet the conditions in 1.6 then a review will need
to take place involving DorsetVirtualSchool for Children in Care and relevant
- 53 -
social worker(s)and the Admissions Caseworker identifying the options to be
considered and their impact.
2.4
The School Admissions Code of Practice states that every effort must be
made to keep over large classes to a minimum. Careful consideration needs
to be given if considering placing a child into a class that has already reached
its maximum capacity. This maximum number is set to secure the ‘quality of
provision’ and ‘equality of access’ for all pupils. This number ensures due
regard is given tophysical restrictions (health and safety requirements) and
suitable staff to pupil ratios in order to deliver quality education and meet the
pastoral care needs. To admit over this number may be prejudicial to the
education of the child being placed or to other children at the school and
those seeking to place looked after children must also have due regard to
this.
2.5
In the case of Foundation/Key Stage 1, Infant Class Size legislation applies
whereby if the majority of children will reach the age of 4, 5, 6 or 7 during the
school year the class must not contain more than 30 pupils with a single
school teacher (Section 1 of SSFA1998). The legislation makes allowance for
the entry of an additional child in very limited circumstances where not to
admit the child would be prejudicial to his or her interests. Those seeking to
place looked after children must also have due regard to this.
2.6
Where a school was not able to offer a place but, after due consideration of
all options, is deemed to be the one which best meets the needs of the child,
the school will be asked to admit the child. Where this relates to Infant Class
Size legislation, schools will only be asked to admit if there are compelling
and evidenced reasons that not to admit the child would be prejudicial to his
or her interests. These reasons are likely to be identified in the admission
application process (see section 3 below).
2.7
Under Section 97A to 97C of the Schools Standards & Framework Act 1998
as inserted by Section 50 of the Education & Inspections Act 2006 and
School Admissions Code of Practice 2012, Local Authorities may “direct”
other admission authorities to admit a child who has been refused admission,
and where it is considered that such action must be taken in the best interests
of the child. A direction can be challenged and referred to the Adjudicator for
determination and this, together with an explanation of the power of direction,
can be found in sections 3.19 to 3.22 (“Ensuring Fairness and Resolving
Issues”) of the School Admissions Code of Practice 2012.
3.AdmissionApplication Process for Looked After Children
3.1
An application form must be completed and submitted to School Admissions.
This form should be signed by an adult with parental responsibility, with the
exception where this would compromise any child protection issues.
Preferences should be supported/agreed by the social worker. The Additional
Information Sheet for the Looked After Child (as supporting information) must
also be completed and, if considered necessary, the most recent Personal
Education Plan (PEP) included to ensure that the child is placed as quickly as
possible in the school which can best meet their needs.
3.2
If the Child in Care is identified as having a Statement of Special Educational
Needs the matter will be passed directly to the Special Educational Needs
Team to process. In all other cases the matter will be administered by the
- 54 -
School Admissions Team in partnership with the Head of the VirtualSchool for
Children in Care.
3.3
Based on the information received it should be possible for the outcome of
the application to be agreed by all parties. Where this is the preferred school
the school admissions team will contact all parties to confirm the detail.
3.4
If agreement on the outcome cannot be reached between the parties a
meeting will be convened by the School Admissions Manager inviting all
relevant parties to discuss the case in detail and agreement should be
reached as to the most suitable placement. In the unlikely event that
agreement still cannot be reached it may be necessary to follow 2.7 above
and direct a school to take the looked after child, but this only with the
agreement of those with parental responsibility, the School Admissions
Manager and the Head of Virtual School for Children in Care.
3.5
The School Admissions Team will contact the nominated school to agree
admission and confirm this in writing to all parties.
3.6
The In Year Fair Access Panel will be informed of the placement if necessary.
Written by: School Admissions Team and Virtual School for Children in Care
Date: April 2013
Policy to be reviewed: Annually in relation to new codes and regulations
- 55 -
Additional Information Sheet for Looked After Child Admission Application
There are several reasons why Dorset County Council require social workers to
give additional information for the Admissions Team and VirtualSchool for
Children in Care to consider alongside the usual admissions application
information.
1. Infant Class Size legislation requires that all pupils in infant classes be
taught in classes of no more than 30. However, the School Admissions
Code does allow for Looked After Children to be considered as an
exception. It therefore needs to be demonstrated that the preferred
school(s) is (are) the only school(s) which can best meet the child’s
individual needs i.e. no other schools can meet these needs.
2. Even where the social worker is applying for a place for a looked after
child in Year 3 and above, it is very important that the main reasons for a
particular school being preferred above others to meet the needs of the
child are explained
Please explain why the preferred school(s) is (are) the only school(s) which can
meet the needs of the child(ren):
(Please continue of a separate sheet if necessary)
Name of Social Worker (for a current Child in Care)...........…………………
- 56 -
Appendix Six
The PEP
Pages57-59
Initial PEP
Pages 60-62
Pre-School PEP
Pages 63-71
Key Stage 1,2 & 3 PEP
Pages 72-81
Key Stage 4 PEP
and Post 16 PEP
Pages 82-86
PEP for children with a statement
Pages 86-87
PEP Agenda for a Meeting
Page 88
PEP Quality Assurance Criteria
- 57 -
My name :
The date of this
PEP meeting :
The date I was born:
My school :
Year Group :
Stage on Code of Practice :
My educational needs :
Date of my next PEP :
People who attende
Date of my next LAC Review :
People who attended my meeting
Name
Role
Tel no/e mail
My educational needs
Percentage Attendance
What other agencies are involved? e.g. Educational
Psychology, Behaviour Support Service etc.
Attainment Information (please give sub-levels)
Attainment Information (please give sub-levels)
For Reception aged children, please attach EYFS Development
Levels instead
Current working
at level
Target grade
for end of year
My plans and targets
Please send a copy of this PEPto :
Amanda Powell
Virtual School for Children in Care
Children’s Services
MonktonPark
Winterborne Monkton
Dorchester, DT2 9PS
a.c.powell@dorsetcc.gov.uk
Is student going
to meet target:
eg unlikely to,
on course to or
likely to exceed
target
Target for end
of key stage
(To be completed by the Designated Practitioner/Key Person with the support of
the VirtualSchool Team member if necessary)
My name:
The date of thisThe date I was born:
PEP meeting:
My pre-school:
Name of Keyworker/Designated person with contact details:
Hours of attendance per week:Stage of Code of Practice:
Date of my next PEP:
People who attended my meeting
Name
Role
What other agencies are involved? e.g. Educational Psychology, Behaviour
Support Service etc.
Prime Areas of Learning
AgeRange
Comments
Personal, Social, Emotional
Development
Communication and Language
Physical Development
Specific Areas of Learning
AgeRange
Comments
AgeRange
Comments
Literacy
Mathematics
Understanding the world
Expressive arts and design
Characteristics of
effective learning
Playing and exploring
Active learning
Creating and thinking critically
Comment on attendance
What has been happening recently or since the last plan
Our priorities are now
Please send a copy of this PEP to :
Amanda Powell
Virtual School for Children in Care
Children’s Services
MonktonPark
Winterborne Monkton
Dorchester
DT2 9PS
a.c.powell@dorsetcc.gov.uk
(To be completed by Social Worker or Virtual School Team member and sent to
the school with a request for a PEP meeting)
My name :
The date of this
PEP meeting :
The date I was born :
My school :
Year Group :
Stage on Code of Practice :
Date of my last PEP :
Date of my last LAC Review:
Date of my next PEP :
Date of my next LAC Review:
SECTION A : MY PERSONAL DETAILS
Carer:
Tel:
Address:
E-mail:
Category of
care:
Voluntary
agreement
Social worker:
E-mail:
Care order
Tel:
Local Office:
Name(s) :
Who should school contact in
emergencies?
Who will receive and respond to
communications from school,
including reports?
Who will attend parents’ evenings?
Who will give permission for school
trips etc?
Who will sign the home/school
agreement?
Who takes responsibilities for
health issues?
Is there involvement with CAMHS?
Interim
Care order
Tel :
SECTION B : SCHOOL INFORMATION
All sections to be completed by the school and presented at the PEP
meeting
Name of pupil:
Year Group
Date of completion of Section B
Stage on Code of Practice:
Staff responsible for pupil
Percentage attendance:
Details of any exclusions
since the last PEP :
Role
Designated Teacher
Tel. number/e-mail
%
Start date
Permanent/Fixed term
(with no. of days)
Attainment Information (please give sub-levels)
For Reception aged children, please attach EYFS development levels instead
Current
working-at
level
Target grade
for end of
year
Is student going
to meet target :
e.g.
unlikely to,
on course to or
likely to exceed
target
Target for
end of key
stage
Reading
Writing
English (combined)
Maths
Science
Please use the space below to comment on any aspects of progress set out above, and
also on behaviour if relevant
Supporting plans (please tick and attach as appropriate)
Plan
Yes/No
Previous PEP
Last school report/current views of class teachers
Pupil tracker information
Attendance print out
Individual Education Plan/Provision Map
Pastoral Support Plan
Behaviour Support Plan
Other programmes (e.g. OT, speech & language therapy,
CAMHS, gifted and talented etc., please specify below)
Additional provision (e.g. EOTAS, 1:1 tuition, small group work)
Type of provision
From (date)
To (date)
What other agencies are involved? e.g. Educational Psychology, Behaviour
Support Service, Connexions, etc.
Date of last consultation/parents
evening?
Who attended?
Extra curricular activities e.g. sports, music etc.
Date
SECTION C – WHAT I WANT YOU TO KNOW ABOUT ME
(You can choose if you want someone to help you answer these questions or you
can use the “wheel”)
MY NAME : …………………………………….….
DATE OF PEP/REVIEW : ………………..
What do I think about school?
Things I have done well
What kind of things do I worry
about at school?
Do you have any hobbies or favourite sports?
Tell us a bit about what you enjoy doing
Are there any activities in or out of school that
you would like to do?
Ways I can help myself to do better at school or
enjoy school more
SECTION D – EDUCATION MEETING AND PLAN
People involved in this PEP meeting :
Title
Name and contact details
Attended
Y/N
Young person
Lead
practitioner/Designated
Teacher
Social Worker
Parent/Guardian
Carer/Key Worker
Class teacher
SENCO
Teaching Assistant
Virtual School
Other
Does the young person currently have full-time provision? If
not please give details in the next box.
Yes/No
Please give a summary of significant points made during the meeting. Please
include any particular strengths and weaknesses.
Short term educational actions, i.e. what needs to happen this term?
ISSUE
TARGET
ACTION
BY WHOM?
BY WHEN
REVIEW
Long term educational actions
ISSUE
TARGET
ACTION
BY WHOM?
BY DATE
REVIEW
SECTION E – PUPIL PREMIUM PLUS AND HIGHER NEEDS
Pupil Premium (Plus)
What is the school/setting spending Pupil Premium on?
What impact has Pupil Premium expenditure had (so far?)
Higher Needs Funding (formerly known as Personal Education Allowance)
Is A Higher Needs Funding application being
considered or ongoing?
YES/NO
What is the nature of the Higher Needs application for funding? Or
what has been the impact so far?
Actions to set up Higher Needs activity(ies) :
(To be completed by Social Worker, and sent to the school with request for a
PEP meeting)
My name :
The date of this
PEP meeting :
My school :
The date I was born :
Year Group :
Stage on Code of Practice :
Date of my last PEP :
Date of my next PEP :
Date of my last LAC Review
Date of my next LAC Review
SECTION A : MY PERSONAL DETAILS
Carer:
Tel:
Address:
E-mail:
Category of
care:
Social worker:
Voluntary
agreement
E-mail:
Care order
Tel:
Local Office:
Name(s) :
Who should school contact in
emergencies?
Who will receive and respond to
communications from school,
including reports?
Who will attend parents’ evenings?
Who will give permission for school
trips etc?
Who will sign the home/school
agreement?
Who takes responsibilities for
health issues?
Is the young person involved with
CAMHS?
Interim
Care order
Tel :
SECTION B : SCHOOL INFORMATION
All sections to be completed by the school and presented at the PEP
meeting
Name of pupil:
Year Group
Date of completion of Section B
Stage on Code of Practice:
Staff responsible for pupil
Percentage attendance:
Details of any exclusions
since the last PEP :
Role
Designated Teacher
Tel. number/e-mail
%
Start date
Permanent/Fixed term
(with no. of days)
Attainment Information
Expected passes
(please tick)
Subjects
1+A*-G
Working
at
5+A*-G
Predicted
5+A*-C
Subjects
5+A*-C
En/Ma
Working
at
Predicted
Please use the space below to comment on any aspects of progress set out
above, and also on behaviour if relevant
Supporting plans (please tick and attach as appropriate)
Plan
Previous PEP
Last school report/current views of class teachers
Pupil tracker information
Attendance print out
Individual Education Plan/Provision Map
Pastoral Support Plan
Behaviour Support Plan
Other programmes (e.g. OT, speech & language therapy,
CAMHS, gifted and talented etc., please specify below)
Yes/No
Additional provision (e.g. EOTAS, 1:1 tuition, small group work)
Type of provision
From (date)
To (date)
What other agencies are involved? e.g. Educational Psychology, Behaviour
Support Service, Connexions, etc.
Date of last consultation/parents
evening?
Who attended?
Extra curricular activities e.g. sports, music etc.
Date
SECTION C – WHAT I WANT YOU TO KNOW ABOUT ME
MY NAME : …………………………………………….
DATE OF PEP/REVIEW : ………………..
What do I think about school?
Things I have done well
What kind of things do I worry about at school?
Do you have any hobbies or favourite sports?
What do I enjoy doing?
Are there any activities in or out of school you
would like to do?
Ways I can help myself to do better at
school or enjoy school more
SECTION D – EDUCATION MEETING AND PLAN
People involved in PEP meeting :
Title
Name and contact details
Attended
Y/N
Young person
Lead
practitioner/Designated
Teacher
Social Worker
Parent/Guardian
Carer/Key Worker
Class teacher
SENCO
Teaching Assistant
Virtual School
Other
Does the young person currently have full-time provision? If
not please give details in the next box.
Yes/No
Please give a summary of significant points made during the meeting. Please
include any particular strengths and weaknesses.
Short term educational actions, i.e. what needs to happen this term?
ISSUE
TARGET
ACTION
BY WHOM?
BY WHEN
REVIEW
Long term educational actions
ISSUE
TARGET
ACTION
BY WHOM?
BY DATE
REVIEW
SECTION 5 – PUPIL PREMIUM PLUS AND HIGHER NEEDS
Pupil Premium (Plus)
What is the school/setting spending Pupil Premium on?
What impact has Pupil Premium expenditure had (so far?)
Higher Needs Funding (formerly known as Personal Education Allowance)
Is a Higher Needs funding application being considered
orongoing?
YES/NO
What is the nature of the Higher Needs application for funding? Or what
has been the impact so far?
- 81 -
Actions to set up Higher Needs activity(ies) :
Please send a copy of this PEP to :
Amanda Powell
Virtual School for Children in Care,
MonktonPark,
Winterbourne Monkton,
Dorset DT2 9PS
a.c.powell@dorsetcc.gov.uk
16+ PERSONAL EDUCATION PLAN
Year 11 / 12 / 13 (please circle)
Young Person’s Name:
Date of Birth:
Plan Completed On:
Plan Completed By:
Social Worker’s Name & Contact Details:
Current Education, Training or Employment:
(Current situation, qualifications being undertaken, predicted grades and how is this going?
Include current attendance)
Work Experience/Volunteering:
Progress and Goals:
Looking back at the last PEP goals, progress has been made in:
New personal goals:
My Strengths, Interests and Achievements:
(School, College at home or elsewhere)
Is there anything else that you would like the opportunity to try, which you are also interested
in?
What careers guidance have you had and who has helped you with this?
Plans for the next year:
What education, training and employment plans do you have for the next year? (Include
course name/level and place of study if relevant)
Do you have any concerns about things which could affect you achieving these plans?
Concern
How can we help you overcome it?
Do you need additional support to help you learn and if so, what helps you? (Include
SEN/EHC/IEP /learning needs/medical conditions)
Steps to be taken to progress your plans:
Next Steps
Who will do this?
By When?
Financial Support:
What do you think you will need financial support with, to achieve this plan?
Item
(Bus pass, trips, equipment)
Costs £
How will it be funded?
(16-19 Bursary)
Young Person Name:
DT/SW Name:
Young Person Signature:
Signature:
Date:
Date:
We will communicate with an education or training provider by sharing this plan to
make sure you have everything in place to progress.
(To be completed by the Designated Teacher)
My name :
The date of this
PEP meeting :
The date I was born :
My school :
Year Group :
Stage on Code of Practice :
Date of last PEP :
Date of last
LAC Review :
Date of my next PEP :
Date of my next
LAC Review :
- 86 -
People who attended my meeting (Social Worker and foster carer should be
included)
Name
Role
Percentage attendance
Details of any exclusions since the
last PEP
Attainment – please give any appropriate current levels of attainment
Please use the space below to record any aspects of education discussed at
the meeting, e.g



Progress and how this has been measured
Strengths shown by the student
Areas of specific need
PUPIL PREMIUM PLUS AND HIGHER NEEDS
Pupil Premium (Plus)
What is the school/setting spending Pupil Premium on?
What impact has Pupil Premium expenditure had (so far?)
Higher Needs Funding (formerly known as Personal Education Allowance)
Is a Higher Needs funding application being considered
orongoing?
YES/NO
What is the nature of the Higher Needs application for funding? Or what
has been the impact so far?
- 88 -
Actions to set up Higher Needs activity(ies) :
In order to fulfil the requirements of the PEP for CiC, please attach the
following
Attached?
Annual Review Report/Statement
IEP/ Provision map
Please attach other relevant
information
Section A (completed by Social
Worker)
Student’s views of school
Please send a copy of this PEP to :
Amanda Powell
Virtual School for Children in Care
MonktonPark
Winterborne Monkton
Dorchester DT2 9PS.
a.c.powell@dorsetcc.gov.uk
PERSONAL EDUCATION PLAN AGENDA FOR MEETING
PEP meetings can be called by the Designated Teacher,
VirtualSchool or Social Worker. They are normally organised by the
Designated Teacher/School.
1.
Introduction, apologies, housekeeping.
2.
Section A, Parts 1, 2 and 3
-
confirm accuracy
-
record significant changes since last PEP
-
record important information about contact
-
key dates (e.g. LAC Reviews, court hearings etc.)
-
health needs (appointments, issues school needs to be
aware of etc.)
To be completed by the Social Worker.
3.
Section C, Part 1
-
Young person’s views about school and education
-
Achievements
-
Hopes, ambitions and plans
To be completed by the young person, with support, if
necessary, from the
school.
4.
Section B, Parts 1 and 2
-
progress update (reports from key staff)
-
strengths and achievements
-
academic attainments (SATs, GCSEs, literacy/numeracy
assessments, cognitive behaviour)
-
additional needs
(literacy/numeracy/SEN/Emotional/Social)
-
involvement of other services
-
extra curricular activities.
To be completed by the school.
- 90 -
5.
6.
Section C, Part 2
-
Foster carers, and/or parents’ views
-
Update on care placement
-
Targets
Section D
-
identify long term objectives
-
agree and record short term targets
-
agree actions and who will carry each out and agree
timescale
-
discuss impact of any Higher Needs funding used or
application to be made.
To be completed at the PEP meeting.
7.
Section E
-
outline Pupil Premium and, if applied for, Higher Needs
funding expenditure
-
identify the impact of Pupil Premium and Higher Needs
expenditure on educational progress.
To be completed at the PEP meeting.
8.
Set date for next PEP. Check names and addresses that
minutes need to be circulated to.
9.
Close meeting.
- 91 -
PEP QUALITY ASSURANCE CRITERIA
Care
information
Views of the
pupil
Education
information
1
Outstanding
Consistently ‘Good’
throughout all sections.


The PEP could be used
as an example of good
practice (with names
removed).



Review of
progress
education
support plan
until next PEP
Overall
organisation
and completion
of PEP








2
Good
Clear, up to date, concise and information
shared as necessary with the school
Pupil’s views sought prior to PEP and
recorded; concerns addressed in PEP
Prior attainment recorded
Expected progress recorded using
‘Exceed/Meet/Not meet’
Target setting methodology, other
assessment data & SEN information
recorded
Educational priorities and actions from last
time evaluated using quantitative evidence
Pupil Premium Plus is used effectively
1:1 tuition or equivalent in place
Plans related to pupil’s educational needs
and based on an understanding of
attachment
Concise, informative narrative; language
appropriate to intended audience; correct
formatting throughout
PEP takes place within statutory timescale
Next PEP date noted (or TBC with reason, &
who will arrange if not)
Meeting arrangements recorded
3
Requires improvement
Shortcomings in data,
administration and /or analysis and
planning sections means the PEP
does not effectively address all the
pupil’s educational needs.
4
Inadequate
Significant weaknesses in data,
administration and /or analysis and
planning sections means the PEP is
ineffective in addressing child’s
needs
This is likely to because of
shortcoming in one or more of:
This is likely to because of
shortcoming in these areas:







Pupil views very brief
Previous actions not all carried
out
PPP not being used effectively
Plans not directly related to all
of the pupil’s educational needs
Hard for non-educationalist to
understand PEP
Designated teachers may be asked
to rewrite PEPs that require
improvement.





Pupil view missing or too brief
Key data missing; it is not
possible to judge whether pupil
is making progress
Previous actions not carried out
PPP not being used effectively
or at all
Plans unrelated to the pupil’s
educational needs
Some sections not complete.
Hard for non-educationalist to
understand PEP
Designated teachers will be asked to
rewrite PEPs that are inadequate.
Appendix Seven
Pupil Premium Conditions of Grant
- 93 -
Appendix Eight
Expenditure and impact proforma for Pupil Premium
Pupil Premium Plus for LAC and Post LAC – Forward Planning Proforma
This proforma is to be used to plan the anticipated spending of Pupil Premium Plus monies on
each Looked After Child and Post LAC (Adopted Child) in the school and to anticipate the
intended impact and outcomes of this expenditure. This in order for the Pupil Premium Plus
monies to be released by Dorset County Council, but also so that the intended impact and
outcomes can be monitored by the school and Virtual School as well as OfSTED and other
inspectors and auditors.
Please return this proforma to Amanda Powell by ……………at the latest.
Name of school
Names of Looked After Children(LAC) )and
amount of money to be allotted to supporting
each
Name(s) of school staff members with
responsibility for the identified LAC
1. What is the planned Pupil Premium
grant for each young person to be spent
on to help “narrow the gap” for them with
Non-LAC peers? (Consider a menu of
actions/activities related to their educational
needs eg. Tuition support, after school
activities, ELSA or TA time, curriculum trips,
etc)
2. How is it anticipated that this planned
expenditure will “narrow the gap” for each
young person identified? (Consider the
impact/outcomes of this spending on the
young person’s current educational progress
and levels and how far they could be
improved; consider how far self-confidence
and social skills could be developed)
Name of contact Finance Officer at school
- 104 -
Appendix Nine
Higher Needs Funding Application Form
Noted by office :……………
Sent to AP :
………….
HIGHER NEEDS FUNDING APPLICATION FOR CHILDREN IN CARE
Application from April 2015 – March 2016
(to be completed by Designated Teacher or Social Worker)
Name of Young Person
School/Learning Centre
How much is being claimed?
Will Pupil Premium also be used to
support this claim?
What will the money be used for?
Please give a breakdown of costs
and refer to the main criteria, as
appropriate:

Additional one to one tuition to
support their learning;

Learning resources that the
local authority does not expect
to be covered by fostering
allowances or children’s home
fees;

Wider activities that will benefit
the child or young person’s
learning and development.
What positive outcomes are
expected as a result of this
spending? (Please refer to PEP
target(s) in answering this).
Please confirm the following :
This request has been agreed as part of the most recent PEP
The date of the last PEP (must be within the last 6 months)
This request has been agreed by designated teacher (or
representative), social worker, carer and young person?
- 105 -
Completed by :
Date :
Please say where the money should be transferred to and
supply the budget code.
(Money can be transferred to the school budget or childcare team budget, but
the VirtualSchool team cannot supply cash or purchase goods).
Please e mail this form to Amanda Powell at a.c.powell@dorsetcc.gov.uk.
Appendix Ten
Annual Report – Proforma for Headteachers
Annual Report to the Governing Body in compliance with
Section 20 of the Children’s and Young Person’s Act 2008
School:
Date of report to Governing Body:
1. General Information
Name of Designated Teacher for Children in Care (CiC)/Looked After Children (LAC):
Does the Designated Teacher (DT) have qualified teacher status?
Yes/No
Number of LAC on roll in the current school year:
Does the DT have sufficient, allocated time to support the needs of the LAC?
Yes/No
Comments:
Has the Designated Teacher undertaken training to keep up to date with the necessary
skills and knowledge to understand and respond to specific teaching and learning needs
of LAC?
Yes/No
(see table below)
Has the Designated Teacher contributed to whole school understanding and awareness
of how to support LAC to succeed?
Yes/No
(see table below)
2. Training
List of LAC training attended by DT
List of LAC training provided by DT
- 107 -
3. Progress and Achievement of Looked After Children
Levels of Progress made by LAC on roll now or in the past 12 months
(National expectation is two levels of progress between each key stage)
UPN
Key Stage
and Year
Group
% attendance
and number of
exclusions
Levels of academic
progress made since
last key stage
Special Needs;
school
action/school
action
plus/statement
Evidence of educational,
social, emotional progress
(quantifiable impact of Pupil
Premium funding?)
4. Policies
The school has a LAC Policy
Last LAC Policy review date
Other School Policies and Procedures which refer to LAC:
Admissions and Exclusions
Reporting progress and target setting
Inclusion
Gifted and Talented
Teaching and Learning
Out of School activities/Learning Outside the Classroom
Equalities
Reporting on the impact of Pupil Premium (What quantifiable impact
has it had? In what areas of the young person’s educational, social
and/or emotional development?):
Yes/No
5. School and Governing Body issues, decisions and actions
Issues raised by this report
Decisions/Actions to be taken, when and by
who
Appendix Eleven
Ansbury Mentors
‘Someone there to talk to, who is there for you, who listens’
Mentoring support is suitable for young people who are

Not in Employment, Education or Training (NEET)

At risk of becoming NEET

Disengaged, or likely to disengage, from regular timetabled learning
The mentoring programme aims to engage young people and support
positive activities, learning, employment or training.
them into
This is achieved by

Giving the young person a trained and experienced
mentor who is non-judgemental

Meeting young people regularly at a time and place
which suits them

Assessing their needs

Setting objectives on an Individual Learning Plan

Offering a timetable of activities that addresses their needs

Offering accredited learning where appropriate

Monitoring and reviewing progress

Supporting the young person to progress into education/employment/training

Highlighting each young person’s achievements and successes

Giving young people the tools they need to overcome barriers
109
Transition Mentoring for Young People in Care
We will

Allocate a transition mentor for those young people leaving their school to go
elsewhere (college, training etc…) to follow through their
Post 16 Personal Education Plan

Keep in touch with the young person regularly until they are
settled in their new provision

Identify individual activities to build up resilience

Familiarise the young person with the education/training provision(s) they are planning
to attend next

Access activities with and/or for the young person

Monitor and review attendance and engagement

Support them with organisational skills
For more information please contact:
Jules Benton
07884 438908 or 01202 677557
Julie.benton@ansbury.co.uk
Ansbury is a registered Charity .
Charity No. 1160444. Registered Office: Lester Aldridge LLP, Russell House, Oxford Road,
Bournemouth, Dorset BH8 8EX England
www.ansbury.co.uk
Appendix 12
TERMS OF REFERENCE FOR THE VIRTUAL SCHOOL GOVERNING BODY
The purpose of the Virtual School Governing Body is to:







Ensure that the aspirations of children in care are raised through a
positive school experience and celebrate success.
Receive and analyse the Head’s Report on a termly basis and monitor
the Virtual School’s budget.
Monitor and evaluate implementation of the School Development Plan
regularly and the School’s Self Evaluation Form/Virtual School Head’s
Annual Report annually.
Support and challenge the educational progress and attainment to enable
individuals and year groups of looked after students to achieve their full
potential.
Monitor and track the impact of the Higher Needs Funding and Pupil
Premium on the progress and attainment of Children in Care.
Review the quality of education provided to all children with particular
reference to suitable schools and out-county/independent placements.
Scrutinise the Virtual School Head’s performance and progress as
necessary.
Notes
- Terms of reference agreed at 15/07/14 Virtual School Governing Body meeting
- Amendments agreed at 15/07/14 meeting made by Virtual School Head
- Terms of Reference to be reviewed on an annual basis by the Governing Body
- 111 -
Appendix 13
Virtual School Governing Body composition – May 2015
Governing Body member
Governor member details
Councillor Representative
Headteacher Rep
School Governor Rep
Learning and Inclusion Rep
Care Leaver Rep
Foster Carer Rep
Parent Representative
Designated Teacher Rep
SEN Practitioner Rep
Finance Officer Rep
16 Plus/Leaving Care Rep
VirtualSchool staff Rep
Ex Officio Members
Cllr Susan Jefferies
Current vacancy – Dorset Association of Secondary Heads to fill
Current vacancy – Chair’s briefing group to fill
Esther Gardner (Educational Psychologist for North Dorset area)
Tom Bolton
Simon Leach (experienced foster carer of two teenagers based in North Dorset)
Represented by Action for Children – Debbie Urch or Tom Doggett-Hill
Wendy Davies, Designated Teacher for LAC (and SENCo/Inclusion Leader), Budmouth College, Weymouth
Wendy Grassby, IPACA SENCo, Portland
Heather Lappin, Dorset Schools Finance Team
Kirsten Hallett, Practice Manager, Dorset 16 Plus/Care Leavers
Helen Coleman
Cabinet Portfolio Holder for Children’s Services (Education), Cllr Toni Coombs – Elected Chair for 2015-16
Senior Management Lead for Looked After Children, Penny Lodwick
Virtual School Head, David Alderson
Virtual School Financial Services accountant (from 1st April 2014), Lesley Barnes
Business Support Officer, Amanda Powell
Attending (as necessary)
Clerk to Governors
- 112 -
- 113 -