The role of the designated teacher for looked-after and previously looked-after children The designated teacher should be a central of initial contact within the school. This helps to make sure that the school plays its role to the full in making sure arrangements are joined up and minimise any disruption to a child’s learning. most effective designated teachers have a leadership role in promoting the educational achievement of every looked-after and previously looked-after child on the school’s roll. This involves making a positive difference by promoting a whole school culture where the personalised learning needs of every looked-after and previously looked-after child matters and their personal, emotional and academic needs are prioritised. designated teachers take lead responsibility for helping school staff to understand the things which can affect how looked-after and previously children learn and achieve, there is a greater understanding among all staff about how the whole school supports the education achievement of its pupils. This means making sure that all staff: have high expectations of looked-after and previously looked-after children’s learning and set targets to accelerate educational progress; are aware of the emotional, psychological and social effects of loss and separation (attachment awareness) from birth families and that some children may find it difficult to build relationships of trust with adults because of their experiences, and how this might affect the child’s behaviour; understand how important it is to see looked-after and previously looked-after children as individuals rather than as a homogeneous group, not publicly treat them differently from their peers, and show sensitivity about who else knows about their looked-after or previously looked-after status; appreciate the central importance of the looked-after child’s PEP in helping to create a shared understanding between teachers, carers, social workers and, most importantly, the child’s own understanding of how they are being supported; have the level of understanding they need of the role of social workers, VSHs and carers, and how the function of the PEP fits into the wider care planning duties of the authority which looks after the child; and for previously looked-after children, understand the importance of involving the child’s parents or guardians in decisions affecting their child’s education, and be a contact for parents or guardians who want advice or have concerns about their child’s progress at school. teachers are also likely to have a more direct and day-to-day role in promoting the educational achievement of looked-after and previously looked-after
The role of the designated teacher for looked-after and previously looked-after children The designated teacher should be a central of initial contact within the school. This helps to make sure that the school plays its role to the full in making sure arrangements are joined up and minimise any disruption to a child’s learning. most effective designated teachers have a leadership role in promoting the educational achievement of every looked-after and previously looked-after child on the school’s roll. This involves making a positive difference by promoting a whole school culture where the personalised learning needs of every looked-after and previously looked-after child matters and their personal, emotional and academic needs are prioritised. designated teachers take lead responsibility for helping school staff to understand the things which can affect how looked-after and previously children learn and achieve, there is a greater understanding among all staff about how the whole school supports the education achievement of its pupils. This means making sure that all staff: have high expectations of looked-after and previously looked-after children’s learning and set targets to accelerate educational progress; are aware of the emotional, psychological and social effects of loss and separation (attachment awareness) from birth families and that some children may find it difficult to build relationships of trust with adults because of their experiences, and how this might affect the child’s behaviour; understand how important it is to see looked-after and previously looked-after children as individuals rather than as a homogeneous group, not publicly treat them differently from their peers, and show sensitivity about who else knows about their looked-after or previously looked-after status; appreciate the central importance of the looked-after child’s PEP in helping to create a shared understanding between teachers, carers, social workers and, most importantly, the child’s own understanding of how they are being supported; have the level of understanding they need of the role of social workers, VSHs and carers, and how the function of the PEP fits into the wider care planning duties of the authority which looks after the child; and for previously looked-after children, understand the importance of involving the child’s parents or guardians in decisions affecting their child’s education, and be a contact for parents or guardians who want advice or have concerns about their child’s progress at school. teachers are also likely to have a more direct and day-to-day role in promoting the educational achievement of looked-after and previously looked-after
The%20designated%20teacher%20for%20lookedafter%20and%20previously%20lookedafter%20children.docx