Role of the Designated Teacher in Post 16 Provision
From 1 September 2009 the governing body of all maintained schools have been required under the Children and Young Persons Act 2008 (Section 20) to appoint a designated teacher to promote the educational achievement of looked after children who are on the school role. (Duty also applies to Academies and Free Schools through their funding arrangements. Statutory Guidance for Local Authorities 2018)
The Designated Teacher for Looked after Pupils Regulations 2009
The regulations require that the person designated is:
- a qualified teacher who has completed the appropriate induction period (if required) and is working as a school. (Regulation 3(2)) or
- a Head teacher or Acting Head teacher at the school (regulation 3(3))
From September 2018 the governing body of maintained schools and proprietors of academy schools are required following amendments in the 2017 Act to the 2008 Act and Academies Act 2010 to appoint a designated member of staff to have responsibility of promoting the educational achievement of previously looked-after children.
Looked-after children on the school role could be the responsibility of another local authority. Children remain 'looked after' by the local authority where they came into care even if they move out of authority. Only in exceptional cases do children move into the care of another local authority. If you need support in contacting the home local authority, Telford & Wrekin Virtual School will be happy to signpost you to the appropriate contact.
Previously looked-after children on the school role are the responsibility of the school and parents/guardians. The virtual school in the local authority where the child is educated has a duty to support and advise the parents/guardians and Designated Teachers.
The Designated Teacher for looked-after children and previously looked-after children. Statutory guidance (February 2018)
- The DT needs to understand 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, the DT must 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.
Get to know the children in care on role.
- Keep a register, home local authority, and key contact details.
- Ensure appropriate staff are aware on a need-to-know basis.
- Advocate for looked after children; consult with school staff, social worker, and outside agencies to ensure there is consistent and effective communication within the network.
- Identify a key worker to 'hold them in mind' and support them as appropriate.
- Link regulary with the Virtual School for advice, support, and guidance.
Know the previous looked-after children as identified by parents/ guardians (parents/guardians are not required to disclose)
- Keep a register of previously looked after children.
- Ensure they are added to January school census, so they have access to the pupil premium plus.
- Ensure appropriate staff are aware on a need-to-know basis.
- Advocate for previously looked-after children; consult with school staff and outside agencies to ensure there is consistent and effective communication within the network.
- Identify a key worker to 'hold them in mind' and support them as appropriate.
- DTs can access support via the DT Network meetings available from T&W Virtual School as well as speaking with the PEP lead to access some 1-1 training.
Designated teacher should ensure that:
- School policies reflect the needs and approaches to support the inclusion and attainment of looked after children and previously looked-after children.
- Whole school approaches are in place to raise attainment.
- Be a source of advice for teachers and school staff.
- Work directly with carers, parents and guardians and be part of a supportive network.
- Keep up to date with government policy implications for looked-after children and previously looked after children including recent research and training opportunities.
- monitor how research and training to raise the attainment of looked after children is impacting on school culture and practice and feedback to senior leaders and Governors, and work to strengthen this across the school.
- Report to Governors providing an 'Annual Report to Governors;' recognised as good practice and helpful as evidence during Ofsted.
Share this page
