(Last reviewed 11/01/2025)
Relevant Legislation & Guidance
National Minimum Standards
• Standard 8 – Promoting Educational Attainment.
Training, Support and Development Standards for Foster Care:
• Standard 2 – Understand your role as a foster carer
• Standard 4 – Know how to communicate effectively
• Standard 5 – Understand the development of children and young people
• Standard 6 – Keep children and young people safe from harm
Underpinning Legislation/Guidance
• Fostering Regulations: 16 – Education, employment and leisure activities
• Children Act 1989: Section 22(3A) – duty on local authority to promote educational achievement
• The Children and Families Education Act 2014
Ø Emphasises the need for a “designated teacher” in schools to support children in care.
Ø Requires local authorities to promote the educational achievement of children they care for.
Ø Mandates personal education plans (PEPs) for each child in foster care, reviewed regularly to track progress.
• The Equality Act 2010
• Exclusion from maintained schools, academies and pupil referral units in England: Statutory guidance for those with legal responsibilities in relation to exclusion (September 2017).
• Children and Young Person’s: The Children (Performances and Activities) (England) Regulations 2014
• DofE Guidance: Child performance and activities licensing legislation in England
• Promoting the Education of Looked After Children (PELAC, UK, 2018 Update)
Ø Provides a statutory framework to ensure that the Virtual School Head (VSH) in every local authority monitors the progress of children in care.
Ø Strengthens the role of VSHs in ensuring access to high-quality education and support for children in foster care.
• The Education Act 2011 (UK)
Ø Gives local authorities the power to provide additional resources and interventions for children in foster care.
Ø Allows the prioritisation of looked-after children in school admissions processes.
Policy Statement – Introduction
The Fostering Statutory Guidance 2011 states: Educational Achievement 3. 100
“Although some do well, looked-after children as a group are at greater risk of poor experiences of education and low educational attainment than their peers. As corporate parents, local authorities should demonstrate the strongest commitment to helping every child they look after, wherever the child is placed, to achieve the highest educational standards he or she possibly can. This includes supporting their aspirations to achieve in further and higher education.”
The Agency’s policy is to ensure every child we look after receives the support they need to reach their full aspirations and educational potential.
It explains how we will actively promote the learning and achievements of children and young people—both as essential preparation for adulthood and because education and success are valuable and fulfilling in their own right.
The Agency is committed to providing homes that are stable and supportive, enabling children and young people to make the most of educational opportunities.
It is vital that we use this opportunity to value education for its own sake and as part of preparing for adulthood.
The Agency will work with foster carers and partner organisations to champion educational progress for every child and young person of statutory school age, and to encourage further and higher learning, training, and employment.
Role of the Local Authority Social Worker
Local authorities have different policies and procedures regarding education for children looked after (CLAs); however, in general, Local Authority Social Workers carry out the following actions:
• The Local Authority Social Worker makes sure a care plan is in place for the child or young person.
This care plan includes details of any educational needs and the steps required to meet them.
The plan usually takes the form of a Personal Education Plan (PEP) — see below — which stays active throughout the time the child or young person is looked after.
• Consult with the relevant education service whenever a child looked after who has an Education, Health and Care Plan (EHCP) moves between education services.
Where possible, do this before the move so the new service can receive information promptly and plan suitable support.
(If the placement is an emergency, inform the education service as soon as possible.)
This will also be discussed at the Initial Placement Planning Meeting when the child or young person first moves to their foster carers.
• The same approach applies when a child or young person needs to change schools, for example because of distance.
• The Local Authority Social Worker arranges PEP meetings within 20 days of the placement and then each term.
Where possible, these meetings include the child or young person, parents (when appropriate), the social worker, and representatives from the school and Virtual School.
• The Local Authority ensures children and young people looked after have their educational needs met and advocates on their behalf—for example, by supporting full participation in school, access to a broad and balanced curriculum, and any named additional support.
• Local Authority Social Workers monitor any concerns about school attendance or punctuality and work with the child’s carer and school to encourage consistent attendance and punctuality.
• They check that the child or young person receives a suitable amount of homework and that foster carers can give the right support.
• They respond promptly to any school concerns, safeguarding issues, or exclusions and share this information with the foster carer and Supervising Social Worker (SSW).
Responsibilities of the Foster Carer
• When a child or young person is placed, the Initial Placement Planning Meeting should take place before the placement or within 7 working days.
This meeting discusses the delegated authority given to the foster carer, including attending school events, signing Home-School Agreements, and giving permission for school trips.
• Pre-school: The Agency recognises that learning begins as soon as the child joins the foster family.
Foster carers are responsible for ensuring the child accesses high-quality play and early learning experiences, with support from the Local Authority Social Worker and SSW.
• Foster carers should arrange, for any child aged 2 to 4 in their care, up to 570 hours of free early education each year.
This is usually 15 hours a week for 38 weeks, though it can be taken in different patterns if available.
• Support every child to attend school every day, in line with the legal requirement for attendance.
• School Uniform: Foster carers ensure the child or young person has suitable school uniform, appropriate footwear, and PE kit, is smartly dressed, and receives replacements as they grow.
• Foster carers keep track of school term and closure dates to avoid booking holidays in term time and to maximise attendance.
• Make sure the child has the necessary equipment, funds, or resources for each school day.
• Travel to School: Where possible, children should remain at their existing schools.
Children and young people in foster care deserve the everyday support a good parent would provide.
Foster carers are generally expected to make transport arrangements similar to any parent.
If distance or other commitments make this difficult, the local authority, SSW, and foster carer should discuss solutions.
Most local authorities expect foster carers to handle transport if the school is within 20 miles of the foster home.
This can be challenging and needs careful consideration before a placement is agreed, as local authorities usually fund taxis only for very short periods or exceptional situations.
• Check whether the child or young person has any vision or hearing difficulties that could affect their development and learning, and inform the SSW and Local Authority promptly if concerns arise.
• Respond to any concerns or exclusions raised by the school and share these with the child or young person’s social worker and SSW. (See below: Exclusions.)
• Homework: Ensure the child receives an appropriate amount of homework and has the right support from the foster carer.
Provide a suitable space and resources—such as a laptop or desk—for completing homework. (See below: Homework/Study.)
• Parents’ Evening: Foster carers are expected to attend parents’ evenings for the children they care for.
The child’s parents may also attend when appropriate, and the child’s social worker will advise and coordinate.
• School Activities: Foster carers are expected to attend school activities that involve the child or young person they care for—for example, special assemblies, sports day, school plays, and similar events—so the child feels supported and celebrated.
• After School Activities: Discuss, encourage, and promote after-school and other leisure activities—such as clubs or visits to places of interest like museums—that support learning and social skills, in partnership with the child or young person.
• School Reports: Foster carers should obtain, read, and talk through each school report with the child, offering positive feedback, and share the report with the Local Authority Social Worker, Supervising Social Worker (SSW), and the Agency’s Education Consultant.
• GCSEs: For young people in secondary education, foster carers—supported by the Local Authority Social Worker and the SSW—should talk through Year 9 subject choices, back the young person’s decisions, and check whether the school can offer extra help before SATs or GCSEs. Where helpful, foster carers should arrange any additional resources or revision guides, help the young person plan a revision timetable, and provide ongoing encouragement. These matters should also be covered in the young person’s PEP and Child Looked-After Reviews.
• During the later years of secondary school, regularly explore with the young person their post-16 options—school, work, college, or training.
• Transitions: With support from the Local Authority Social Worker and SSW, foster carers prepare the child for moves to primary school, secondary school, and college; the Agency’s Education Consultant may also help with this.
• Inform the SSW of any achievements so a congratulatory certificate can be sent directly to the child or young person (see Celebrating Children and Young People’s Achievements).
• Keep records of all relevant education matters in the weekly foster-carer logs—submitted each week—including the child’s progress and achievements, any exams, trips, meetings, absences due to sickness, medical appointments or school closures, and any exclusions (see the Recordings Policy).
Responsibilities of the Supervising Social Worker
The SSW supports foster carers in meeting the responsibilities listed above.
• Promote the education of children and young people.
• Liaise with other professionals and foster carers to achieve the best outcomes for the child or young person, and address concerns promptly to prevent drift or delay.
• Provide foster carers with up-to-date information, advice, and guidance about the child or young person’s education.
• Attend all education-related meetings for the child or young person—for example, PEPs.
• Make sure the child or young person’s attainments at Key Stages 1-3, GCSE, A Level, and GNVQ are recorded on file and shared with the Education Consultant.
• Through regular supervision, identify foster carers’ training needs and offer guidance so they can meet the ongoing educational needs of children and young people in their care.
• When helpful, discuss a referral to the Positive Aspirations Education Consultant with your line manager; if agreed, make the referral directly.
Responsibilities of the Education Consultant
The Agency’s Education Consultant monitors, tracks, and assesses the academic progress of all children and young people we look after. The consultant offers targeted support for school-age children, including designing and delivering programmes that boost educational achievement and providing other tailored interventions.
The Education Consultant promotes educational attainment, attendance, and participation in extra-curricular activities to improve outcomes for children and young people in placement.
The Education Consultant collaborates with foster carers, supervising social workers, local authority social workers, the Virtual School, and other professionals to secure the best educational outcomes. Responsibilities include gathering and analysing each child’s education data and progress, and advising supervising social workers and foster carers on matters such as the pupil premium, school exclusions, and liaison with Virtual School Heads.
Each year, the Education Consultant also collects information on the educational attainment of children and young people in our care and compares it with national outcomes.
The Role of the Virtual School
Each local authority must appoint a Virtual School Head, whose role is to track, monitor, and support the educational attainment and progress of every child looked after by that authority, wherever the child lives. The Virtual School Head ensures each child from nursery to age 18 has an up-to-date Personal Education Plan (PEP).
Virtual Schools collaborate with designated teachers, social workers, foster carers, key workers, independent reviewing officers, psychologists, and others who promote the child’s welfare. They make sure everyone supporting the child understands how to nurture the child’s education—including admissions and transitions between key stages—and that these professionals receive adequate training (Fostering Network).
Children and Young People with Special Educational Needs and Disability
The Agency works proactively with and for any child or young person who has special educational needs or disabilities (SEND) to ensure their needs are met on an equal basis with those of any other child, to prevent discrimination, and to advocate for the best outcomes.
We recognise that SEND can take many forms—for example, social, emotional, or mental health difficulties; learning difficulties; communication and interaction needs; or sensory and/or physical disabilities.
The Children and Families Education Act 2014 defines a pupil as having a special educational need if they have ‘a learning difficulty which calls for special educational provision.’ Under the Act, a child has a learning difficulty if they:
a. Have significantly greater difficulty in learning than most peers of the same age;
b. Have a disability that prevents or hinders them from using the educational facilities normally available to children of the same age;
c. Are under compulsory school age and would likely fall within one of the definitions above if special provision were not made.
The following have a specific right to ask a local authority to conduct an Education, Health and Care Needs Assessment:
• A child’s parent;
• A young person over the age of 16 but under the age of 25; and
• A person acting on behalf of a school or post-16 institution (with the knowledge and agreement of the parent or young person where possible).
• In addition, anyone else can bring a child or young person who has (or may have) SEN to the attention of the local authority—for example, foster carers, health and social care professionals, education staff, youth offending teams or probation services, or a family friend.
After a request is made—or a child or young person is otherwise brought to its attention—the local authority must decide within six weeks whether an Education, Health and Care Needs Assessment is needed (unless it completed one in the previous six months) and must communicate that decision.
Every local authority must publish a ‘local offer’ describing the support available for children and young people aged 0–25 with special needs and disabilities in its area, covering education, health, and social care services—and including information about neighbouring areas. The Agency will help foster carers access this offer if needed.
The Local Authority Social Worker must attend Individual Education Meetings for children and young people with SEND and, where the child has an Education Health and Care Plan, attend Annual Reviews (see below).
Education, Health and Care Needs Assessment and Plan
An Education, Health and Care Needs Assessment is a process, under the Children and Families Act 2014, in which the local authority assesses the education, health, and care needs of a child or young person aged 0–25 who has SEN or disabilities, to decide whether an Education Health and Care Plan is required.
Education, Health and Care Plans (EHCPs)—introduced by the Children and Families Act 2014 to replace Statements of Special Educational Needs from 1 September 2014—set out the education, health, and social care support for a child or young person aged 0–25 who has SEN or a disability. The local authority prepares an EHCP after determining, through an Education, Health and Care Needs Assessment, that one is necessary, and in consultation with relevant partner agencies.
An EHCP is legally binding—the support listed in the plan must be delivered. Plans can cover children and young people from birth up to age 25. For those aged 18–25, the plan must be reviewed at least annually to ensure the right level of support remains in place across education, health, and social care.
Personal Education Plans (PEP’s)
• Foster carers play a key role in championing the education of the children and young people they care for, and they make a valuable contribution to creating each Personal Education Plan (PEP) and checking that it is carried out.
• PEPs make sure every child, from nursery age to 18, has an up-to-date plan that lifts expectations, builds aspirations and self-esteem, and recognises a wide range of achievements alongside short- and long-term learning goals. A PEP is proactive: it reduces delays, identifies needs early, and prompts timely support.
• A PEP meeting brings together the young person, their foster carers, and everyone involved in corporate parenting to plan how to secure the best possible educational experience. Promoting continuity and stability is central to the PEP. Information must be accurate, easy to access, and shared quickly so that these conversations strengthen the young person’s stability.
• PEP meetings must be held within 20 working days of the child or young person joining their foster carer or moving school. The Virtual School Head arranges for the PEP to be reviewed every school term. Foster carers are expected to attend these meetings, and their contribution is essential for helping each child or young person reach their academic potential.
• The Local Authority Social Worker is responsible for organising PEP meetings, which should include the child or young person whenever possible, parents (where appropriate), the social worker, and representatives from the school and, where needed, the Virtual School.
• The planning process should give everyone involved a clear picture of the young person’s needs and experiences, highlight any barriers to support, and serve as a tool for challenging attitudes and promoting inclusion.
• PEPs always include the young person’s voice. They offer those involved in corporate parenting a chance to listen carefully and involve the child or young person in shaping their own plan.
The Agency will proactively follow up on all relevant reports and plans so that foster carers and SSWs can support them, and will escalate matters to senior Local Authority managers if there are any delays.
Pupil Premium (PP)
Schools receive the Pupil Premium (PP) to help children and young people in care improve their learning and progress. How the grant will be used must be discussed at the PEP meeting. The PP may also support the following areas:
• Social inclusion
• Personal development
• Religious and cultural identity
• Building resilience and personal strengths
• Creating opportunities to develop interests, skills and personal character
• Providing educational experiences that the child or young person may have missed earlier in their schooling
• Support with transitions to new schools, for example.
Local Authority Social Workers must work with the school to decide how the PP is spent in line with the child or young person’s PEP. From April 2021, the PP rate remains £2,345 per eligible pupil.
If a foster carer or a child or young person who is looked after has concerns about how the PP is being used, the foster carer should discuss this with the SSW, who will raise the matter with the Local Authority Social Worker.
Home Work/Study
The Agency recognises that providing quiet time and space at home supports the routine and discipline of homework.
Many children who are looked after may not have experienced consistent support with homework. Carers therefore need to establish a household routine that encourages learning. The supervising social worker and the child’s social worker will put any necessary arrangements in place and ensure guidance is available.
The Agency recognises that, as a child or young person moves through school, homework and study time will increase. Foster carers are expected to create a suitable learning environment: a quiet space for homework, access to books, newspapers, and other resources. Carers should foster a positive attitude toward learning and offer opportunities outside the home—such as visits to libraries or museums—to enrich study.
If a child or young person finds schoolwork challenging, it is important to praise what they have achieved so they stay confident. Foster carers should talk with the school about any difficulties and ask for guidance on how best to support the young person’s progress and needs. They can also seek advice from their SSW and the Agency’s Education Consultant.
Children and Young People Changing School
Maintaining continuity by avoiding school moves can greatly improve a child’s chances of success. The local authority must, as far as reasonably practicable, make sure the placement does not disrupt the child or young person’s education or training, and this must be agreed by the Local Authority Social Worker in line with the care plan.
Any decision to move a young person during exam years requires particular care, as differences in exam boards could mean they miss opportunities to sit their exams.
Every school move must be carefully planned with the child or young person’s educational needs at the centre. The strengths of the new school and its Ofsted report should be considered. The Local Authority Social Worker and Virtual School Head are responsible for identifying a new school, although the foster carer can share knowledge of local schools and explore options with them.
Celebrating Children and Young People’s Achievements
The Agency celebrates every achievement of the children and young people in our care. Educational and other successes should be recognised through the following:
• CLA Reviews
• PEP’s
• School-based meetings
• School reports
• After exams
Once the SSW is told about a child or young person’s achievement, the Agency will send a certificate directly to them as a personal congratulations.
**Exclusions**
The Agency believes that school exclusion should be used only as a last resort for children and young people we look after. We will respond swiftly and constructively, working with the foster carer and all professionals involved. Foster carers, the SSW, Education Consultant, and Local Authority Social Worker must engage with the school as soon as a child or young person’s behaviour becomes a concern.
**1. Fixed Term or Temporary Exclusion**
A fixed-term or temporary exclusion means a child or young person studies away from school for a set period because of behavioural concerns. When an exclusion lasts up to 5 days, the school provides learning materials for those first 5 days. If it lasts longer than 5 days, the school must arrange full-time education.
A fixed-term exclusion can cover only part of the school day; for example, a lunchtime exclusion counts as half a day.
The Head Teacher decides whether to exclude. Wherever possible, the Head Teacher should give the child or young person a chance to share their view before deciding.
The behaviour of a pupil outside school can also be grounds for exclusion.
Any exclusion must be fair, lawful, and proportionate. The Head Teacher should consider any contributing factors—such as bereavement, mental-health needs, or experiences of bullying—that come to light after the incident.
The Head Teacher must write to foster carers without delay, stating the length and reasons for the exclusion. The school must meet its duties under the Equality Act 2010, including how it writes and applies behaviour policies.
The foster carer must inform the Local Authority Social Worker and their SSW immediately.
If a child or young person in foster care may be excluded, the school should discuss the circumstances fully with the child or young person, the Local Authority Social Worker, and the foster carer. The child or young person’s parents must also be told and their views considered.
The SSW and foster carer must agree arrangements so the child or young person completes schoolwork during the day and stays at home during school hours unless an agreed activity is in place.
Across one school year, fixed-term exclusions must not total more than 45 days, even if the child or young person changes school. They remain on the school roll throughout.
The law does not allow a fixed-term exclusion to be extended or converted into a permanent exclusion. In exceptional cases—usually when new evidence emerges—another fixed-term exclusion may begin immediately after the first ends, or a permanent exclusion may start at that point.
The Agency, foster carers, and Education Consultant will work together to resolve difficulties and prevent further exclusions.
**2. Permanent Exclusion**
A permanent exclusion removes a young person from the school, and their name will be taken off the roll once the local authority or foster carers have decided whether to request an independent review.
The Head Teacher may exclude only for disciplinary reasons when the child or young person has seriously breached the school’s behaviour policy and keeping them in school would seriously harm others’ education or welfare.
Any permanent exclusion must be fair, lawful, and proportionate. The school must also comply with the Equality Act 2010, including how behaviour policies are set and applied.
Wherever possible, a child or young person in foster care should not be permanently excluded until the school has held a meeting with the child or young person, the social worker, and the foster carer. The Agency and foster carers will make every effort to resolve issues and avoid exclusion.
If the school is concerned about the behaviour—or risk of exclusion—of a child with additional needs, an EHCP, or a child looked after, it should work with the local authority to consider extra support or an alternative placement. This includes checking whether the current SEND provision is suitable. Where a child or young person has an EHCP, the school may request an early annual review or an interim/emergency review.
**3. Informal or Unofficial Exclusions**
Informal or unofficial exclusions—such as sending a pupil home “to cool off”—are unlawful, even if parents or carers agree. Any period away from school, however short, must be formally recorded.
The Agency will not accept informal or unofficial exclusions from any school, foster carer, or Local Authority Social Worker and will challenge and escalate such actions to senior leaders in the Local Authority and the Education Department.
**Free School Meals**
All children in Reception, Year 1, and Year 2 in mainstream schools in England automatically receive free school meals. From Year 3 onwards, foster carers do not pay for school meals if they receive any of the following:
• Income Support
• Income-based Jobseeker’s Allowance
• Employment & Support Allowance
• Support under Part VI of the Immigration & Asylum Act 1999
• Child Tax Credit (provided the parent/foster carer is **not** also entitled to Working Tax Credit)
• Guarantee element of State Pension Credit
• Universal Credit
• Parents/foster carers who receive Working Tax Credit are **not** eligible.
**Employment Introduction**
The Agency supports young people in their education and in their aspirations for future work. Children and young people need time, guidance, and space to finish their studies before entering full-time employment.
Getting a job can help young people feel more independent and build life skills, confidence, and self-esteem. The Agency understands that this is a big step, so young people should never feel rushed; they should be supported by their foster carers, SSW, Local Authority Social Workers, and the Agency in their decisions and future planning (see Education: Pathway Plans and Personal Education Plans above).
**Relevant Legislation**
• The Children and Young Persons Act 1933 – regulates child employment
• Children (Leaving Care) Act 2000 – improves life chances for care leavers by providing stronger support during the move to independence
• Children and Social Work Act 2017 – requires local authorities to act in the best interests of looked-after children, including promoting employment and training opportunities while safeguarding welfare
• Equality Act 2010 – protects against discrimination based on age, race, gender, disability, or care status, ensuring fair access to employment and training
• Health and Safety at Work Act 1974
The 1933 Act and Local Authority byelaws govern employment for school-age children, ensuring young workers are protected, treated fairly, and aware of their rights.
The Agency will ensure young people are not exploited by employers and will work with foster carers, Local Authority Social Workers, and SSWs to uphold each young person’s rights and make sure they understand those rights. This policy guides foster carers and SSWs in fulfilling that role.
The key objectives of the Children (Leaving Care) Act are to give care leavers the same preparation for adulthood as young people who grow up in supportive families. Specifically:
• Local authorities must provide tailored support until at least age 21 (or longer while the young person is in education or training).
• Each care leaver must have a personal adviser who coordinates a pathway plan covering education, training, employment, housing, and health.
• Young people are entitled to financial support for living costs, education, and training.
The foster carer, SSW, and Local Authority Social Worker must discuss the information below alongside the Pathway Plan, Personal Education Plans, and Preparation for Independence Policy, helping the young person achieve the best outcomes and move toward their dreams, goals, and aspirations.
Leaving school
The law now says that every young person must stay in education or training until at least their 18th birthday.
This does not mean the young person has to remain at school; they can choose one of the following options:
• School sixth forms
• A university technical college for 14–19-year-olds that specialises in technical studies and is sponsored by employers and universities
• A college or course
• A pre-apprenticeship
• An apprenticeship
• Part-time education or training taken alongside a job or volunteering (more than 20 hours of work or volunteering a week)
• A job-related course through a training provider
The school careers teacher / adviser should help the young person explore these options. They can also contact the National Careers Service.
Most local authorities run services—such as Virtual Schools, Leaving-Care Teams or 16 Plus Teams—that can offer support with:
• Careers advice
• CV writing
• Interview preparation
• Work experience
• Getting training
• Securing apprenticeships or employment
• Travel training so the young person can get to work / placements
• Transition into work
Apprenticeships
Apprenticeships blend practical job training with study. As an apprentice, the young person will:
• Work alongside experienced staff
• Gain job-specific skills
• Earn a wage and receive holiday pay
• Have time set aside for study linked to the role (usually one day a week)
Apprenticeships take 1 to 5 years to complete, depending on their level.
A young person can apply while still at school. To start an apprenticeship they must be:
• 16 or over by the end of the summer holidays
• Living in England
• Not in full-time education
Minimum Ages Children Can Work
Part-Time Work
The youngest age a child may work part-time is 13, except in:
• Television
• Theatre
• Modelling
Children working in these areas need a performance licence (see Performance Licences and Supervision for Children and Young People, below).
Full-Time Work
• Children may begin full-time work only after reaching the minimum school-leaving age, and may then work up to 40 hours a week.
• From 16, employers may need to pay the young person through PAYE.
• From 18, adult employment rights and rules apply.
All employees have an employment contract with their employer. A contract sets out an employee’s:
• Employment conditions
• Rights
• Responsibilities
• Duties
These points together are called the terms of the contract. Both employer and employee must follow the contract until it ends.
In England, a young person must remain in part-time education or training until age 18.
Restrictions on Child Employment
The Agency recognises the rules that limit when and where children may work. Children must not work:
• Without an employment permit from the Local Authority education department if local bylaws require one. (Local bylaws list jobs children under the school-leaving age cannot do and may set extra limits on hours, conditions, or job types. The Local Authority Social Worker should seek details from the education welfare service.)
• In places such as factories or industrial sites
• During school hours
• Before 7 am or after 7 pm
• For more than one hour before school (unless local bylaws allow it)
• For more than 4 hours without at least a one-hour break
• In work that might harm health, well-being, or education
• Without a two-week break from any work during school holidays each calendar year
Special rules apply in term time and in school holidays.
Term-Time Rules
During term time, children can work up to 12 hours a week in total:
• Up to 2 hours on school days and Sundays
• Up to 5 hours on Saturdays for 13- to 14-year-olds, or 8 hours for 15- to 16-year-olds
School Holiday Rules
During school holidays, 13- to 14-year-olds may work up to 25 hours a week in total:
• Up to 5 hours on weekdays and Saturdays
• Up to 2 hours on Sundays
During school holidays, 15- to 16-year-olds may work up to 35 hours a week in total:
• Up to 8 hours on weekdays and Saturdays
• Up to 2 hours on Sundays
Paying Children and Young People
Children under 16
School-age children do not qualify for the National Minimum Wage and do not pay National Insurance.
Once a young person reaches 16
Young people aged 16–17 must earn at least £4.35 an hour.
If the employer is registered, they must record and report the young person’s pay through payroll. If the young person earns more than £118 a week, the employer must also complete the usual PAYE tasks, including deductions.
Performance Licences and Supervision for Children and Young People
A child or young person under the school-leaving age may need a licence if they take part in:
• Films, plays, concerts, or other public performances that charge an audience or take place on licensed premises
• Any sporting event or modelling assignment where the child is paid
The person running the event must apply to the child’s Local Authority for the licence. This must be discussed with the Local Authority Social Worker, as consent may be required from the parent and / or the Local Authority.
Supervision of the Child / Young Person
The foster carer must be available and take responsibility for supporting and supervising the child or young person during any performances or rehearsals. If the child or young person is not with their foster carer, school teacher, or home tutor, they must instead be accompanied by a chaperone approved by the Authority (chaperones can apply for approval). The Agency’s expectation is that, whenever possible, the foster carer attends.
All usual rules about payment and employment restrictions for children apply to performance work.
Local Authorities Rules for Child Employment Permits
Most local authorities require businesses that plan to employ a school-aged child or young person to obtain a child employment permit before the employment starts. If a child or young person works without a permit, the employer may not be insured for any accidents involving the child or young person. If this situation arises, the foster carer or Local Authority Social Worker should advise the employer to contact the local authority’s Education Department to check whether a permit is required.
A work permit is not needed for school-arranged work-experience placements.
Health and Safety at Work
The Agency takes health and safety extremely seriously and must be assured that the workplace is safe for every young person. The Agency will promptly raise and address any concerns with the Local Authority.
• The minimum age for hazardous work is 18.
• Young people under 18 must not be given work that could harm their safety, health, development, or school attendance.
• A young person above the school-leaving age but under 18 must not be employed in tasks beyond their physical or emotional capacity, tasks involving chemical agents, toxic materials, or radiation, or tasks that expose them to extreme cold, heat, or vibration.
• Employers are responsible for protecting every employee’s health and safety. Young people must receive thorough training on any hazards they might encounter and on safe working practices.
Young people also have responsibilities for their own health and safety, which include:
• Using correct methods for tasks—for example, lifting safely or handling sharp tools.
• Avoiding actions that could put others at risk.
• Wearing clothing and jewellery that is appropriate and safe for the job.
• Reporting any accidents or injuries to their manager.
• Understanding and following all other health and safety responsibilities expected of employees.
Work Experience for Children and Young People
The Agency believes that work or voluntary experience helps children and young people understand the working world first-hand. Such experiences build life skills, confidence, responsibility, and practical abilities, and the Agency and foster carers will promote these opportunities with each child or young person’s school.
Many schools and colleges run work-experience programmes, and young people can also apply independently. Before placement, it is crucial to confirm that the employer is ready to host a young person and that the environment is safe. Employers must inform foster carers of any risks and the safety measures in place. Carers should also share any medical or behavioural information that may be relevant—for instance, if the young person has asthma—so the employer can keep them safe.
Voluntary Work
The Agency recognises that volunteering offers children and young people a meaningful way to contribute to their community, learn new skills, and take on responsibility.
Foster carers must check that any voluntary role is safe for the child or young person, even if the organisation appears reputable. Groups working with young volunteers are responsible for ensuring safety and creating a positive experience.
The National Society for the Prevention of Cruelty to Children (NSPCC) recommends the following safeguards for foster carers to review when a child or young person wants to volunteer:
• A written set of good-practice standards—such as a code of conduct—covering expectations for staff and volunteers and addressing discrimination and bullying.
• Clear procedures for raising complaints or concerns.
• Robust consent and emergency processes—organisers should provide a consent form, have the foster carer’s contact details, and hold relevant medical information.
• A safe recruitment process for staff and volunteers, including references, criminal-records checks, and suitable qualifications.
• Staff and volunteers receive safeguarding (child-protection) training.
• Children and young people are supervised by suitable adults, with the level of supervision matched to age, ability, activity, and venue.
• Activities run in safe environments, with separate changing areas for children and adults.
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