(Last reviewed 01/12/2023)
Statutory and Standards Context (unchanged quotation from the National Minimum Standards)
The National Minimum Standards (8) for fostering state:
‘The education and achievement of children is actively promoted as valuable in itself and as part of their preparation for adulthood. Children are supported to achieve their educational potential’.
Children must continue to receive an education which is ambitious, inclusive, and responsive to their needs, experiences, and aspirations. This procedure is written to align with the above Standard and to uphold the child’s rights, voice, and participation.
Purpose and Scope
The Positive Aspirations Group supports Foster Carers to enable them to promote every child’s education whilst they are in care. This procedure sets out the roles and responsibilities of Supervising Social Workers (SSWs), the Education Consultant, Foster Carers, and the support services team to ensure the child’s education is promoted in a way that is trauma-informed, strengths-based, anti-discriminatory, and consistent with the child’s care plan and Personal Education Plan (PEP).
This procedure applies to all school-aged children and young people placed with Positive Aspirations Group Foster Carers, including those with Special Educational Needs and/or Disabilities (SEND), those who are newly arrived or mid-year admissions, and those receiving alternative provision.
Principles of Trauma-Informed Education Support
- Safety and Predictability: Education planning and communication should minimise surprises, provide clear expectations, and prioritise the child’s emotional and psychological safety in school and at home.
- Choice, Voice, and Collaboration: The child is supported to express their views about school, learning, and goals. Wherever appropriate to age and understanding, the child is invited to contribute to PEP targets and to meetings, with advocacy offered if they prefer.
- Trust and Transparency: SSWs explain why information is shared, with whom, and for what purpose. Records on Base should be factual, respectful, and avoid blame or labels.
- Strengths and Cultural Humility: Planning recognises the child’s talents, interests, identity, culture, religion, and language. Reasonable adjustments are considered to remove barriers to learning.
- Stability and Belonging: Actions seek to sustain school stability, positive peer relationships, and a sense of belonging, especially during transitions or placement changes.
Roles and Key Responsibilities
Education Consultant
- The Education Consultant monitors education and achievement of children and young people and provides advice, consultation, and liaison with Virtual School Heads/Teams, Designated Teachers, and Local Authorities to ensure ambitious, appropriate targets and support.
Supervising Social Workers (SSWs)
SSWs are required to attend PEP meetings and:
- Record the details and outcomes on Base.
- Include date, attendees, targets, agreed actions, responsible persons, timescales, and any agreed reasonable adjustments or therapeutic supports.
- Inform the Education Consultant of any attainment/levels/achievement.
- Share information promptly to support timely intervention and Pupil Premium Plus planning where applicable.
- Obtain a copy of the child’s PEP and pass it to Support Services.
- Ensure copies are uploaded/forwarded securely for central monitoring and availability to the network.
School Reports and Termly Monitoring
Every school-aged child receives termly school reports/grades/levels. Copies must be obtained by the SSW and:
- Discussion with Carers:
SSW must discuss the school reports/grades/levels with the Foster Carer to ensure that the Foster Carer understands the report and supports the child accordingly, including celebrating achievements and identifying supports that reduce stress or shame for the child. - Identify Supports and Interventions:
SSW to identify if there are any issues and whether any intervention is required, and if so, to inform the Education Consultant and complete an education referral. This may include consultation with the school’s Designated Teacher, the Virtual School, SENCO, or referral for additional tutoring/mentoring, attendance support, or reasonable adjustments. - Termly Education Form Submission:
At the end of the Autumn term (December) and Spring term (April), SSW must complete the education form for every school-aged child with the grades/levels and email it to the Education Consultant and Support Services. Please forward to admin@greaterlondonfostering.org. - End-of-Year Reporting:
End-of-year (August) reports for all school-aged children must be passed to Support Services for recording and monitoring purposes.
Children’s education attainment and achievement is monitored and recorded termly by the Education Consultant and Support Services.
Additional Trauma-Informed Practice Expectations (to complement the above requirements)
- Preparation and Follow-up for PEPs: Before PEPs, prepare the child and carer with clear, age-appropriate information about the meeting’s purpose. After PEPs, ensure the child understands key decisions and how adults will support them. Offer advocacy if the child declines to attend.
- Information Sharing and Consent: Explain to the child (age-appropriately) how school information is shared, who sees it (e.g., Education Consultant, Support Services), and why. Respect the child’s dignity and privacy.
- Attendance and Inclusion: Work proactively with the school to support regular attendance and inclusion, avoiding exclusionary practices where possible. Consider graduated responses and behaviour support plans that recognise the impact of trauma and transitions.
- SEND and Reasonable Adjustments: Where the child has, or may need, SEN Support or an Education, Health and Care Plan (EHCP), liaise with the SENCO and Local Authority to ensure needs assessments, reviews, and adjustments are timely, accessible, and child-centred.
- Enrichment and Aspirations: Encourage participation in enrichment activities (sports, arts, clubs) and support resources such as tutoring or mentoring, emphasising the child’s interests and goals.
- Transitions and Stability: When a placement or school move is unavoidable, plan early with the Virtual School/Designated Teacher to minimise disruption, maintain exam/course continuity, and support safe transitions.
- Recording on Base: Use respectful, specific language; note the child’s views, what is working well, and next steps. Avoid deficit language and include protective factors and strengths.
- Escalation: If there are barriers to PEPs, delays in support, or concerns about exclusion, escalate via the Team Manager and liaise with the Virtual School/Local Authority swiftly to maintain educational stability.
- Safeguarding in Education: Where safeguarding concerns arise in school, follow agency safeguarding procedures and ensure the child has safe adults to speak with (e.g., Designated Safeguarding Lead, advocate).
Related Policies and Guidance (titles listed for alignment)
- Delegated Authority Policy (Positive Aspirations Group)
- Safeguarding Children and Young People Policy (Positive Aspirations Group)
- Recording and Information Sharing Procedure (Positive Aspirations Group)
- Matching and Placement Planning Procedures (Positive Aspirations Group)
