Guidance for parents and carers
Anna Freud - National Centre for Children and Families
Free webinars for parents and carers on supporting the wellbeing of young people before and after exam results day.
The Anna Freud Centre is offering free webinars to all parents and carers of children in Year 11 and Year 13 receiving their exam results this summer.
Waiting on exam results can be a stressful time and can be a period of anxiety for both teenagers and their family worrying about the future. Our webinars will provide parents and carers with strategies to support young people who are waiting on their results.
The webinar will also include tips for parents and carers to manage their own wellbeing during this time. There will also be opportunities to ask questions.
Who is it for?
The free webinars are aimed at parents, carers and family members who have children in Year 11 and Year 13, and want to learn how best they can support them around their results
COVID-19 support and advice
For advice on supporting young people during and after the COVID-19 pandemic, there is a guide intended for foster and kinship carers, adoptive parents, and professionals who work with care experienced children in schools, residential care homes and other settings.
We have provided some useful information for parents and carers of children in care and children who have achieved permanence.
The vital role of foster carers and residential care staff
The role of the carer is paramount in supporting the education of children in care. Carers should ensure that the child has appropriate access to learning and is encouraged to make best use of it and fulfil their potential.
Though not always explicitly stated in the placement agreement, this should include:
- working closely with the child’s school or other educational placement
- taking an active interest in the child’s homework
- encouraging a child to value learning
- supporting a child’s attendance at school
- advocating for the child’s individual needs.
Useful links
- Visit the REES Centre website for research ranges from early years, through schooling, further and higher education and into the workplace.
Based at The University of Oxford, carry out research about the role of foster carers and the education of children in care. - Visit the Fostering Network website for information on bringing together everyone who is involved in the lives of fostered children.
The Fostering Network also has resources on their website. In particular, their London Fostering Achievement work is of interest. - View our emotional health and wellbeing webpage for guidance on adults working with children at risk of attachment issues for emotional health and wellbeing.
- Visit our latest news and events page to find out about events and opportunities available for you and our children in care.
School admissions
There is a clear link between stability and educational outcomes so it is important to avoid schools moves unless absolutely necessary and it is always advisable to speak to your Virtual School Head first. They will help to identify the most appropriate school and ensure it is a good quality school with the right support for children in care.
Children in care have been given the highest priority within school admission arrangements. The admission requirements for children in care are set out on the GOV.UK website.
Put simply, a child in care must be given a place in the school chosen irrespective of the current numbers on roll or in a class. The home local authority can instruct a school in ANY local authority to admit a child in care. This includes using their powers of direction in a timely way to avoid delay.
Where a local authority considers that an academy will best meet the needs of any child, it can ask the academy to admit that child but has no power to direct it to do so. The local authority and the academy will usually come to an agreement, but if the academy refuses to admit the child, the local authority can ask the Secretary of State to intervene.
Visit the GOV.UK website to complete the academy admission request form for children in care
School Admissions Appeal Code
This Code came into force on 1 October 2022 and applies to all appeals lodged on or after that date. It applies to admission appeals for all maintained schools and Academy Schools in England (not including any maintained or Academy special school, alternative provision or stand-alone 16-19 provision). It should be read alongside the School Admissions (Appeal Arrangements) (England) Regulations 2012, the School Admissions Code and other guidance and law that affect admissions and admission appeals in England.
Unofficial exclusions
An exclusion from school has to be carried out formally and in accordance with the Department for Education.
Visit the Department for Education website to access their guidance on exclusions.
You should not be asked to collect your child from school during the school day for any reason other than them being unwell. The exception to this is a formal exclusion which requires written notification. Also, you should not be asked to keep your child at home unless they are unwell or excluded. On some very rare occasions a part-time offer of education might be appropriate and can be agreed as a part of a managed transition to full time provision. This should always be time limited and all parties must be in agreement with it. If you are asked to collect your child or keep them at home for any reason other than illness, and there hasn’t been a formal exclusion or agreement to a reduced timetable, this is an unofficial exclusion.
If you have any concerns about this you can email the virtualschool@telford.gov.uk for support, guidance and action from the relevant professionals.
Telford and Wrekin libraries
Did you know that all children aged 0 to 16 years old are eligible for a free Telford and Wrekin library card with no overdue charges for late items?
View the libraries page for more information on our libraries and their locations.
Anna Freud - resource library to support children and families
The Anna Freud resource library will provide you with support and guidance for your children and young people in a variety of forms from OCD in children and teenagers to support with life online.
Transition: 11 resources and courses
- Visit the creative education website for information about Supporting Your Child When They’re Starting a New School (on-demand course).
- Visit the creative education website for information about Ensuring a Smooth Transition in the Year of Covid (on-demand course).
- Visit the creative education website for information about Free PSHE resources offered to help support transition (News article, including resource link).
- Visit the creative education website for information about Effective transition for year 7 pupils (SecEd podcast with input from 4 schools).
- Visit the creative education website for information about 12 tips for a smooth year 6 to 7 transition (SecEd knowledge bank).
- Visit the creative education website for information about SEND: Make Transitions Work for Every Student (on-demand course).
- Visit the creative education website for information about Transition in a Remote and Virtual Context (Sharing practice webinar replay).
- Visit the creative education website for information about Find Your Feet: Transitions Activity for Year 7 Pupils (PDF from Young Minds).
- Visit the creative education website for information about BBC Bitesize videos about starting secondary school (video collection for students).
- Visit the creative education website for information about Year 6 Secondary Transition Activity Idea Pack (Twinkl teaching resource).
- Visit the creative education website for information about the 6 Tips for starting a new class.
Home learning support
Telford and Wrekin Virtual School for children in care and previously looked after children have created a guide, download the home learning guide for more information about home learning support (.pdf Size: 850Kb) .
Telford and Wrekin Education Champions
Telford and Wrekin is currently looking for Education Champions who are experienced carers with a strong interest and passion for the education of young people. We are looking to have a number of Education Champions across the county with varying interests and areas of expertise, including Primary, Secondary and SEND. The aim is that the Education Champions will be available to support Telford and Wrekin Carers and provide a friendly and flexible service to support Carers to support their young people.
The support they can offer could: being a listening ear, a sounding board to try out new ideas and general education advice and guidance.
They will also have access to some additional education resources and are happy and willing to share their experience and knowledge, whilst fully understanding the day to day challenges.
Education Champions will attend the support groups across the county and can be accessed directly at these or by contacting Zoe McLaughlin, who will oversees and supports the Education Champions, by emailing zoe.mclaughlin@telford.gov.uk
If you are interested about hearing more about this exciting opportunity please do get in touch directly with the Virtual School.
Opportunities and Events
View our latest news and events for our latest opportunities for parents/carers and young people
Last updated : 3 December 2024
The vital role of Social Workers
Social workers have a key role to play in supporting the education of children in care. In Telford and Wrekin the Personal Education Plan (PEP) Co-ordinator organises termly PEPs. The child's social worker is required to attend the PEP meeting and ensure that the invite has been shared with parents/carers and anyone other key people who should attend. The child's Designated Teacher is responsible for completing the online PEP document every term and submitting it to the virtual school in the required time scale.
The role of the Designated Teacher
All schools must have a designated teacher for Children in Care, who is ideally a member of the senior leadership team. The designated teacher is responsible for championing the educational needs of children in care in their school and ensuring they have good quality PEPs. They should be the main author and champion of the PEP.
The designated teacher is often the main point of contact for children in care in schools and they will usually attend meetings and reviews. In some larger schools parts of the role may be delegated to a pastoral member of staff such as a head of year or a mentor.
What is a Personal Education Plan (PEP)?
The PEP is central to improving educational outcomes for children in care. It is how the views of the school, parent/carer, other relevant professionals, and the child or young person are gathered. It considers what is going well and what is going less well, identifies the needs the plan should try to meet and how they will be met through the use of supported SMART targets.
When a child comes into care the PEP Coordinator for the Virtual School must initiate a PEP and the social worker should continue to lead the plan to ensure that it is an effective element of the care plan. In Telford and Wrekin the PEP is divided into two parts:
- PEP document
- PEP meeting
there are clear lines of accountability and responsibility for each part.
The online PEP document is for children in Early Years from the term after they turn two years old through to Year 11.
An online PEP is required termly for all statutory school age pupils and a paper copy is currently being completed for post-16 learners in the care of Telford & Wrekin Council.
What is the Pupil Premium Grant (PPG) for children in care?
The PPG for children in care must be managed by the Virtual School Head to improve the attainment and progress of children in care in accordance with the latest DfE conditions of grant, visit the GOV.UK website for more information on the DfE conditions of grant and any supplementary departmental advice issued, such as the document relating more specifically to the Virtual School Head’s responsibilities. Visit the GOV.UK website for more on the virtual school head's responsibilities.
Though the grant is currently £1,350 per child in care per year the amount of funding used by the Virtual School, or the school the child is on the roll of, will depend on their needs. That may mean that more or less of the total is spent on an individual child so that larger sums can be spent on a child with greater needs. The Virtual School Head will usually approve funding interventions and support based on evidence that they are likely to have a positive impact. Visit the Education Endowment Foundation website for the best source of evidence of what makes a difference.
Social workers and carers should influence the way in which Pupil Premium is spent through the personal education plan process, through referring to the PPG policy as how the funds can be spent. The PEP requires schools to tell the Virtual School how they plan to spend the funding they receive and this should be reviewed at PEP meetings. Costings should be explicate and a PEP will be graded inadequate if Targets are not specific and demonstrate how education outcomes can be improved.
What is the Early Years Pupil Premium (EYPP)?
Eligibility for the EYPP is different for early years settings than for schools and is paid at a different rate, visit the GOV.UK website for more information about the EYPP and a guide for local authorities.
View information about how Telford & Wrekin Council implement the EYPP for children in care
Contact the Early Years team for more information on working in childcare
Last updated : 3 December 2024