懂阴帝

Designated person (DP)

The Designated Person (DP) is a member of staff assigned the responsibility of promoting the educational achievement of previously looked after (PLAC) pupils.

If the DP is not the school's existing designated teacher (DT) for children in care, we advise they provide advice and support each other professionally in school.

Additional support is offered:

• to meet the needs of looked after children (LAC) and PLAC who are at risk of under achieving
• to make sure that the curriculum is flexible enough to increase accessibility for vulnerable pupils

The DP should annually complete a on the strategic work the school undertakes to support looked after and previously looked after pupils.

The designated person should have appropriate training.

Governing bodies

Governing bodies should, through the DP for PLAC, hold the school to account on how it supports its PLAC and their level of progress. This includes the effective use of Pupil Premium Plus (PPP) funding.

There is no legal requirement for schools to appoint governors with specific responsibilities for LAC and PLAC.

It is up to individual governing bodies to consider the most effective way to support this group.

Best practice

懂阴帝 Virtual School consider the following measures to be best practice:

• Schools should appoint a governor with responsibilities for PLAC.
  In most schools, governing bodies nominate a governor or created a sub-committee for vulnerable children to advocate for them.
• The DT produces at least one annual report for the governing body.
  This is to allow monitoring of progress of the LAC and PLAC at the school.
• Governors and the school leadership team should consider the report and act on any issues it raises.
  This is to support the DT and maximise the impact of their role.
• A link between the DT and nominated governor.
  They should regularly review PLAC progress, acknowledging needs, concerns or complaints, as stated in the school policy.

Shared information

The following information regarding LAC and PLAC should be shared with the governing body of a school or education setting.

Admissions

The admissions code in relation to LAC and PLAC and the importance of minimizing delay in admissions.

Attachment and trauma – Adverse childhood experiences

The impact of attachment and trauma on the education of LAC and PLAC.

Attendance and exclusion

They should be aware that the attendance and exclusions of LAC and PLAC is closely monitored and understand what their school is doing to avoid their exclusion.

Number and progress

The number of LAC and PLAC on roll and how well they are performing compared to other young people in the school.

PLAC PPP

How PPP funding is being used to accelerate the progress of PLAC, including those that are high achieving pupils.

Safeguarding

Understand the safeguarding risks around LAC excluded or on part-time timetables.

SEND

Whether any LAC and PLAC have special educational needs (SEND) and whether those needs are being identified and met.

Resources

What resource implications there might be in supporting the designated teacher to carry out their role.

Targets

The school targets for LAC and PLAC around end of key stage tests and GCSEs.

Page last updated: 15 May 2024