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Virtual School governor and designated teacher training

The role of the governing body

Governing bodies should, through the designated teacher, hold the school to account on how it supports its looked-after and previously looked-after children.

In some schools designated teachers do this by providing the governors with a regular report. This report should include summaries about:

  • academic, social and emotional progress
  • attendance
  • number of exclusions
  • allocation of the Pupil Premium Plus and the impact that this additional funding has made

Key questions

Governors should ask questions to assess and improve educational outcomes for looked-after children.

Progress and achievement

  • What actions are being taken to support individual attainment and progress, including assessment, monitoring and reporting?
  • How is progress and wellbeing reported to governors?
  • How is Pupil Premium and additional resources used to promote achievement?
  • Are the young person’s academic, sporting or creative talents recognised, promoted and celebrated in the school?

School policies and actions

  • If the school is ‘good’ or ‘outstanding’ but outcomes for looked-after children are poor, what is the school doing about this?
  • How does the school demonstrate that it is aspirational for academic success?
  • How does the designated teacher ensure that all teaching staff have an understanding of the needs for this group of children?
  • How are specific teaching strategies shared?

Child welfare

  • What measures are in place to support specific social, emotional and wellbeing issues?
  • What is the attendance and exclusion rate at school for looked-after children? Is this in line with peers?
  • How is bullying logged and reported if it involves a looked-after child?