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
- number of exclusions
- allocation of the Pupil Premium Plus and the impact that this additional funding has made
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?
- 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?