These FAQs explain how the Virtual School works with schools, professionals, carers and partners to improve educational outcomes for children and young people who are looked after, previously looked after, and other vulnerable groups.
How does a school know if a pupil is looked after?
A child or young person is classed as Looked After if they are subject to a care order, interim care order, placement order, or are accommodated by the local authority under Section 20 of the Children Act 1989.
When a child becomes looked after, schools should expect to be informed by the child’s social worker and/or the Virtual School. However, placement and legal status can change, so schools are encouraged to confirm a child’s status if there is any uncertainty.
Kinship Care
Children living with family members or friends are not automatically looked after. A child in kinship care is only looked after if:
- The local authority has approved the placement and
- The child is subject to a care order or is accommodated under Section 20.
Private family arrangements do not make a child looked after. Where a child lives with friends for more than 28 days, this is classed as private fostering and must be notified to the local authority, but the child is not looked after.
If you are unsure about a child’s legal status, please contact the Virtual School:
Email:virtualschool@northyorks.gov.uk
What should schools do differently for children who are looked after?
Children who are looked after may experience disrupted education and additional vulnerability. Schools are expected to put in place flexible, responsive systems to meet their individual needs.
Schools must:
- Appoint a Designated Teacher for looked after and previously looked after children.
- Track and monitor attendance, progress, attainment and wellbeing.
- Work closely with carers, social workers and the Virtual School.
- Have regard to DfE statutory guidance: The designated teacher for looked-after and previously looked-after children.
These expectations reflect Ofsted’s focus on inclusion, safeguarding, and vulnerable learners.
What is the role of the Designated Teacher?
The Designated Teacher has a leadership role in promoting the educational achievement of every looked after child and previously looked after child on the school’s roll.
Key responsibilities include:
- Leading on the development, implementation and quality of Personal Education Plans (PEPs).
- Promoting high expectations and a culture of inclusion.
- Advising staff on strategies to support learning, wellbeing and emotional regulation.
- Liaising with carers, social workers, health professionals and the Virtual School.
- Monitoring progress, attendance and engagement.
- Ensuring looked after children are prioritised for appropriate interventions and tuition.
- Ensuring safeguarding arrangements are effective for all looked after children, including those subject to child protection plans.
Can a headteacher exclude a looked after child from school?
Suspension or permanent exclusion of a looked after child should be an absolute last resort.
Before making a decision to suspend or exclude, schools must:
- Discuss concerns with the Virtual School as early as possible.
- Consider whether additional support or alternative strategies could prevent exclusion.
- Have regard to DfE statutory guidance on Suspension and Permanent Exclusion from maintained schools, academies and pupil referral units.
Where exclusion does occur:
- First‑day educational provision should be arranged wherever possible.
- Schools and the local authority must work together to minimise disruption, in line with statutory duties.
If a school is considering exclusion, they should contact the Virtual School for advice and support.
What if a child attends a North Yorkshire school but is looked after by another local authority?
The placing local authority remains the corporate parent and retains responsibility for:
- PEP quality
- Pupil Premium Plus (PP+) funding
- Educational decision‑making
North Yorkshire Virtual School will work in partnership with the placing authority’s Virtual School to share information and ensure continuity of support.
If schools experience difficulties contacting professionals from another local authority, they should contact North Yorkshire Virtual School for support.
Who do I contact for additional educational support?
Each looked after child has an allocated Education Liaison Officer (ELO) within the Virtual School.
For children looked after by North Yorkshire Council, contact:
Email:virtualschool@northyorks.gov.uk
Telephone: 01609 533231
For children looked after by another local authority, contact the Virtual School in the placing authority.
How does the Virtual School support other vulnerable children?
The Virtual School’s statutory remit is to promote the education of:
- Looked After Children
- Previously Looked After Children
- Care leavers
The Virtual School also provides advice and guidance to schools regarding:
- Children in kinship care
- Children in Need (CiN)
- Children subject to Child Protection (CP) plans
This supports a whole‑system approach to vulnerability, safeguarding and inclusion, which aligns with Ofsted expectations.
Why are out‑of‑school activities important?
Participation in enrichment activities can:
- Improve engagement and motivation
- Support social, emotional and mental wellbeing
- Contribute to improved attendance and attainment
Schools and carers are encouraged to support looked after children and other vulnerable learners to access high‑quality extracurricular and enrichment opportunities.
What is a Strengths and Difficulties Questionnaire (SDQ)?
The Strengths and Difficulties Questionnaire (SDQ) is a nationally used screening tool which helps to identify a child or young person’s emotional and behavioural needs.
For looked after children:
- The carer‑completed SDQ informs statutory health assessments.
- A school‑completed SDQ may be used where educational concerns are identified.
The information helps professionals identify appropriate support at an early stage.
What financial support is available for care‑experienced students going to university?
Care‑experienced young people may be eligible for:
- Financial support from North Yorkshire Council
- Non‑repayable bursaries from universities
- Support from the Leaving Care Team
Information is reviewed annually and is available from the Virtual School or Leaving Care Team.
Email:virtualschool@northyorks.gov.uk
What is a Personal Education Plan (PEP)?
A Personal Education Plan (PEP) is a statutory part of a child’s care plan and sets out:
- Educational targets
- Support and interventions
- Use of Pupil Premium Plus funding
PEPs are developed in partnership by:
- The child or young person
- School (led by the Designated Teacher)
- Social worker
- Carers
- Virtual School
Children and young people should be meaningfully involved in their education planning.
Who is responsible for the PEP?
The child’s social worker has overall responsibility, as the PEP forms part of the care plan.
Within school, the Designated Teacher leads on development and implementation.
What makes a good PEP?
A high‑quality PEP:
- Is child‑centred and strengths‑based
- Includes clear SMART targets
- Links PP+ funding to impact
- Records attainment, progress and predicted outcomes
- Sets clear next steps and responsibilities
Strong PEPs are closely linked to improved outcomes and are a key area of focus for Ofsted.
Does the Virtual School teach children directly?
No. Children remain on the roll of their education setting.
The Virtual School’s role is to promote educational achievement through advice, challenge, support and partnership working. Part of this work in North Yorkshire involves specialist Sessional Tutors who may be deployed on a case-by-case temporary basis to support a child to access the learning in their educational setting.
How are achievements celebrated?
Children and young people’s achievements are recognised through:
- PEP reviews
- Termly and annual awards and recognition
- Access to additional opportunities and resources
Celebrating progress and success supports confidence, resilience and aspiration.
