Looked after children (LAC) and Previously Looked After Children

Sometimes referred to as Children in Care (CIC)

Coordinator - Chris Martin

We recognise that a child who has been in the care of their local authority for more than 24 hours is known as a ‘looked after child’. ‘Looked after children’ are also often referred to as ‘children in care’, a term which some children and young people prefer.

Parents of children who have been in local authority care or are under adoption can expect to receive a FREE set of waterproofs and discounts to their Placement Fee and Enrolment Fee. Please ask a manager for any additional entitlements that may be available to you.

Each UK nation has a slightly different definition of a ‘looked after child’ and follows its own legislation, policy and guidance. But in general, ‘looked after children’ are:

  • living with foster parents

  • living in a residential children's home or

  • living in residential settings like schools or secure units.

There are a variety of reasons why children and young people enter care.

  • The child’s parents might have agreed to this – for example, if they are too unwell to look after their child or if their child has a disability and needs respite care.

  • The child could be an unaccompanied asylum seeker, with no responsible adult to care for them.

  • Children's services may have intervened because they felt the child was at significant risk of harm. If this is the case the child is usually the subject of a court-made legal order.

A child stops being looked after when they are adopted, return home or turn 18.

NSPCC

Previously Looked After Children

A majority of children enter care due to abuse or neglect. Their needs do not change overnight and they do not stop being vulnerable just because they are now in a loving home.

Their experiences in early life can have a lasting impact which can affect the child many years after adoption. We therefore believe that teachers and settings have a vital role to play in helping these children emotionally, socially and educationally by providing specific support, to raise their attainment and address their wider needs.

Who are ‘previously looked after’ children?

• Children in a private fostering arrangement

• Children being cared for by close family (not through social care)

• Children who are adopted

• Children who are under a special guardianship order (SGO)

• Children under other child arrangements orders


The Personal Education Plan (PEP)

All ‘looked after children’ must have a care plan, of which the PEP is an integral part. The PEP (pre-school to age 18) should be initiated social worker and the virtual school working with the preschool and parents as part of the care plan. It is an evolving record of what needs to happen for looked-after children to enable them to make at least expected progress and fulfil their potential. The PEP should reflect the importance of a personalised approach to learning that meets the child’s identified educational needs, raises aspirations and builds life chances. The preschool, other professionals and the child’s carers should use the PEP to support achieving those things.

The quality of the PEP is the joint responsibility of the Virtual School in the local authority that looks after the child, the social worker and the preschool. Social workers, carers, VSHs (Virtual School Heads), designated teachers and, as appropriate, other relevant professionals will need to work closely together. All of those involved in the PEP process at all stages should involve the child (according to understanding and ability) and, where appropriate, the child’s parent and/or relevant family member.

Preschool acknowledge that it is the social worker’s responsibility to instigate a Personal Education Plan in liaison with the Virtual School (to be completed within 20 days of entering care or joining a new preschool). The setting accepts a responsibility to be pro-active in following this up, should it not occur. This should be prepared with the child and the carer/s (and parent/s if possible), in liaison with the social worker and other relevant support workers/agencies. Where appropriate, the PEP should take account of any Individual Educational Plan (IEP), Pastoral Support Plan.

 

Review of the PEP

A PEP must be reviewed regularly as part of the ‘looked after child’ review. The review process enables information to be shared by others including the child’s parents, carers, preschool and other professionals in order to have a comprehensive view of the child’s situation.

(Preschool understands its role in being pro-active in following this up should the plan not be created or reviewed as appropriate.)


Virtual School Head (VSH)

Under Section 99 Children and Families Act 2014, Local Authorities are required to appoint at least one person who is tasked with promoting the educational achievement of all the children looked after by the Local Authority they work for, including children placed out of authority.

The virtual school will be involved with creating and reviewing the PEP.


Special Educational Needs (SEN)

‘Around 70% of looked after children have some form of special education need (SEN). SEN departments should work closely with the VSH as well as social workers to ensure that Local Authorities have effective and joined-up processes for meeting the SEN of ‘looked after’ and ‘previously looked after’ children.’

Child Law Advice

Clophill Preschool is committed to providing quality provision based on equality of opportunity for all children and their families. All staff are committed to doing all they can to enable ‘looked after’ and 'previously looked after’ children in their care to achieve and reach their full potential.

We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all ‘looked after’ and 'previously looked after’ children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has impacted on their emotional well-being.

We place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for ‘looked after’ and 'previously looked after’ children aim to promote secure attachments in children’s lives as the basis for resilience.

For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them in the setting.

We will always offer a foster carer/adoptive parent to stay with the child until settled into the preschool, this is part of our settling in policy for all children.

Where a child who normally attends our setting is taken into care, we will continue to offer the placement for the child.

‘Looked after’ children are one of the groups of pupils that attract PP+ funding. This is additional funding provided to help improve the attainment of ‘looked after’ children and close the attainment gap between them and their peers. Evidence must be made available of how preschool’s spending of the premium has supported the achievement of the children looked after by their local authority.

Local authorities have a duty under section 23ZZA of the Children Act 1989 (inserted by section 4 of the Children and Social Work Act 2017) to promote the educational achievement of previously looked-after children in their area by providing information and advice to providers of funded early years education.

Preschool recognises that, nationally, there is considerable educational underachievement of ‘looked after children’, when compared with their peers, and is committed to implementing the principles and practice, as outlined in DfEE Circular 0269/2000 and DfEE/DOH Guidance 2000, the Children Act (2004), Every Child Matters, A Better Education for Children in Care – Social Exclusion Unit Report September 2003 and Bedfordshire Children and Young People’s Plan: (“2006-9) ‘Children’s Services – A New Direction.

The guidance recognises the collective responsibility of local authorities and preschools to achieve good parenting so that these children can “achieve and reach their full potential” and sets out six principles:

  1. Prioritising education

  2. Having high expectations

  3. Inclusion –challenging and changing attitudes

  4. Achieving continuity and stability

  5. Early intervention – priority action

  6. Listening to children

The current nominated LAC co-ordinator is Chris Martin, supported by Sarah Adams (preschool Early Help) her role is to:

  • be an advocate for ‘looked after children’.

  • ensure a smooth and welcoming induction for the child and carers/adoptive parents

  • note any specific requirements, including care status

  • chair regular meetings to assess and plan for achievement and action

    Feb 24