Posts by Jane Pickthall
Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?
The Children and Families Act (2014) placed a statutory responsibility on local authorities in the UK to establish a virtual school headteacher with the role of championing the education of all children looked-after within that authority. The current research was designed to illuminate how virtual schools are currently supporting educational outcomes for children looked-after, not…
Read MoreDevelop and pilot a programme to support new VSHs
We are proud to be ambitious for our looked after and previously looked after children but in order to deliver on some of our work streams we are seeking the help of others who have a good understanding of the role of VSHs and the needs of care experienced children. If you would like more…
Read MoreWebinar Programme
These webinars are open to anyone interested in the education of care experienced children. Places are limited so early registration is strongly advised. Monday January 28th 2019 4.00-5.00pm Using Pupil Premium Plus for enhanced CAMHS support: Patrick Ward, Virtual School Head for Lewisham Patrick will explain how Lewisham’s Virtual School has used Pupil Premium Plus to…
Read MoreNAVSH Peer Review Pilots
We are now half way through the pilot phase of our Peer Review programme and we look forward to sharing the learning once we have completed one from each region. We are learning just how different virtual schools are and there is so much to learn from each review we do. Matthew Cooke, the Virtual…
Read MorePALAC Promoting the Achievement of Looked After Children
Bespoke programme for Virtual School teams and Educational Psychologists PALAC is a pioneering research-led programme to support professionals to enhance the achievement and wellbeing of care experienced and adopted children and young people in school What is PALAC? PALAC has been developed with and delivered by researchers behind national and international studies on children and young people in care This…
Read MoreThe designated teacher for looked-after and previously looked-after children
About this guidance This is statutory guidance from the Department for Education, issued under sections 20(4) and 20A(4) of the Children and Young Persons Act 2008. This means that the governing bodies of maintained schools, academy proprietors and the designated staff member at maintained schools and academies must have regard to it when promoting the educational attainment of looked-after…
Read MoreStatutory guidance for local authorities
About this guidance This is statutory guidance from the Department for Education. It is issued under section 7 of the Local Authority Social Services Act 1970. This means that it must be followed unless there are exceptional circumstances that justify departing from it. This guidance sets the framework through which local authorities discharge their statutory duty under 22(3A)…
Read MoreNAVSH Report to the APPG for Children in Care January 17
Fully endorse Corporate Parenting Principles- stability in home lives, relationships and education or work – crucially important. Essential to consider education at the same time as care planning. Publication of local offer for care leavers very helpful alongside extension of Personal Adviser role. An opportunity to share good practice of wider role of Corporate Parents…
Read MoreNAVSH Response to the Green Paper ‘Schools that work for everyone’
This is the response of the National Association of Virtual School Heads (NAVSH) to the green paper ‘Schools that work for everyone’ published on 12 September 2016. The paper deals with matters to do with independent schools, universities, selective schools and faith schools. It is not simply about selective education. NAVSH has an interest in…
Read MoreGCSE Results Day – A Virtual School Head’s Perspective
As results day arrives Virtual School Heads around the country will be anxiously awaiting news about how their students have done. With only 14% of looked after children nationally achieving 5 or more A*-C grades, including maths and English, last year, they are not likely to be the results that most headteachers would be hoping…
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