Schools, settings and post 16 institutions
Designated teacher guidance
Personal Education Plans (PEPs)
Every child in care has a Personal Education Plan (PEP) that supports their learning journey, sets clear targets, and ensures their educational progress is regularly reviewed and supported.
Designated teachers and social workers use Welfare Call, a secure platform used to complete, update and manage Personal Education Plans (PEPs) for children in care.
Strengths and Difficulties Questionnaire (SDQ)
The Strengths and Difficulties Questionnaire (SDQ) is a nationally recognised behavioural and emotional screening tool used to help understand the well-being of children and young people. The Virtual School request this is completed annually, in the spring term, by teachers and carers to assess areas including emotional symptoms, conduct, hyperactivity, peer relationships and prosocial behaviour. The SDQ can also be completed by pupils in year 3 and over, depending on their level of understanding. Schools and settings are required to use the SDQ to support the emotional wellbeing of looked after children, with results used to inform planning and ensure appropriate support is discussed and implemented within the Personal Education Plan (PEP) process.
Pupil Premium Plus (PP+)
Pupil Premium Plus (PP+) is additional educational funding provided to support looked‑after and previously looked‑after children, recognising that they may face unique barriers to learning. The purpose of PP+ is to ensure these pupils receive the targeted support, stability and enrichment opportunities they need to achieve their full potential. Schools are expected to use this funding strategically to remove barriers, strengthen wellbeing, and improve progress and attainment through evidence‑based approaches and high‑quality, inclusive practice.
Guidance for using PP+
Schools should use PP+ in line with national guidance, ensuring spending decisions are rooted in evidence and tailored to the individual needs identified in the child's Personal Education Plan (PEP). The Department for Education's "Using PP+" guidance (2025) sets clear expectations for how schools should plan, implement and review the impact of interventions for children in care and previously looked‑after children. Alongside this, the Education Endowment Foundation (EEF) provides a comprehensive evidence base to guide effective spending, including the recommended tiered approach of high‑quality teaching, targeted academic support and wider strategies.
Guidance for institutions
Admissions
Schools must follow the statutory School Admissions Code to ensure fair and transparent processes, giving priority to looked‑after and previously looked‑after children. Admissions decisions should be made in partnership with the Local Authority, taking account of the child's safeguarding, Special Educational Needs and Disabilities (SEND) and pastoral needs to support a smooth and well‑planned transition.
Refer to our School Admissions webpage for further information.
Attendance
Schools should follow Department of Education (DfE) attendance expectations to promote consistent, high‑quality monitoring and early intervention. Clear systems for identifying emerging attendance issues are essential, with prompt communication between the school, the Local Authority, carers and social workers. For looked‑after and previously looked‑after children, attendance support should be proactive and personalised, ensuring barriers are addressed quickly to maintain engagement and stability in education.
Refer to the Working together to improve school attendance guidance for further information.
Exclusions
Schools must follow statutory DfE exclusions guidance to ensure decisions are lawful, fair and used only as a last resort. For looked‑after and previously looked‑after children, exclusions should be avoided wherever possible through early intervention, pastoral support and collaborative planning with the Local Authority, carers, social workers and the Virtual School. Schools should explore all alternative strategies before considering exclusion, ensuring that the child's needs are fully understood and appropriate support is in place.
Refer to the School suspensions and permanent exclusions guidance for further information.
Special Educational Needs and Disability (SEND)
Schools must follow statutory SEND guidance to ensure children's needs are identified early, accurately assessed and appropriately supported. For looked‑after and previously looked‑after children, schools should work closely with the Local Authority and Virtual School to ensure provision is personalised, evidence‑based and clearly reflected in the PEP and, where applicable, the Education, Health and Care Plan (EHCP). Effective SEND practice should prioritise inclusion, remove barriers to learning and ensure consistent review of support to secure the best possible outcomes.
Additional Learning Support (ALS)
Schools should implement their Additional Learning Support (ALS) Policy to ensure pupils receive timely, targeted support that addresses barriers to learning and promotes inclusion. ALS provision should be based on clear assessment, recorded within the PEP or relevant plans, and delivered in coordination with SEND teams, the Virtual School, carers and social workers. Schools are expected to monitor the impact of ALS regularly and adjust support to ensure it effectively meets the child's academic, social and emotional needs.
Additional Learning Support (ALS) Funding
In line with the Virtual School Funding Policy, the Additional Learning Support Funding serves to support the personalised needs of Children In Our Care (CIOC) when existing Pupil Premium Plus (PP+) funding streams and services within the Local Authority have been used effectively to meet the needs of CIOC.
The time limited funding is normally considered for short term crisis intervention and for levels of under-achievement which cannot be met by other available funding streams, including the Pupil Premium Plus. Under these circumstances finance will only reimburse up to a level of TA 2. If a school chooses to deploy a higher level of support the increased costs must be met by the school. In other circumstances where existing funding streams have been used, additional funding may be requested to support alternative initiatives, for example 'Out of School 1 to 1 tuition', Social and Emotional support, exceptional resources. Please note, there are a range of additional services that can be accessed, and these should be exhausted before a referral is made.
Advice and Guidance in completing an Additional Learning Support Funding request form
When completing the Additional Learning Support Funding request form:
- ensure all details are completed in full, including telephone numbers
- indicate which agencies have been involved with the child or young person and the nature of their involvement
- record any information pertaining to Special Educational Needs, for example, status, primary and secondary need and details of any High Needs Funding or provision at an Additional Resource Base
- record the specific reasons for requesting additional support. In Stockton-on-Tees, CIOC are eligible for Pupil Premium Plus funding, which the school will receive retrospectively on a termly basis to meet individual needs. Out-of-borough schools receive this amount at the end of the financial year
- describe what strategies, initiatives or partnerships the school has already implemented and evaluated to meet the needs of the child or young person and how existing Looked‑After Children and Young People (LACYP) funding schemes have been used
- provide evidence that appropriate learning opportunities and learning environments have already been provided in literacy and numeracy interventions, or appropriate social, emotional and behavioural interventions have been implemented and evaluated. Is this provision evidenced in the child or young persons PEP? If not, indicate the reason why
- give clear details of how the ALS will be used to support the personalised needs of the CIOC. This must include the specific intervention, length of provision, cost of provision and planned outcomes
Clear reference to the PEP or any other plans, for example EHCP, should be made. On receiving the referral the Virtual School Head Teacher (VSHT) will review the information and where necessary seek further information from school or other services, for example SEND.
All information will then be shared at a Panel Meeting to agree on the action to be taken and any further funding to be released.
The school will be informed within 10 working days whether the additional learning support will be provided, and the length and cost of provision.
Where funding is agreed, the school, social worker and key worker will be required to provide an evaluation of the impact of this support.
For a copy of the Additional Learning Support Funding Request Form, contact the Virtual School by email: elizabeth.townsend@stockton.gov.uk.
Post 16 and Careers
Schools, colleges and training providers should ensure that children in care and care leavers receive high‑quality, impartial careers guidance and clear post‑16 transition planning. This includes early conversations about pathways, targeted support to access further education, apprenticeships or employment, and close collaboration with the Local Authority, carers and the Virtual School. Settings should ensure that young people understand their options, are supported through applications and interviews, and have personalised guidance that reflects their aspirations, strengths and any additional needs. Strong coordination between professionals helps secure sustained engagement in learning, smooth transitions and positive long‑term outcomes. The Virtual School can offer tailored advice and support to help young people explore their options after 16, including further education, training, apprenticeships, and career pathways.
Continued Professional Development (CPD) offer
The Virtual School provides a comprehensive CPD offer to support schools in strengthening their practice for children in care, including training, guidance and professional development tailored to their needs.
For further information visit our Empowering educators and leaders webpage.
