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Luton’s Virtual School: Educators

The role of the Virtual School in supporting children looked after (CLA), previously looked-after children, children with a social worker, and the professionals who work with them.

Designated teachers

Read our designated teachers page, in relation to the work of the designated teacher in virtual schools.

Personal educational plans (PEPs)

Explore personal educational plans (PEPs) page for information about the care plans.

Early years pupil premium (EYPP+)

For LAC and previously looked-after children in early years, EYPP funding helps raise academic achievement. The virtual school will:

  • contact carers and social workers before the child turns two
  • ensure nurseries access funding
  • initiate personal education plans (PEPs)
  • monitor and advise on EYPP use

For funding access, email FIS and copy in the virtual school.

Email: fis@luton.gov.uk

For information, read get extra funding for your early years provide – GOV.UK.

Pupil premium plus (PP+)

Read our pupil premium plus (PP+) page and contact your virtual school advisor for further details.

Extra support: requests for additional PP+ funding

Schools may request funding via the PEP process, using a funding request form linked to short-term targets and long-term goals.

Decision process:

  • funding requests are reviewed weekly by a panel of at least three members
  • exceptional emergency funding may be requested outside the pep process by virtual school advisors and personal advisors
  • decisions are based on whether the request improves educational outcomes. schools will receive feedback with further actions if needed
  • schools must demonstrate prior use of their existing pp+ allocation before requesting additional funding to prevent exclusions

Contact your virtual school advisor for further details.

Supporting transitions for children looked after

Supporting children looked after (CLA) through transitions in school requires collaboration between educational settings, social workers, and carers. Schools play a crucial role in ensuring smooth transitions and minimising the impact of changes on learning and development.

Key considerations for supporting transitions:

  • collaborate with social workers and carers to create a shared transition plan with clearly defined responsibilities
  • recognise multiple transition types, including changes in care placements, respite care, and legal proceedings
  • be flexible in handling unexpected changes and their emotional impact on children
  • provide a trusted adult to discuss transitions and offer emotional support
  • encourage advance planning to allow sufficient time for discussions and communication
  • facilitate proper goodbyes and hellos, ensuring friendships and relationships are maintained where possible
  • ensure personal belongings and schoolwork travel with the child to their new setting
  • share relevant information beyond academic data to aid new teachers in understanding the child’s educational journey
  • reduce anxiety by offering transition aids such as visits, photo books, social stories, and buddy systems
  • use a structured school entry plan at any point of transition

Advice and training for educational settings

Trauma and attachment training the virtual school offers trauma and attachment training for schools throughout the year.

Designated teacher training and network sessions virtual and in-person sessions available throughout the academic year.

All virtual school training is free for education settings in or out of area with a child looked after to Luton.

Find full training and events – School Support

Previously looked after children and kinship order

For further information read our previously looked after children and kinship care page.

Children with a social worker: extended virtual school responsibilities

Research highlights significant educational challenges for children with social worker involvement, including:

  • lower attainment and increased school absenteeism
  • higher risk of exclusion and placement in alternative provisions

Strategic initiatives in Luton:

  • deputy headteacher to lead virtual school extended duties
  • monitoring attendance for children under child in need (cin) and child protection (cp) plans
  • providing trauma-informed training for school leaders
  • providing elsa training free to all luton schools
  • offering consultations to schools and social care for at-risk students
  • advocating in multi-agency panels for educational stability
  • leading steering groups with headteachers and social workers to inform strategic support offer