Management Information Sheet

The Children and Social Work Act 2017 received Royal Assent on 27 April 2017. It sets out new duties for local authorities, maintained schools and academies.

Sections 4 to 7 of the Act expand the role of Virtual School Heads (VSH) and designated teachers to include certain previously looked-after children (those who left care through adoption, special guardianship or child arrangement orders or were adopted from state care outside England and Wales). Revised the guidance reflects VSH and designated teachers new role and developments in policy, research and practice for these young people.

It is important to note that the VSH role for previously looked-after children is different to that for looked after children, as previously looked-after children have parents or guardians and the local authority is no longer their corporate parent. VSH will be a source of information and advice, but, as for other children, it will be parents or guardians who champion their previously looked-after child's education. The expanded role of VSH and designated teachers will support them in doing this.

The revised statutory guidance for schools and local authorities has now been published:

• Promoting the education of looked after and previously looked after children - statutory guidance for local authorities
• The designated teacher for looked after and previously looked after children - statutory guidance on their roles and responsibilities

The new duties for VSH and designated teachers will come in to force from September 2018.

You are encouraged to take this opportunity to review your arrangements to ensure you are meeting statutory requirements. If you would like to discuss any aspect of this, please contact the Virtual School. T: 01603 303323 or E: virtual.schools@norfolk.gov.uk

Norfolk Virtual School for CiC will:

• Ensure that all core training including training for designated teachers is inclusive of formerly looked after children
• Provide information and advice to parents, carers and colleagues and work in partnership to further develop services
• Work in partnership with the Regional Adoption Agency and Virtual Schools in this group to share best practice and produce information which will be available across the region
• Ensure the views of children formerly in care are reflected in service development and improvement
• Continue the collection and analysis of accurate data to evidence progress in closing the gap and identify areas of priority