Looked after Children with SEND

Looked after children are significantly more likely than their peers to have identified special educational needs and disabilities (SEND). It is important that all children with SEND receive educational provision that meets their individual needs. However, for looked after children, many of whom may have experienced disruption in their home and educational lives before entering care, it is imperative that their needs are identified, assessed and supported as quickly as possible so that any impact on educational progress is minimised.

Ribbon Academy recognises that looked after children and previously looked after children are among the most vulnerable groups of learners. By working collaboratively with families, carers, social workers, Durham Virtual School and other professionals, we seek to ensure that every child experiences success, makes good progress and achieves their full potential. Where a child has SEND, the Designated Teacher and SENDCo work closely together to ensure that educational, social, emotional and pastoral needs are identified and appropriately supported.

Ribbon Academy also recognises that some looked after children may have experienced attachment difficulties, trauma or adverse childhood experiences which can affect their learning, behaviour and wellbeing. Through our inclusive and nurturing approach, including access to tailored pastoral support, nurture provision and targeted interventions where appropriate, we aim to promote emotional wellbeing, engagement and readiness to learn.

All looked after children have a Personal Education Plan (PEP). The key people who should attend a PEP meeting include:

• The child or young person
• Social Worker
• Carer and parent (where appropriate)
• Designated Teacher
• Other relevant professionals, including the SENDCo where SEND has been identified

All those contributing to the PEP process should seek to involve the child. Where it is deemed inappropriate for a child to attend a meeting, for example due to their age, level of understanding or personal preference, the reasons should be recorded within the PEP. Every effort will be made to ensure the child’s views, wishes and feelings are captured and reflected within the planning process.

Where a looked after child has identified SEND, the Personal Education Plan (PEP), SEND Support Plan and, where applicable, Education, Health and Care Plan (EHCP) will be aligned to ensure a coordinated approach to meeting needs. The Designated Teacher will work closely with the SENDCo, carers, social workers, Durham Virtual School and other relevant professionals to monitor progress and secure appropriate provision.

The PEP should:

• Outline what needs to happen and any interventions in place to meet the child’s educational needs.
• Provide information on any social, emotional or mental health needs that may present barriers to learning and educational progress.
• Record current attainment and progress data.
• Include a minimum of three short-term SMART targets and one longer-term target.
• Capture any special educational needs, summarise support in place and identify any actions required.
• Set out how the child’s aspirations will be supported and encouraged from the earliest stage and identify the steps needed to achieve them.
• Provide information that enables all adults supporting the child to understand, support and plan effectively for their individual needs.
• Identify any use of Pupil Premium Plus funding and the intended impact on outcomes.

PEPs are reviewed termly and shared with Durham Virtual School, which monitors the educational progress and attainment of looked after children to help ensure that they receive the support and opportunities needed to achieve positive outcomes.