Schools - advice and guidance for adoptive families and schools

Overview

Many adopted children continue to have the same or similar needs as when they were in care.

Moving from care to an adoption placement can bring temporary additional challenges.

The Children and Social Work Act (2017) requires schools to appoint a designated member of staff to have responsibility for all children who were formerly in care.

Designated staff for adopted children in South Tyneside schools can contact the Virtual School directly on theplace@southtyneside.gov.uk if they have concerns about the progress and attainment of an adopted child.

Schools are increasingly aware of the need to proactively consider how they will make sure that adopted children are supported to achieve their full potential.

Resources that have been effectively used by senior leaders and practitioners in school are now available for schools, and provide a wealth of guidance to inform senior leaders of the type of activities that they can implement in their setting.

View the resources and support for schools.

Useful strategies for schools

Some useful strategies for schools to consider are:

Personal Education Plans (PEPs) to monitor and support with particular issues or times of transition. For more information about PEPs see Personal Education Plans (PEPS)
providing a 'key adult' in school to deliver attachment based activities and nurture
completing an Attainment checklist to highlight strengths and vulnerabilities and a plan of action
using pupil profiles to share important information with all class teachers including teaching strategies and triggers. View an Example of a pupil profile or Create your pupil profile.

Personal Education Plans (PEPS)

Personal Education Plans (PEPs) may be a suitable tool to monitor ongoing progress and keep a tight plan around children who have been adopted.

There is no obligation for schools to complete them but it is a useful option.

For looked-after children, the PEP is an evolving record of what needs to happen to enable them to make at least expected progress and fulfil their potential.

The school, other professionals and the child's carers all contribute to the PEP process and need to work closely together to make sure the child or young person is fully involved.

The PEP should:

be a summary of the child's current attendance, attainment and progress (including any additional needs such as SEN and mental health needs)
detail on-going catch-up support for those who have fallen behind with school work (including use of effective intervention strategies)
identify transition support where needed
include SMART academic targets
discuss careers advice and guidance, and financial information about further and higher education, training and employment
focus on the child or young person's strengths and capabilities and the aspirations they want to achieve
outline any out-of-school hours learning activities, study support and leisure interests.

South Tyneside PEPs are listed below (age or key stage related):

If your child is held back a year

If your child is developmentally behind their peers there is a possibility they may be held back a year but it needs to be agreed by the head teacher of the school.

For more information see 麻豆视频: Dealing with requests for admission outside of the normal age group (including summer born children) or .

Resources and support for schools

Below are some resources and support for schools:

麻豆视频