Children with a social worker
Child in Need review
As a direct result of the Child in Need review, the Department for Education has extended the duties of the Virtual School head teacher and their team from September 2021.
The Virtual School will take a strategic leadership role in supporting and promoting the educational outcomes of all children aged 0-18 who have a social worker or have previously had a social worker.
The Child in Need review compared young people who required the additional support of a social worker with young people who didn't require social care. The review identified that young people who needed social workers:
- Displayed poorer levels of attendance and engagement with educational services
- Are more likely to experience social, emotional, and mental health issues
- Are more likely to engage in substance misuse
- Achieve significantly poorer educational outcomes across the early years foundation stage, primary school, secondary school, and further education.
How we'll support children with social workers
We've appointed an Advisory Teacher for Children with a Social Worker who'll work with educational settings and their senior leadership teams. They'll also work with Children's Social Care professionals to create a culture of high aspirations for young people by removing barriers to learning and will work towards improving educational outcomes.
The Virtual School will raise awareness of the disadvantages faced by children with social workers at every stage of their life. We'll champion their educational achievements, attendance and progress.
We'll do this by:
- Encouraging school's self-assessment
- Improving data systems
- Offering research-informed training and support
- Sharing identified good practices with other organisations
- Signposting services and relevant partner agencies
- Challenging education and partner organisations where needed
For more support or information about the Advisory Teacher for Children with a Social Worker, contact the Virtual School using the details on this page.