Our aim is to ensure that Looked After Children (LAC) and Previously Looked After Children (PLAC) experience stability, belonging and the highest quality of education. Our designated Teacher for LAC children is Mrs Lisa Lee. 

We aim to:

• Provide a safe, nurturing and predictable environment where LAC/PLAC pupils feel valued, supported and understood.
• Identify and respond to the individual needs of each child, recognising the impact of trauma, attachment disruption and adverse childhood experiences.
• Ensure that every child has equal access to the curriculum and is supported to achieve their full potential.
• Work closely with carers, social workers, Virtual School partners and families to create a consistent and collaborative support network.
• Promote resilience, positive relationships and emotional wellbeing as foundations for successful learning.

Implementation

To meet the needs of LAC and PLAC pupils, our provision focuses on the following strategies:

Pastoral Support 

• The SENCO (Lisa Lee) and Pastoral Support Advisor (Claire Hodgson) oversees the progress, provision and wellbeing of LAC/PLAC pupils.
• Staff receive training in attachment-awareness, trauma-informed practice and regulation strategies.
• Individual pastoral support is provided to ensure each child feels safe, calm and emotionally ready to learn.
• Key adults are identified for each child to offer consistency, trusted relationships and daily check-ins.

Personalised Learning and Emotional Support

• PEP (Personal Education Plan) meetings are completed termly and regularly reviewed to ensure provision is effective and needs-led.
• Targets address academic progress, emotional wellbeing, attendance and social development.
• Support plans and individual risk assessments are used where needed to reduce barriers and promote success.
• Short, regular interventions are used to address gaps in learning, memory difficulties, confidence or self‑esteem.

Classroom Support

We recognise that LAC/PLAC pupils may need a different level of emotional and learning support due to early experiences. To support full access to learning, we:

• Provide predictable routines and clear expectations.
• Reduce cognitive load through visual prompts, scaffolding and chunked instructions.
• Pre‑teach key concepts and vocabulary when beneficial.
• Use regulation strategies, calm breaks and sensory tools to support focus and self‑management.
• Build in opportunities to celebrate success, ensuring children feel proud and motivated.
• Maintain strong communication between home, carers and key adults to ensure consistency and support.

Working with Families, Carers and External Agencies

• Regular communication is maintained with carers, social workers and Virtual Schools. 
• Carers are updated on progress, achievements and concerns and are involved in decision‑making and target‑setting.
• We ensure that transitions—both within school and between settings—are carefully planned and managed. 

Monitoring and Assessment

• Progress of LAC/PLAC pupils is closely tracked, with frequent reviews to ensure interventions are effective.
• Attendance is monitored and supported with early intervention if concerns arise.
• Emotional wellbeing tools (Thrive Assessments) are used to inform provision.

Impact

As a result of our approach:

• LAC and PLAC pupils feel safe, valued and understood within school.
• Children build trusting relationships with key adults and develop emotional resilience and confidence.
• Pupils engage positively with learning and make strong academic progress from their starting points.
• Barriers to learning are reduced through personalised support and high‑quality provision.
• Carers and external agencies feel informed, valued and involved in the child’s education.
• Regular reviews and high-quality PEP processes ensure that provision remains targeted and effective.
• Children are equipped with the academic skills, emotional security and confidence needed for their next stage in education.