Coventry Virtual School - guidance and support - Print version

Information for designated teachers

Welcome Designated Teachers

Thank you for your vital role as the Designated Teacher (DT) for children in care and previously looked-after children in your school. Your commitment makes a real difference to the lives and educational outcomes of some of the most vulnerable learners in Coventry.

The Virtual School is here to support you in this important role, providing guidance, training, and practical resources to help you champion these young people effectively.

Your role as a designated teacher

The role of the Designated Teacher is a statutory one, as outlined in the Statutory Guidance. The DT must:

• Be a qualified teacher, having completed the appropriate induction period and currently working as a teacher at the school. (It may be the Head Teacher)
• Have responsibility for promoting the educational achievement of children in care and previously looked-after children
• Have sufficient influence within the school—ideally as a member of the Senior Management Team —to ‘make things happen’.

The DT’s responsibilities include, but are not limited to:

• Having a thorough understanding of the educational, social, and emotional needs of children in Care in the school, how those needs are being met, and evaluating the success of interventions.
• Ensuring every child in care has a current, high-quality Personal Education Plan (PEP).
• Collaborating with social workers, carers, the Virtual School, and school staff to monitor progress and support pupil development.
• Raising awareness within the school of the unique needs of children in care, including trauma and attachment-informed approaches.
• Supporting transitions, admissions, and inclusion.
• Removing barriers to education, including SEND, attendance, and exclusion. Permanent exclusions must be avoided for children in care. Schools have a duty to work closely with the Virtual School to ensure that appropriate provision and support plans are in place to prevent suspension and exclusion. The Virtual School will collaborate with schools to offer guidance and advice to implement necessary adjustments, and explore creative solutions.

While the Designated Teacher holds overall responsibility, many day-to-day tasks can be delegated to non-teaching staff with appropriate support.

Support available to you

To assist you in your role, Coventry Virtual School offers:

• School Support: Advisory teachers and education advisors will visit your school to support you in delivering your role. This can include attending meetings, reviewing policies, conducting trauma-informed learning walks or school audits, and supporting your engagement with Coventry’s Trauma Informed Attachment Aware Schools (TIAAS) Project.
• PEP Support: Advice and help with completing high-quality PEPs via the ePEP platform.
• Training and Professional Development: Including bespoke induction training for those new to the role.
• Funding Advice: Guidance on Pupil Premium Plus funding use and monitoring.
• One-to-One Advice: Access to advisory teachers and education advisors for tailored support.

Training and network opportunities

We encourage all Designated Teachers to participate in:

• Termly designated teacher network meetings
• Online and face-to-face training sessions
• PEP moderation opportunities
• Coventry’s Trauma Informed Attachment Aware Schools (TIAAS) Project

Upcoming training and booking details can be found on our training page.

We are here to help you ensure every Child in Care and previously looked-after child in your school succeeds. For advice, support or questions about your role, please get in touch.

Information for social workers

Your role in supporting education

As a social worker, you contribute to the child’s education by:

• Ensuring that education remains a priority in care planning and review meetings.
• Supporting timely completion and quality of Personal Education Plans (PEPs). The latest statutory guidance highlights that responsibility for ensuring high-quality, current PEPs lies jointly with social workers and schools.
• Liaising with schools, carers, and the Virtual School to coordinate support.
• Helping to secure and maintain appropriate education placements.
• Advocating for the child’s educational needs in multi-agency settings.
• Supporting transitions between schools and key stages, including admissions and reintegration.
• Raising concerns promptly if a child is at risk of exclusion, poor attendance, or disengagement.
• Encouraging attendance at school and participation in enrichment activities.

Working with the Virtual School

The Virtual School staff understand the wide range of responsibilities social workers manage and aim to provide practical support to ease the educational workload.

We provide:

• Access to your child’s ePEP records and education progress data.
• Allocation of a Virtual School professional who can offer advice and support tailored to individual cases.
• A platform to support the arranging and management of PEP meetings,
• Relevant training opportunities.
• Guidance on admissions, exclusions, and SEND processes.
• Collaboration with other local authority teams including SEND, Attendance, Alternative Provision, and Youth Justice to reduce barriers to education.
• Support with monitoring Pupil Premium Plus funding impact and usage.

Training opportunities

We encourage all Social Workers to participate in:

• New to role Education Training for Social Workers
• Termly Education Update session for Social Workers
• Themed drop-in sessions for Social Workers
• PEP moderation opportunities

Upcoming training and booking details can be found on our training page.

The importance of information sharing

Effective communication and information sharing from social workers are vital to enable Coventry Virtual School to proactively support the education and wellbeing of children and young people in care.

You must inform the Virtual School at the earliest opportunity about any changes to care planning that may impact education, including but not limited to:

• Changes of social worker
• Changes of placement, even during early planning stages
• Significant events or circumstances affecting the young person that may lead to heightened emotional needs, changes in behaviour, or disengagement at school

Early notification allows the Virtual School to:

• Adjust support plans swiftly
• Liaise with schools effectively
• Coordinate timely Personal Education Plan (PEP) reviews and multi-agency meetings
• Provide targeted interventions and guidance to all involved professionals
• Support you in initiating processes with other service areas such as EHCP file transfers, school admissions, and other key transitions to prevent drift and delay

By working together and sharing information promptly, we can help ensure every child’s education remains stable and responsive to their needs.

If you need support or have questions, please get in touch, we’re here to help.

Information for parents and foster carers

Welcome parents and carers

At Coventry Virtual School, we know that you play a vital role in supporting your child’s education and wellbeing. Whether you are a foster carer, kinship carer, or residential carer, your involvement and encouragement can make a real difference in your child’s learning and life chances.

This page is here to help you understand how we work together, what support is available, and how you can get involved to help your child thrive at school.

Your role in your child’s education

As a parent or carer, you are a key part of your child’s education team. You can help by:

• Being a positive role model who shows how important education is by supporting, encouraging, and setting high expectations for your child.
• Helping your child get ready for school and ready to learn each day.
• Attending and contributing to Personal Education Plan (PEP) meetings—these are important opportunities for children in care, to discuss progress and plan for learning needs.
• Talking with your child before PEP meetings and helping them to share their views.
• Keeping track of PEP meeting dates and contacting the school or social worker if a PEP is overdue.
• Encouraging good school attendance and punctuality.
• Supporting learning at home by providing a positive environment for homework and reading.
• Communicating regularly with your child’s school and Designated Teacher.
• Raising any concerns you have about your child’s education, wellbeing, or happiness to school and the child’s social worker
• Helping your child access additional opportunities such as clubs, trips or Coventry Virtual School’s enrichment activities
• Working with the Virtual School and other professionals to support transitions between schools and into post-16 education, training or employment.
• Challenging others when you feel your child needs additional support to succeed.

How Coventry Virtual School supports you

We offer a range of help and resources to parents and carers, including:

• Information and advice about education rights and school support
• Access to training sessions designed to help you understand your child’s needs, including topics such as attachment, trauma, and supporting learning at home.
• Opportunities to get involved in enrichment activities and events to build confidence and skills.
• Dedicated staff you can contact for advice or to discuss any concerns about your child’s education.

Getting involved

We encourage all parents and carers to:

• Attend PEP meetings and other school meetings whenever possible.
• Take part in Virtual School training sessions and events
• Stay informed about your child’s progress and any additional support they are receiving.

If you need support or have questions, please get in touch - we’re here to help.

Pupil Premium Plus (PP+) funding

What is it?

Pupil Premium Plus is additional government funding provided to help improve the educational outcomes of children in care. The funding recognises the specific challenges faced by looked after children and aims to help close the attainment gap between them and their peers.

Where does it come from?

The Department for Education (DfE) provides PP+ funding to all local authorities. The funding is held and distributed by the Virtual School Headteacher (VSH), who is responsible for making decisions about how the funding is used to improve outcomes for looked after children in education.

Need help or have a query?

If you have a question about PP+ funding or want to discuss potential uses for a specific pupil, please contact your Virtual School link professional, or Coventry Virtual School at: virtualschool@coventry.gov.uk [mailto:virtualschool@coventry.gov.uk].

We are here to support schools to use PP+ effectively and ensure every child in care can achieve their full potential.

Allocation

How is PP+ allocated?

At Coventry Virtual School, we allocate PP+ funding to schools with eligible pupils—excluding independent schools—following the submission of a high-quality Personal Education Plan (PEP). The PEP must include:

• A clear explanation of how the PP+ will be used to support the pupil.
• SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) targets related to the pupil’s needs.
• A clear link between the pupil’s educational targets and the proposed PP+ spend.

Schools will only receive the funding once they have submitted a completed and quality-assured PEP by the termly deadline, and have clearly evidenced:

• The planned use of the PP+ funding.
• How this support is tailored to the child’s individual needs.
• A commitment to reviewing the impact of the spend at the next PEP meeting.

The Virtual School does not automatically transfer PP+ funding each term—it is allocated based on the evidence presented in the PEP and is linked to individual progress, support strategies, and impact.

Who makes the decision on PP+ spend?

While PP+ is allocated to support individual children, the decision on how it is spent rests with the Virtual School Headteacher. Coventry Virtual School works closely with schools and partners to ensure the funding is used effectively and in the best interests of each child, with clear evidence of impact via the review section of the PEP.

What can PP+ be used for?

PP+ should be used to support the educational progress and achievement of children in care. It must not be used to replace or subsidise a school’s statutory duties. This includes the school’s responsibility to implement a graduated approach to meet special educational needs (SEND) in line with the SEND Code of Practice.

It is important to note that Coventry Virtual School does not provide, deliver, or fund education. The responsibility for delivering high-quality, inclusive education lies solely with the school. PP+ funding is designed to provide additional and targeted support to enhance outcomes—not to replace what schools should already be doing as part of their universal and targeted offer.

PP+ can be used for:

• 1:1 academic tuition
• Literacy or numeracy interventions
• Social, emotional, and mental health support (e.g., ELSA, mentoring, counselling)
• Curriculum enrichment activities
• Transition support
• Resources that remove barriers to learning (e.g., equipment, technology, or access to online learning tools)
• Targeted support with attendance or behaviour
• Support for post-16 transition planning and careers education

Schools may consider pooling PP+ funding to support a group or whole cohort of children in care within their school through a specific intervention, or to provide whole school training where they have identified a need. Schools should discuss this option with their Virtual School link professional.

This list provides examples of how PP+ can be used, but it is not exhaustive. The key requirement is that funding must be used to address needs identified within the PEP.

All spend must be evidence-based, clearly linked to targets, and designed to make a measurable difference to the pupil’s progress and engagement in education.

Monitoring and impact

Each term, during the PEP review:

• The impact of the PP+ spend must be reviewed.
• The school must report on the progress made against the SMART targets.
• If the spend has not had the desired impact, adjustments should be made to ensure the child receives the right support.

The Virtual School monitors the use and impact of all PP+ funding through the PEP quality assurance process and ongoing engagement with schools.

PEP moderation ensures that PP+ is being used purposefully and impactfully. Where there are concerns about how PP+ has been used, or if a child is not making progress despite PP+ support, the Virtual School will arrange a meeting with the school (or will attend the next PEP meeting) to review the provision and agree next steps.

Policy and guidance

What to do when a young person comes into care

Whatever life has been like before, going into care is a traumatic experience for a young person. They may experience feelings of grief, guilt or shock in the period immediately afterwards, or sometimes later on. Often, there is little to see on the outside, and the child will come to school well cared-for and apparently happy. However, the effects of such a life-changing event should not be doubted.

What schools should do

School is often the most stable aspect of a looked after child's life, and has a crucial part to play in helping emotional wellbeing as well as planning for education:

• Make sure a meeting to write a Personal Education Plan (PEP) is held within 20 working days of the child going into care - you should discuss the timing for this with the Social Worker.  You may need to discuss important issues such as transport and contact with family members before this.
• Make sure there is one person who the child can talk to if they want to.  Make it clear that these conversations will be confidential unless there is something so serious that it has to be passed on (as in Child Protection guidance).
• Talk to the child about the information which can be shared with others.  For example, how should the foster carer be addressed?  Some children prefer to call their carer a family name such as Auntie, whilst others are comfortable with other children knowing they are in care.
• Watch out for name-calling or teasing.  Most looked after children remain fiercely loyal to their families and even low-level teasing can be the cause of great distress or conflict.
• Make a good relationship with the carer.  If the child arrives at school in a taxi and you rarely see the carer, set up another way of communication, by telephone or home-school book, for example.
• Try to attend Looked After reviews and other meetings called by Social Care. If this is not possible, make sure that a report is sent, outlining any issues or concerns relating to education.

If in doubt about procedures, please contact virtualschool@coventry.gov.uk [mailto:virtualschool@coventry.gov.uk] for further advice and guidance.

Special Educational Needs and Disability

School SEND support [https://www.coventry.gov.uk/sendsupport] covers educational or training provision that is additional to or different from that made generally for others of the same age. 

This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. 

It may take the form of additional support from within the school or require the involvement of specialist staff or support services.

Coventry's Recovery Curriculum

This is a local, co-produced repository of information and resources to support the mental health of children and young people.

The Recovery Curriculum is written primarily for staff in early years settings and schools.

• If you are a young person, you can find out more on the health for kids [http://www.healthforkids.co.uk/] and health for teens [http://www.healthforteens.co.uk/] websites.
• If you are a parent or carer who would like guidance on how best to support children at home, you can access support from a Health Visitor or School Nurses through the Chat Health texting service on 07520 615293 or request a consultation with a SEND Professional by calling 024 7678 8400. 
• The SEND Support Service and the SEND Information and Advice Service have also provided resources for parents and carers to support the transition back into learning [https://www.coventry.gov.uk/back2school]. You can contact the SEND Support Service through your link SEND Professionals, over the telephone on 024 7678 8400 or through email.

Pupil Premium Plus payments and PEP submission deadline dates for Academic Year 2025 to 2026

PEPs are a statutory requirement. The expectation is every child in care from age 3 years old to the end of Y11 will have one PEP per term, with an additional PEP should a school move happen mid-term. For any young person who is not on a school roll and is awaiting placement then a PEP conversation will replace a formal PEP but will still be recorded on ePEP.

Virtual School will do their best to attend PEPs for:

• Any child new to care
• Any child new to a school
• Reception, Year 7 and  Year 11 in the Autumn term
• Y6 and Year 11 in the Summer term

Virtual School will prioritise attendance at a PEP for any child where there are education concerns, or a school move is likely.

It is the joint responsibility of the Designated Teacher and the Social Worker to invite Virtual School to PEPs on a mutually convenient date. Invites should be sent via email and not via ePEP.

Personal Education Plans (PEPs) submission deadlines

• Autumn:
  • Reception, Y7 & Y11 31 October 2025
  • All other year groups 30 November 2025
• Spring:
  • All year groups 14 March 2026
• Summer:
  • All year groups 14 June 2026

Reminders

• All PEPs must be submitted within 3 weeks of the PEP meeting.
• Designated Teachers can submit the social worker section (and should do so to prevent delay). Failure to submit a satisfactory PEP will result in PP+ not being paid for that term.
• For school age children PP+ will be paid in 3 equal payments of £600 each. 
• Independent special schools do not receive PP+ as it is already accounted for in cost of the school place.

Every professional involved with the child is a corporate parent and has a responsibility to support the child as a good parent would. If in the time between PEPs there are issues that arise that give cause for concern or a child’s behaviour changes negatively then please contact us. Do not wait for the next PEP.

We are here to help and support but that will become more challenging if we don’t know there is a situation in school which is impacting on the young person’s ability to access education.

Personal Education Plans (PEPs)

A PEP (Personal Education Plan) is a vital document that supports the education of children and young people in care. It forms part of the overall care plan and sets out how everyone involved will support the young person to succeed in their education and future goals. A PEP meeting must happen termly and involve all professionals involved in the child’s care & education.

The Virtual School monitors and quality assures all PEPs to ensure children are receiving the best possible support with their education. We work closely with schools and social workers to identify concerns early and take effective action to reduce barriers, so every child has the opportunity to thrive and reach their full potential. Where a PEP does not meet the required standard, it is the responsibility of the Virtual School to provide support and guidance to the school to improve the quality of the plan.

eGOV Platform

Coventry Virtual School uses an electronic PEP system called eGOV [https://secure.epeponline.co.uk/login], which enables more consistent and accessible information sharing between professionals.

Each key professional involved in a young person’s education—social workers, designated teachers, and relevant Virtual School staff - has their own eGOV account and can access the PEPs for the young people they are allocated to.

This secure online platform ensures PEPs are updated in real time and can be reviewed ahead of meetings to support meaningful, well-informed conversations.

If you need support with your ePEP account, please contact the Virtual School via virtualschool@coventry.gov.uk [mailto:virtualschool@coventry.gov.uk].

We can offer help with:

• Forgotten or lost passwords
• Resetting accounts
• Navigating and using the ePEP platform
• Any other technical or practical questions

The Virtual School also offer training sessions on completing a PEP

Pupil voice

At Coventry Virtual School, we believe that the child is the expert in their own life. Their voice, ideas, and dreams are incredibly important to us.

Every child has a unique perspective on what school feels like, what they want to achieve, and the kind of support that works best for them. While it can sometimes feel like professionals are making decisions on their behalf, we are committed to ensuring they are included in the decisions that affect them.

Their input helps shape better support and more meaningful plans for their future. We want each young person to feel in control of their journey, to share what matters most to them, and to feel heard, respected, and understood.

Capturing pupil voice is non-negotiable. It is never acceptable for the PEP to say:

"No pupil views shared" or "Pupil didn’t want to give their views."

Even if the young person does not attend the meeting or chooses not to complete a form, the professionals involved are responsible for capturing their perspective. This can be done through:

• Recent conversations
• Work from keyworker or mentor sessions
• Observations from school or carers
• Drawings, voice notes, or written reflections
• A letter, poem, or recorded video
• Any creative method that allows the young person to feel safe and heard

The PEP is not just a document – it is a space where a young person’s world is discussed and shaped by adults who should know them best and act in their best interests. Their voice must always be central.

Who is responsible?

Who attends?

The PEP meeting should bring together all of the key adults who support the young person in their life and education. This includes:

• The young person themselves (if they wish to attend or their views should be captured prior to the meeting)
• The Social Worker (who leads on the care plan)
• The school’s Designated Teacher
• The carer and/or parent (where appropriate)
• A representative from the Virtual School, if necessary
• Any other relevant professionals, such as SEND staff or mentors, youth justice workers or family support officers.

Who organises the PEP and how often should it happen?

• The social worker is responsible for ensuring the meeting takes place within statutory timescales.
• The social worker and designated teacher should work together to organise the PEP meeting, ensuring the right people are invited and all relevant information is prepared in advance.
• PEPs should take place every term (three times a year).
• The child’s first PEP must be held within 10 working days of a child coming into care.

PEP structure and quality

Coventry’s ePEP has three core sections:

Section A: Social Worker’s contribution

Covers background information, care plan details, recent placement and care updates, and the social worker’s views on the child’s current progress and needs.

Section B: Designated Teacher’s input

Focuses on academic data, progress, attendance, behaviour, current interventions, and SMART targets. Also includes how PP+ is being spent to support outcomes.

Section C: Pupil Voice

This is where the young person’s views are captured – about school, learning, friendships, support, and future aspirations.

When should each section be completed?

• Section A (Social Worker) and Section B (Designated Teacher) should always be fully completed before the PEP meeting takes place.
• This ensures the meeting can focus on meaningful discussion and next steps, rather than information-gathering.
• The PEP meeting page within the ePEP should be completed at the meeting, and should reflect:
  • The conversations held
  • Views off all involved
  • Actions agreed by all parties

What should a good PEP cover?

A high-quality PEP should include:

• A detailed and honest account of the young person’s current strengths and development areas
• SMART targets (Specific, Measurable, Achievable, Relevant, Time-bound) that support progress in learning, wellbeing, and future plans.
• A record of how Pupil Premium Plus (PP+) funding is being used to help meet these targets
• Information about academic attainment and progress
• Information about any support services, interventions, or specialist provision in place
• Pupil voice – the child’s own thoughts, views, wishes, and goals

Quality Assurance

There is a new QA document new one in progress.

Exclusions

Schools and other education providers should avoid using permanent and fixed-term school exclusion as far as possible for children and young people in the care system.​​

A guide for those with legal responsibilities in relation to​ exclusion [https://www.gov.uk/government/publications/school-exclusion].