Luton’s Virtual School: Educators
Visit the designated teachers page, in relatation to the work of the designated teacher in virtual schools
Explore personal educational plans (PEPs) page for information about the care plans.
For LAC and previously looked-after children in early years, EYPP funding helps raise academic achievement. The virtual school will:
- contact carers and social workers before the child turns two
- ensure nurseries access funding
- initiate personal education plans (PEPs)
- monitor and advise on EYPP use. For funding access, contact [email protected] and copy in the virtual school
Visit get extra funding for your early years provider for more information.
Visit pupil premium plus (PP+) page and contact your virtual school advisor for further details.
Schools may request funding via the PEP process, using a funding request form linked to short-term targets and long-term goals.
Decision process:
- funding requests are reviewed weekly by a panel of at least three members
- exceptional emergency funding may be requested outside the pep process by virtual school advisors and personal advisors
- decisions are based on whether the request improves educational outcomes. schools will receive feedback with further actions if needed
- schools must demonstrate prior use of their existing pp+ allocation before requesting additional funding to prevent exclusions
Contact your virtual school advisor for further details.
Supporting children looked after (CLA) through transitions in school requires collaboration between educational settings, social workers, and carers. Schools play a crucial role in ensuring smooth transitions and minimising the impact of changes on learning and development.
Key considerations for supporting transitions
- collaborate with social workers and carers to create a shared transition plan with clearly defined responsibilities
- recognise multiple transition types, including changes in care placements, respite care, and legal proceedings
- be flexible in handling unexpected changes and their emotional impact on children
- provide a trusted adult to discuss transitions and offer emotional support
- encourage advance planning to allow sufficient time for discussions and communication
- facilitate proper goodbyes and hellos, ensuring friendships and relationships are maintained where possible
- ensure personal belongings and schoolwork travel with the child to their new setting
- share relevant information beyond academic data to aid new teachers in understanding the child’s educational journey
- reduce anxiety by offering transition aids such as visits, photo books, social stories, and buddy systems
- use a structured school entry plan at any point of transition
Trauma and attachment training
- the virtual school offers trauma and attachment training for schools throughout the year
Designated teacher training and network sessions
- virtual and in-person sessions available throughout the academic year
Please find the full training and events offered. All virtual school training is free for education settings in or out of area with a child looked after to Luton.
For further information visit previously looked after children and kinship order page.
Research highlights significant educational challenges for children with social worker involvement, including:
- lower attainment and increased school absenteeism
- higher risk of exclusion and placement in alternative provisions
Strategic initiatives in Luton:
- deputy headteacher to lead virtual school extended duties
- monitoring attendance for children under child in need (cin) and child protection (cp) plans
- providing trauma-informed training for school leaders
- providing elsa training free to all luton schools
- offering consultations to schools and social care for at-risk students
- advocating in multi-agency panels for educational stability
- leading steering groups with headteachers and social workers to inform strategic support offer
Email [email protected] for further information.