Virtual School

The Virtual School supports children and young people in our borough who are in or have been in care, who have or have had social worker involvement, or are in Kinship care, along with their families and supporting adults.

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About us

Here in North East Lincolnshire’s Virtual School, we are dedicated to improving the educational experiences and outcomes of:

Children in our care (CIOC) are supported by an Inclusion Officer, assigned by the Virtual School to support with a bespoke Personal Educational Plan & termly reviews.

‘Child in our care’ refers to any child or young person under 18 who is provided with accommodation by a local authority for a continuous period of more than 24 hours.

Children previously in care (CPIC) are supported through our Virtual School extended duties. Families, schools and professionals can access a variety of information, advice & guidance to support with education.

‘Child previously in care’ applies to those children who had the status of being ‘in care’ of a local authority in England and Wales but who have now left care through: An Adoption Order (AO) A Special Guardianship Order (SGO) (also see section below) A Child Arrangements Order (CAO).

Children with a social worker and those who have previously had a social worker who are aged from 0 to 18 (CWSW) are supported through our Virtual School extended duties, schools and social workers can access a variety of information, advice & guidance to support with education.

‘Children with a social worker’ refers to all children who have been assessed as needing or previously needing a social worker within the past 6 years due to safeguarding or welfare reasons. It includes all children aged 0 to 18 across all education settings subject to a children in need plan or a child protection plan.

Children in kinship care arrangements are supported through our Virtual School extended duties Kinship Zone offer.

‘Kinship Care’ is when a child is raised by a relative or close friend instead of their birth parent. It can be a formal arrangement through social services or an informal arrangement between the family.

The Virtual School exists to raise educational attainment and aspirations, and narrow the gap between children in our care, and their peers.

The extension of the Virtual School includes responsibility for children previously in our care, alongside championing and promoting the education of children with a social worker and in Kinship Care.

The Virtual School works in partnership with the child or young person’s Educational Setting, Social Worker and Parents / Carers to ensure that they are supported to fulfil their potential at all stages of their education.

Our offer to you

The Virtual School & our offer to schools, children and families.

Children in Care (CIOC)

Every child has an Inclusion Officer and a Designated Teacher to support their education

Schools and professionals are supported to complete a termly Personal Education Plan to track progress and set clear learning targets

Support is put in place quickly when concerns about engagement, wellbeing, or behaviour arise

Pupil Premium Plus is monitored to ensure it is used to improve outcomes

Schools are supported to promote consistent and positive learning experiences

Children with a Social Worker (CWSW)

Patterns such as absence or exclusion that may affect engagement are identified and monitored

Guidance and training are provided for school staff and professionals

Schools are supported to understand children’s lived experiences and needs

Appropriate support and reasonable adjustments in schools are promoted

Schools are supported to help children remain in education and continue learning

Children in Kinship Care

Advice and support are provided to schools and carers

Families caring for children they know / are related to are supported

Families are supported when children are finding learning, behaviour, and attendance challenging

Strong links are built between schools, families, professionals

Early help is encouraged to prevent issues escalating

Appropriate support and adjustments in schools are promoted

Schools are supported to help children remain in education and learning

Children Previously in Care (CPIC)

Advice is provided to schools, families and supporting adults

Schools are supported to promote children’s engagement and wellbeing

Schools are helped to understand how lived experiences can affect children

Schools are supported to make effective use of PPG+ funding

Children’s behaviour, feelings, and attendance are supported

Close working relationships are developed with parents and carers

Personal Education Plans

All Children in our Care must have a care plan, of which the Personal Education Plan (PEP) is an integral part. It is an evolving record of what needs to happen for Children in our Care to support their learning and enable them to fulfil their potential.

For more information, read our FAQs below.

FAQs

It is a statutory requirement for children from age 3 to 18 to have an up-to-date PEP.

All Children in our Care are allocated an inclusion officer from the Virtual School who is responsible for organising and facilitating the PEP meeting.

PEPs reviews need to take place at least once per term. If a child is new to care or the school, a PEP should take place within 21 days.

It is the joint responsibility of the local authority and the school to ensure that a child looked after has an up-to-date PEP. The Virtual School are responsible for quality assuring the documentation.

Child / young person (where appropriate). If the child / young person is not in attendance, then their views and wishes should be gathered prior to the meeting
Allocated Inclusion Officer
Designated Teacher
Social Worker
Carer / Key worker / Parents

Child / young person’s views
General updates / changes
Attainment and progress
Barriers to learning
Intervention and support
Attendance
SMART targets
Pupil Premium Plus

The allocated inclusion officer will produce the PEP following discussions in the review meeting. This will then be disseminated to all related parties.

When	Who	What
At the end of previous PEP meeting	Inclusion Officer	Set next meeting date
2 weeks prior to meeting	Inclusion Officer	Check correct persons have been invited and have confirmed attendance
5 working days before review meeting	Designated teacher	Submit populated information to Inclusion Officer Review targets, progress and next steps Set New targets – how to achieve Attendance, pupil voice, impact of PPP
5 working days before review meeting	Social worker	Submit populated information to Inclusion Officer
5 working days after review meeting	Inclusion Officer	Finalise PEP paperwork and send copy to all parties

Pupil Premium Plus Funding

Pupil Premium Plus (PP+) is additional funding available to support the education of children who are, or have been, in care. This funding aims to help these students’ overcome barriers to learning and improve their educational outcomes.

For the 2025-2026 academic year, the funding for children previously in our care is £2,690 per child.

Eligibility:

Children in Our Care from Reception to Year 11 are entitled to the Pupil Premium Plus Grant (PP+) funding, which is also known as CIOC funding, LAC premium, or pupil premium grant. PP+ funding is awarded to the Virtual School Head (VSH) in the local authority.

The Virtual School Head is responsible for managing Pupil Premium Plus funding and using effectively to benefit the educational needs of our children and young people in care.

How it works:

The funding is allocated to local authorities based on the number of children in care.
Schools apply for Pupil Premium Plus funding through the child or young person’s PEP Review Meeting.
Schools are required to demonstrate how requested funding will be used to address their specific needs and promote their educational progress.
The funding can be used for a variety of interventions, such as targeted academic support, residential educational trips, IT equipment and extracurricular activities that teach skills.

Children previously in care may also be eligible for Pupil Premium Plus Funding. In line with the Department for Educations guidance, previously looked after children who meet the requirements below are entitled:

Children previously in care: pupils who were in the care of an English or Welsh local authority immediately before being adopted
Or who left local authority care on a special guardianship order or child arrangement order (previously known as a residence order).

The Pupil Premium Plus funding for this group of children is sent directly to schools. It is the responsibility of parents, guardians, or carers of children previously in care to ensure the school is aware that a child was previously in care.
Schools must declare children previously in care in their Census to receive funding.

How it works:

The funding is allocated to schools based on the number of eligible pupils they have.
Schools receive the funding and are responsible for using it to support the educational needs of these children.
The funding is not ring-fenced for individual children but should be used to address their specific needs and promote their educational progress.
Schools should consult with parents, guardians, and the Virtual School (if applicable) when deciding how to allocate the funding.
The funding can be used for a variety of interventions, such as targeted academic support, residential educational trips, IT equipment and extracurricular activities that teach skills.
Evidence of the child’s previously looked-after status (e.g., adoption order, SGO) is required to claim the funding

All schools who receive Pupil Premium Plus funding must publish a strategy statement each academic year using the Department for Educations template. This strategy template is accompanied by guidance for school leaders.

Schools must be able to demonstrate how their use of Pupil Premium Plus has been informed by research evidence. Schools are required to cite this evidence in their pupil premium strategy statement. More information on spending PP+ effectively can be found in ‘Using Pupil Premium Plus Guidance for School Leaders’ Using pupil premium guidance for school leaders.

Eligibility for the Early Years Pupil Premium is different for early years settings than for schools and is paid at a different rate. Read details from the Early years national funding allocations and guidance.

The Virtual School will allocate a minimum termly sum per child to eligible schools linked to the moderation of a sufficient termly PEP. All remaining funding will be managed directly by the NEL Virtual School Head to promote improved outcomes for the children and young people within our virtual school community.

For more information, please see Pupil Premium allocations and conditions of grant 2022-2023.

Care status	Eligible for Pupil Premium Plus?	Evidence that the child was formerly in care required?	Need to self-declare each year?
Adopted	Yes	Yes	No – families only need to self-declare when their child starts a new school.
Special Guardianship Order (Previously in Care)	Yes	Yes	No – families only need to self-declare when their child starts a new school.
Special Guardianship Order (no time spent in care of local authority)	No	No	No
Child Arrangements Order (previously Residence Order)	Yes – where previously in care	Yes	No – families only need to self-declare when their child starts a new school.
Adopted from state care outside of England and Wales	Yes	Yes	No – families only need to self-declare when their child starts a new school.
Reunified with family	No	No	No
Kinship Care arrangements (not defined above)	No	No	No

Attendance

Regular school attendance is essential for children’s learning, wellbeing and safety. When children attend consistently, they are better able to engage in education, build positive relationships and access the support they need.

However, absence rates are much higher for vulnerable children, increasing the risk of poor outcomes:

44% of children in need persistently absent
Higher absence rates among children in care
Around 1 in 10 children on child protection plans miss half their school time

Attendance helps children stay connected to trusted adults, support and safeguarding. Schools, local authorities and partners should work together to track attendance, spot concerns early and act quickly when needed. The Virtual School plays a key role in making sure attendance is carefully monitored and supported to keep children safe and engaged.

Tracking attendance

Attendance and academic progress are monitored for every young person in our care through their Personal Education Plan (PEP), with oversight from the Inclusion Officer and Virtual School team. Discussions with schools, foster carers, and social workers help identify gaps in learning, barriers to engagement, and any safeguarding vulnerabilities.

We check how each child in care is doing in school by looking at their attendance and learning. This is done through a plan called a Personal Education Plan (PEP). The Virtual School worker and the Social Worker help to oversee this.

We work closely with the child’s school, carers, and other professionals. This helps us spot any problems with learning, behaviour, or safety early. We then make sure the right support is given. Progress is reviewed at PEP meetings each term.

Children should not take holidays during school time, unless there is a very good reason. This must be agreed by the Head of the Virtual School.

We check how children with a social worker are doing in school, including their attendance and learning. This happens at planning meetings led by the social worker or meeting chair.

We look at attendance early so we can spot any problems. We work with families and schools to understand what is stopping the child from attending or learning well.

All services work together and share information. The Virtual School can also give advice and support when needed.

Extra help is put in place, such as tutoring, mentoring, or support with wellbeing. Schools may also adjust learning to suit the child.

This support helps children attend school more, feel more confident, and do better in their learning.

Children in kinship care may find it harder to attend school every day. This can be linked to things that have happened in their lives. Sometimes, they do not have regular support from professionals, which can make it harder to do well in school.

Kinship carers play a very important role. They speak up for the child and work closely with the school. This helps to spot any problems with attendance early and find ways to help.

Even though the local authority does not directly oversee this, carers and schools can still get advice and support from the Virtual School.

This support helps schools include children fully and helps them do well in their learning.

Children who were in care before may find it harder to attend school every day. Things that have happened in their past can still affect how they feel about school.

Parents and carers play an important role. They speak up for the child and work closely with the school. This helps to spot any problems with attendance early and find ways to help.

The local authority does not oversee this anymore. But families and schools can still ask the Virtual School for advice and support.

This support helps schools include children, improve attendance, and help them do well in their learning.

Building a Borough of Belonging

The Virtual School and Community Educational Psychology Team partnership

Adults around children are encouraged to draw on shared principles that help create education environments where children feel safe, develop a strong sense of belonging, and are able to thrive.

The Virtual School and Community Educational Psychology Team work together to support this by:

Creating conditions where children feel safe, valued and connected
Embedding trauma-informed, relationship-based practice across education settings
Promoting emotional security so pupils can engage academically
Ensuring every child has a champion
Making belonging intentional, not accidental

These principles guide how education settings are supported to build belonging, reduce barriers, and respond with care, curiosity, and consistency.

Guidance

The Virtual School supports educational settings to better understand our children and young people. Many have experienced adversity and may need additional compassion, understanding and tailored support to succeed.

Every child’s experience is different, so a flexible, relational approach is essential. Responses to behaviour should consider underlying needs, as exclusion can increase vulnerability, disengagement and feelings of rejection.

Working with the Community Educational Psychology Team, we encourage schools to adopt approaches that promote safety, belonging and the opportunity for all children to thrive, by being:

Prioritises strong, respectful relationships as the foundation for wellbeing and positive change.
Understands behaviour as communication of unmet needs, not a reflection of who the child is.
Focuses on connection, rapport-building, and listening to create trust.
Encourages consistent adult approaches across settings and services.
Restorative practices used as a “way of being” to strengthen relationships.
Promotes early conversations, timely support, and collaborative problem-solving.

Recognises the impact of adversity, helping staff shift from “What’s wrong?” to “What’s happened?”
Builds safety through routine, predictability, and emotionally attuned responses.
Reduces exclusion by prioritising empathy, regulation, and connection.
Staff recognise triggers, respond calmly, and support children to stay regulated.
Benefits all pupils, not only those with known trauma histories.
Strengthens whole-school culture through emotional safety and co‑regulation.

Understands that secure relationships support emotional, social, and academic development.
Recognises how early experiences shape trust, behaviour, and learning.
Staff respond with sensitivity rather than judgement, creating safe, predictable environments.
Trusted adult relationships help children regulate, build confidence, and engage in learning.
Reduces conflict and exclusion by viewing behaviour as communication.
Ensures vulnerable pupils feel valued, understood, and able to thrive.

Ensures children receive the support they specifically need, not the same support as everyone else.
Acknowledges barriers linked to SEND, care experience, and socio‑economic factors.
Moves beyond inclusion alone by tailoring provision to achieve fair outcomes.
Helps reduce attainment gaps and increase engagement.
Builds a culture where pupils feel recognised, respected, and understood.
Encourages flexible, compassionate practice that benefits the whole school community.

Recognises language as a tool that shapes identity, safety, and belonging.
Uses calm, clear, strengths-based language to support regulation and confidence.
Avoids punitive or shaming language that may harm trust or increase anxiety.
Highly attuned language supports pupils sensitive to tone or phrasing due to trauma.
Encourages curiosity over judgement and validates feelings to maintain connection.
Builds healthier internal narratives and promotes engagement in learning.

Focuses on relationships, empathy, and accountability instead of punishment.
Supports pupils—especially those with care experience—to feel heard and understood.
Helps staff look beyond behaviour to underlying needs, emotions, and experiences.
Provides structured opportunities to repair harm and rebuild trust.
Prevents shame and rejection by replacing punitive responses with fairness and respect.
Improves emotional regulation, engagement, and reduces conflict and exclusions.

Training

The Virtual School training programme is designed to achieve lasting, meaningful change rather than simply deliver information. It recognises that sustainable impact requires time, support and opportunities to apply learning in practice. Using a mediated learning approach, it encourages practitioners to reflect, discuss and connect new ideas to their own experiences, building confidence and deeper understanding. The programme is strengths-based and collaborative, focusing on existing good practice and promoting shared problem-solving rather than judgement. It also fosters communities of practice, where practitioners learn together over time and support each other to embed new approaches into everyday work, ensuring consistent and lasting improvement.

Two full days – exploring together the topics of love, belonging, relationships, experiences and ways of understanding both how these impact ourselves and our children, and what we might do about that.

Attendance at these training days will enable access to further bitesize online learning modules which practitioners will be able to use with colleagues in their education settings.

This training is fully subsidised by the Virtual School.

Book now

2.5 hour workshop available to people who have attended the two-day RA training.

This training is fully subsidised by the Virtual School.

Book now

2.5 hour workshop available to people who have attended to two-day RA training.

This training is fully subsidised by the Virtual School.

Book now

6 full days training for education staff (all age phases and provision types) followed by half termly reflective supervision sessions.

This event has been partly subsidised by the Virtual School reducing the cost to £300 per ticket, please book via EdPsych@nelincs.gov.uk where you will be given access to the password to book on via Eventbrite.

Book now

Two half day workshops – primarily but not exclusively for education staff. Two shared reflection sessions following those workshops.

This training is fully subsidised by the Virtual School.

Book now

6 full days training for education staff (all age phases and provision types) followed by half termly reflective supervision sessions.

This training has been partly subsidised by the Virtual School and Experts at Hand reducing the cost to £100 per ticket for this academic year only, please book via EdPsych@nelincs.gov.uk where you will be given access to the password to book via Eventbrite.

Book now

4 full days training for Early Years education staff (2-5 year olds), based on MELSA and ELSA.

6 sessions, weekly at 2.5hours per session. Spaces for parent / carers and education setting practitioner. Two different courses are available depending on the ages of the children.

Children 5-10 years old (Early Bird Plus) / Children 10-16 years old (Teen life)

Online learning modules are available only to those who have attended the 2-day training, to support in sharing the knowledge and skills in their own settings.

Raising Awareness of the Needs and Vulnerability of Our Children, Our Future
Understanding and Addressing the Barriers to Learning for Our Children, Our Future
Understanding Attendance as a Protective Factor for Our Children, Our Future
Understanding the Virtual School: the role of the Designated Teacher and the Designated Safeguarding Lead
Relational Approaches for Our Children, Our Future

Key Information

The Virtual School App brings together over 100 specialist guides and courses to support our children. It offers clear, targeted advice to help families and professionals feel informed and confident. We hope you find it useful and easy to use—download it via the QR code on the attached leaflet.

Please note these documents are not accessible.

Virtual School Head Report Academic Year 2025-2026 (PDF, 6MB)
Virtual School Head Report Academic Year 2024-2025 (PDF, 6MB)
Virtual School Head Report Academic Year 2023-2024 (PDF, 3MB)

For educational professionals

Positive language

Children previously in care

Safeguarding

Further guidance

Contact details

01472 313131
Virtualschoolnelc@nelincs.gov.uk
Children’s Services Department, New Oxford House, Grimsby, North East Lincolnshire, DN31 1EY

Menu

Virtual School

About us

Our offer to you

Children in Care (CIOC)

Children with a Social Worker (CWSW)

Children in Kinship Care

Children Previously in Care (CPIC)

Personal Education Plans

FAQs

Pupil Premium Plus Funding

Attendance

Tracking attendance

Building a Borough of Belonging

Guidance

Training

Key Information

Contact details

Related pages