Foster carer guide to education

Foster carers play a crucial role in helping children feel positive and engaged in their education.

Foster carers play an important role in helping children feel confident and motivated at school.

You can help by:

  • showing interest in what the child is learning
  • celebrating small achievements
  • keeping calm, predictable routines for homework and school preparation

Many children in care have experienced disruption. Patience, consistency and gentle encouragement can help them feel settled and ready to learn.

Attending school meetings, keeping in regular contact with teachers and asking for extra support when needed helps children feel valued and understood.

Making sure school clothes fit well and feel comfortable can reduce stress. Preparing uniforms the night before, keeping spare items, and labelling clothes all help mornings run more smoothly and support children to take pride in their belongings.

Good attendance and being on time are important. Regular morning and bedtime routines, planning transport in advance, and talking positively about school help children feel prepared and confident.

After‑school clubs can help children build confidence, make friends and feel that they belong. Encouraging activities they enjoy, helping with sign‑up forms, and arranging transport where needed can make a big difference.

Talking with the child after each session and praising their effort helps them feel proud and keen to continue. Believing in a child’s abilities helps them grow more confident and hopeful about their future.

We hope this guide is supportive and helpful. We thank our colleagues at Leicestershire Virtual School for creating the original Foster Carer Education Handbook and for kindly allowing us to share relevant content here. If you have any questions, contact us.

School places

All children in England aged 5 to 16 have the right to a free place at a state school. The are expected to receive 25 hours a week of full-time education.

No matter which school your child attends, staff should understand and support their educational needs. This includes their academic needs and their social, emotional and mental health (SEMH) needs.

As the corporate parent, we expect all children in our care to attend schools that can meet their needs. We also expect schools to have a positive Ofsted inspection outcome. Since 2024, Ofsted has changed its inspection framework and no longer gives single overall judgements.

You can watch a useful video that explains the Ofsted report cards and grades: a guide for parents.

The Virtual School Head uses their professional judgement, local knowledge and Ofsted inspection reports to decide whether a school is suitable.

The School Admissions Code says that children in care must be given priority for school places. When a child comes into care, we should make every effort to keep them at their current school. This helps them maintain stability in their learning, friendships and support networks.

Who submits the school places application

Social Worker

As the local authority holds parental responsibility, the social worker is responsible for submitting school applications. They must make sure the school is suitable for the child’s individual needs.

EHCPs and SEND

If a child has an Education, Health and Care Plan (EHCP), the local Special Educational Needs Assessment Team (SENAT) leads the process. The team consults with schools and arranges places in special school settings when the plan says this is needed.

Key stages

School years are separated into key stages. 

School leaving age

All young people in England must continue in education, employment or training until their 18th birthday. This does not mean they must stay in school.

There are other options, such as:

  • full-time education, in a school or college
  • apprenticeships or traineeships
  • part-time education or training

Tests and assessments

The Virtual School closely monitors children’s progress. Schools send us information each term, and we set and review targets at PEP meetings.

Key stage 1

In year 1, your child will take the phonics check. They read 40 words aloud to a teacher. You will be told how your child did, and the teacher will decide if they need extra support with reading.

Some children may need to repeat the check in year 2, depending on their result. You can find more information on GOV.UK.

Key stage 2

Key stage 2 tests cover English reading, English grammar, punctuation and spelling and Maths. Teachers will also assess whether children are working towards, working at or working at greater depth within the expected standard in other subjects.

The multiplication tables check (MTC) is statutory for all year 4 pupils registered in England at state-funded maintained schools, special schools or academies and including free schools. The purpose of the MTC is to determine whether pupils can recall their times-tables fluently up to 12, through a set of 25 timed questions.

Key stage 4

During key stage 4, most pupils work towards national qualifications, usually GCSEs. Core subjects are, English, maths and science, with foundation subjects in ICT, PE and citizenship as compulsory.

Pupils can then choose other subjects from arts, design and technology, humanities and modern foreign languages. Religious education and sex education must also be provided at key stage 4.

Attendance

Term dates and holidays

Term dates

You can view school term dates on our term dates page. Always check our child's school website for inset days. 

Academies and voluntary aided schools can set their own calendars and may differ from the standard local authority dates.

Holidays

Do not book holidays during term time. Missing school can seriously affect a child’s progress and may lead to formal involvement from the Virtual School. Find out more on our school absences page.

Suspensions and permanent exclusions

Children in care are more likely to be suspended, and suspension or permanent exclusion can have a greater impact on them.

Headteachers receive statutory guidance on suspending and permanently excluding children in care and pupils with an Education, Health and Care Plan (EHCP). They should avoid permanently excluding any child in care.

Schools should work proactively with carers to support pupils with additional needs and help them stay engaged in learning.

If a school is worried about a child’s engagement, behaviour or risk of suspension or exclusion, it should work with other professionals to identify and put extra support in place.

If a child is suspended or permanently excluded, the school and the local authority must work together to arrange alternative education from the first day after the suspension or exclusion.

The Virtual School works closely with schools to reduce suspensions and to make sure children in care are not permanently excluded.

Key adults in school

  • The governing body of a school must designate a qualified member of teaching staff known as a Designated Teacher (DT). They have responsibility to promote educational achievement of children in care and previously looked after children.

    Schools should also have a named governor for children in care. The DT should report to the governors about the progress of children in care.

    The Virtual School provides regular updates and training for DTs. The DT is expected to liaise regularly and effectively with the Virtual School and provide regular updates to monitor and track progress.

    Designated teachers:

    • help school staff to understand things that affect the way children in care learn and achieve and to advise staff about teaching strategies
    • promote high expectations and aspirations for children in care
    • ensure the child has a voice in setting learning targets
    • have lead responsibility for the child’s Personal Education Plan (PEP) at school
    • help children in care make a smooth transition if they change schools
    • manage the way school engages with others, such as social workers or the Virtual School head, focussing on the way everyone contributes to the child’s educational achievement
    • ensure school policies, like Home School Agreements, are communicated to social workers and carers
    • ensure the school does everything possible to maximise educational stability for the child

  • The SENCO is a senior teacher and qualified specialist responsible for the strategic leadership and day-to-day implementation of the school’s SEND policy.

    Their role is to ensure that all pupils with additional needs are identified early and provided with high-quality, evidence-based interventions. The SENCO coordinates specialist staff training, manages external professional referrals, such as Educational Psychology or Speech and Language Therapy, and acts as a primary point of contact for families.

    For Children We Care For, the SENCO works in close partnership with the DT to ensure that the special educational needs support and the PEP are aligned to promote the best possible outcomes.

    You can find further information about services for children and young people with special educational needs and disabilities on our Local Offer and West Sussex SEND strategy.

Personal Education Plan and the Virtual School

A Personal Education Plan (PEP) is:

  • an evolving and collaborative document for looked-after children from pre-school to age 18
  • tailored to support and improve educational outcomes, bridge gaps in attainment and raise aspirations
  • statutory and held once per term

It acts as a comprehensive record of a child's educational progress, attendance and needs, and is reviewed termly to set SMART targets.

The social worker will arrange the PEP and invite you as the foster carer, and the designated teacher. There may be other professionals attending the PEP if needed. The PEP is an excellent way to celebrate what the child is doing well.

Policies to be aware of – homework, attendance, safeguarding

Foster carers should be familiar with several important school policies that support children’s safety, wellbeing, and learning.

These include the:

  • Safeguarding and Child Protection Policy - explains how schools keep children safe and what to do if concerns arise
  • Behaviour Policy - sets out expectations, rewards, and consequences so carers can support children to understand school rules
  • Attendance and Punctuality Policy - essential to read and outlines procedures for reporting absence and the importance of regular attendance
  • Special Educational Needs and Disabilities (SEND) Policy - describes how children with additional needs are supported
  • Antibullying Policy - explains how the school prevents and responds to bullying

It’s also helpful to read the Uniform Policy, the Home–School Agreement, and any information about homework, online safety, or afterschool provision.

Understanding these policies helps foster carers advocate effectively, maintain consistent expectations at home, and ensure the child feels safe, supported and included in their education.