Looked after children (LAC), adopted children and post LAC support 2020/21
This service is available for Academies, Maintained schools and Other schools and settings
We support looked after children, adopted children and children on special guardianship orders (SGO) (post LAC). We focus on attachment and trauma related needs. We improve attendance and reduce anxiety, improve resilience and confidence, reduce behaviour incidents, fixed term and permanent exclusions for looked after children (LAC) and post-LAC (PLAC).
The service offers cross-agency consultation and liaison as part of the broader service as well as consultancy and training.
This service is closely aligned with the work of the LAC Designated Teacher in Ealing secondary schools and provides interventions aimed at supporting improvements in pupils’ emotional health and well-being; developing their social and emotional skills and awareness and building on attachment and trauma related inclusive practices used by school staff.
Complements the pastoral support work and inclusion practices in the school, significantly increasing the school’s capacity to include LAC and post LAC who may experience barriers in school and difficulty in engaging fully because of their trauma past and/or attachment needs. This may be resulting in difficulty accessing learning and /or are at risk of poor attendance, exclusion or under achievement.
This service can be purchased using schools’ allocated pupil premium grant.
Any services in addition to agreed allocation, to be negotiated as required.
- Monday to Friday, 9am to 5pm
- Negotiable other hours as required.
Building on the successful partnership with schools, with stakeholders and other agencies through a buy back model. Improving systems and responding to the changing educational landscape.
- We provide interventions with LAC and post LAC students to support them to access learning and develop emotional health, resilience and well-being.
- Work one to one with the LAC and post LAC in the school and their parents/ carers, with groups of students and with staff in schools to scaffold other intervention plans and support.
- Meeting with the carer/ social worker of the pupil and liaising with them where necessary.
- Following an assessment of needs, making recommendations to the home school, also to other boroughs VS practioners and social workers.
- Deliver bespoke training to schools, this may be broad in its scope ie attachment issues /emotion coaching but is likely to have a schools’ related emphasis ie attachment and strategies in the classroom.
Behaviour and inclusion service, children and adults’ services.
BIS Administrator: firstname.lastname@example.org