There is an urgent call for clarity on the criteria councils should follow when selecting schools for children in care, especially since the government guidance still references previous Ofsted ratings more than a year after they were abolished.
The existing statutory guidance for councils asserts that “schools rated by Ofsted as ‘good’ or ‘outstanding’ should be prioritized when placing looked-after children in need of new schools”.
Furthermore, it states that “looked-after children should not be enrolled in any school deemed ‘inadequate’ by Ofsted unless there are compelling, evidence-based reasons to do so.”
However, the government has yet to update its guidance to align with recent changes.
Lynn Perry, chief executive of Barnardo’s, emphasized the necessity for reforms to ensure that virtual school heads can identify the best local educational providers capable of delivering quality education for children in care. “Clarity is urgently needed,” she said.
Munira Wilson, the Liberal Democrats’ education spokesperson, criticized the outdated statutory guidance, deeming it “simply unacceptable” that it has not been revised since the discontinuation of headline grades.
“It is imperative that we do not deprive vulnerable children in care of the high-quality education they deserve due to the government lagging behind its own policy shifts,” she remarked.
“The schools minister must provide immediate clarity to ensure that children in care receive the best education possible without being hindered by bureaucratic setbacks,” she added.
As noted in the guidance, virtual school heads, who are tasked with fostering educational attainment for looked-after children, must “aid social workers in ensuring that suitable and timely educational placements are secured for looked-after children”.
Placement Decisions ‘Not Solely Based on Overall Grade’
A representative for the National Association of Virtual School Heads (NAVSH) stated, “In practice, local authorities and virtual school heads are continuing to make placement decisions driven by the core principles of the guidance, ensuring that every looked-after child is enrolled in a school that effectively caters to their needs.”
While Ofsted ratings “have consistently been significant factors, placement decisions have never been solely determined by the overall grade,” they clarified.
The association continues to collaborate closely with the Department for Education in order to “shape future guidance”.
However, various councils have also expressed the need for more clarity. Some reported reliance on past headline grades, while others are modifying their strategies based on their own assessments.
Hampshire shared that it has evolved its approach by “analyzing full Ofsted inspection reports, concentrating on subcategory ratings and narrative details to evaluate school appropriateness”.
Additionally, it takes precautions to avoid “placing children in schools with serious issues, even if those schools do not receive an overall ‘inadequate’ designation”.
Kent highlighted that the “fundamental principle” of preventing looked-after children from attending failing schools remains intact.
“When schools receive inspections under the new framework, KCC professionals will thoroughly investigate the full Ofsted reports to pinpoint schools less likely to deliver a high-quality education for the looked-after children,” they noted.
New Reforms May Add to Confusion
Complicating matters further, schools will soon be assessed in up to eight areas of inspection under new report card reforms beginning in November.
Norfolk indicated that under the new structure, when ratings suggest that a school ‘requires attention’ or ‘urgent improvement’, “we will impose additional scrutiny to ensure that the setting can adequately meet a child’s needs”.
Lancashire asserted that it employs a “comprehensive, holistic method for placing looked-after children in schools, which encompasses Ofsted reports, school capacity, the perspectives of the learner and carers when appropriate, as well as the availability of SEND positions and input gained from consultations”.
Staffordshire stated that its policy is “currently undergoing review”.
Virtual Heads Support Ofsted Reforms
Ofsted has recently confirmed the revised inspection framework that is set to be implemented next month. The new inspection areas will include inclusion, achievement, attendance, and behavior.
NAVSH expressed support for the “enhancements made to Ofsted’s inspection framework, particularly the increased focus on inclusion and the experiences of all learners”.
They are “particularly pleased that the new framework explicitly refers to a school’s support for looked-after children and those with a social worker”.
They concluded, “NAVSH has long advocated for this change, as regulatory acknowledgment of these groups can positively influence practices and redirect school priorities toward the children and young people we are dedicated to supporting.
“Our shared focus remains on ensuring that children in care have access to the highest quality of education and stability in their school placements.”
The DfE has indicated plans to release updated statutory guidance for virtual school heads “in due course and will adjust [it] to align with Ofsted’s revised education inspection framework.
In the interim, the DfE has “directed them that following Ofsted’s elimination of single headline grades, virtual school heads should continue to collaborate with social workers and other relevant parties to secure timely educational placements for looked-after children.
“In all cases, including those where the single headline grade has been removed, we expect virtual school heads to utilize full Ofsted inspection reports to make informed decisions about the suitability of educational settings.”
