Torbay Virtual School

The Virtual School

When a child or young person comes into the care of the local authority, we become their corporate parent. This means we share the same responsibilities as any good parent: to have high aspirations and to support them to achieve their full potential.

The corporate parenting role is fulfilled collectively by:

• professionals working with the child or young person
• foster carers or residential carers
• elected members

As corporate parents, we are committed to ensuring that every child has access to:

• high-quality education provision
• positive experiences
• meaningful opportunities for future success

Cared for children attend a wide range of schools both within Torbay and across other local authorities. The Virtual School provides strategic oversight, monitoring and promoting educational outcomes as if all children were on roll in a single school.

Our Statutory Role

The Virtual School Head role has been statutory since 2014.

We promote the educational outcomes of:

• cared for children
• previously cared for children
• children with a social worker
• children in kinship care arrangements

Our work begins in early years and continues through to post-16 education, including supporting re-engagement where needed.

Since 2018, Virtual Schools have had a duty to provide advice and guidance to parents, carers and schools supporting previously cared for children, including those who left care through:

• Adoption
• Special Guardianship Orders (SGO)
• Child Arrangements Orders (CAO)

This reflects recognition that previously cared for children may continue to face challenges in education linked to early experiences of trauma and disruption.

Extended Duties

Virtual Schools have an enhanced strategic leadership role to improve outcomes for a wider group of vulnerable children.

Children with a Social Worker

Virtual Schools provide strategic leadership to promote the educational outcomes of children who have (or have had) a social worker, including those subject to:

• Child in Need plans
• Child Protection plans

These children are at increased risk of poorer outcomes, including exclusion and low attendance.

Our role includes:

• promoting high aspirations across education settings
• advising schools on inclusive, trauma-informed practice
• supporting schools to reduce exclusions and improve attendance
• strengthening multi-agency working
• helping education settings understand and respond to vulnerability

This is a strategic and advisory role. The Virtual School does not replace the role of social workers or deliver direct casework, but works to influence systems and practice.

Children in Kinship Care (from September 2024)

From September 2024, Virtual Schools also have a duty to promote the educational outcomes of children in kinship care arrangements, where carers hold parental responsibility (for example under SGO or CAO).

This includes:

• raising awareness of educational needs, attendance and progress
• advising schools on inclusive approaches and avoiding exclusion
• providing advice and information to kinship carers
• responding to queries from schools where appropriate consent is in place

What We Do

The Virtual School champions the education of cared for children and works to close the attainment gap between them and their peers.

We work in partnership with schools, social care and other local authorities to support:

• Torbay children educated outside the area
• children from other authorities placed within Torbay

Our Key Responsibilities

We ensure effective systems are in place to support every child’s education by:

Maintaining accurate information

• Holding an up-to-date roll of cared for children
• Monitoring education placements, attendance, progress and attainment
• Understanding each child’s needs, including:
• Special Educational Needs and Disabilities (SEND)
• social, emotional and mental health needs

Supporting education planning

• Ensuring every cared for child has a high-quality Personal Education Plan (PEP)
• Initiating, reviewing and updating PEPs in partnership with:
• schools and designated teachers
• social workers
• carers
• Independent Reviewing Officers

Promoting strong partnerships

• Ensuring schools know when a child in care is on roll
• Supporting clarity of roles and responsibilities
• Strengthening multi-agency collaboration

Preventing delay and disruption

• Minimising placement and school instability
• Ensuring timely access to appropriate provision, including SEND support
• Avoiding drift and delay through proactive challenge

Championing wellbeing and inclusion

• Promoting education as a priority within care planning
• Supporting attendance, engagement and belonging
• Ensuring the voice of the child shapes decision-making

Monitoring and accountability

• Tracking attainment, progress and attendance
• Reporting through corporate parenting structures
• Using data to drive improvement and reduce inequalities

Our Commitment

We are committed to ensuring that all children and young people we support:

• feel safe, supported and included in their education
• experience stability and high expectations
• have the opportunity to achieve and thrive

We work to ensure every child experiences a strong sense of belonging, aspiration and success, with education at the centre of their journey.