Designated teacher

So who is appropriate to be a designated teacher and what is their role? The Guidance for the Education of Young People in Public Care (DfEE and DoH, 2000) reports that schools that have inclusive policies, robust pastoral systems and good communication with outside agencies are likely to be able to offer effective support to pupils that are ‘different’. However, the Guidance continues by stating that ‘this does not provide a sufficient safeguard for children in public care. Having a designated teacher who understands about care and the impact of care upon education, in each school is critical to making joint working a reality’ (ibid.: 32, 5:28). The Guidance states that a designated teacher should:

■ have sufficient authority to influence school policy and practice;

■ be an advocate for young people in public care;

■ be able to access services and support;

■ ensure the school support high expectations for the young people in public care;

■ make sure each pupil in public care has a Personal Education Plan;

■ be responsible for transferring educational information speedily between agencies and individuals;

■ ensure a home–school agreement is written with the primary carer;

■ keep a list of the pupils in public care in school with contact numbers;

■ ensure that each pupil in public care has a member of staff in school they can talk to.

In some schools this could be quite a significant role and needs the support of the rest of the school, other agencies and the LEA. Time for training needs to be provided for the designated teachers so that they have the knowledge about the Children Act and associated regulations, the role of the school and all aspects of the care system. The summary section 5:34 of the Guidance (DfEE and DoH, 2000: 33) says:

Schools should designate a teacher to act as a resource and advocate for children and young people in public care. LEAs and Social Service Departments (SSD) should coordinate suitable training for them and maintain an up-to-date list of designated teachers in schools in their area.

 Case study

The young person, who will be known as Brian, was placed in a residential care home with attached educational provision, outside of the home authority’s boundaries. Brian started at the educational provision on site at the care home, but within six months it was felt that he would benefit from being in a LEA mainstream school. Brian was a Year 1 pupil and academically able to cope within a mainstream classroom. Collaborative discussions took place involving all parties, including Brian, and a local school able to take Brian was sought by the designated teacher from the care home educational provision. Both LEAs were involved, as were the two schools, the carers, the social worker and Brian. All had the joint aim of successfully including Brian in a mainstream school to enable him to reach his academic potential and to give him the opportunity to continue to make social relationships with peers and adults outside of the care system. Close regular consultations and understanding of each other’s roles, and a supportive staff enabled Brian to be fully included. During Year 1, Brian was placed on the SEN Register on School Action, to monitor his literacy progress and initial problems of inappropriate physical touching were soon resolved due to the cooperation and joint working of the team. Personal Education Plans and Individual Education Plans (IEPs) were written with full consultation and were also discussed at the social service Statutory Care Reviews, as was Brians general progress. All agencies were fully involved in the decision making and the benefits of this became imperative when the home social service department wanted to withdraw Brian from the care home and the school and to return to the home authority and possibly to a member of the family. The mainstream school was very clear as were the carers at the care home that Brian, now in Year 3, needed to remain at the school to consolidate his skills and maintain consistency, during the time he was receiving help and therapy to readjust to the possibility of returning to a family member. Importantly Brian also wanted to settle and remain at the same school for the present. Following reports and further consultation Brians views and his educational needs were considered to be of paramount importance. Brian remained in the stable environment of the care home and the mainstream school. Without this joint working approach and understanding of roles, such as the designated teacher, the outcome could have caused unnecessary disruption to Brians educational and emotional progress.

اخر الاخبار

اخبار العتبة العباسية المقدسة

بذكرى شهادته.. جموع الزائرين تشيع النعش الرمزي للإمام الكاظم (عليه السلام) عند مرقده الطاهر في بغداد

العتبة العباسية المقدسة تنظم مجلس عزاء بذكرى شهادة الإمام الكاظم (عليه السلام)

جموع المؤمنين تشيّع النعش الرمزي للإمام الكاظم (عليه السلام) عند العتبتين المقدستين

شعبة التوجيه الديني النسوي تنظم مسابقة ميدانية بذكرى شهادة الإمام الكاظم (عليه السلام)

المزيد

الآخبار الصحية

الخبز الأسمر أم الأبيض.. أيهما أفضل لضبط سكر الدم؟

عقاقير التخسيس و"الانتحار".. الحكومة الأميركية تحسم الجدل

الهرم الغذائي الجديد.. لماذا يعد "انقلابا" في خارطة الطعام؟

لحماية ظهرك وقلبك في آن واحد.. ما وضعية النوم الصحيحة؟

المزيد

الآخبار التكنلوجية

كيف يعزز الضوء الطبيعي تفكيرك وانتباهك خلال اليوم

سابقة.. طاقم من محطة الفضاء الدولية يعود إلى الأرض مبكرا

منصات التواصل تضرّ بنفسية المراهقين… والفتيات الأكثر تأثرا

ابتكار ألماني قد يغيّر مستقبل صناعة البلاستيك

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998