How to review your designated teacher policy

What this policy needs to do

Your school isn't required to have this policy. If you do decide to have one, it should comply with:

• Statutory guidance on the designated teacher for looked-after and previously looked-after children

If you're in a maintained school, it should also:

• Take into account Section 20 and Section 20A of the Children and Young Persons Act 2008

If you're in an academy or free school, it should:

• Take into account Section 2E of the Academies Act 2010
• Comply with your funding agreement and articles of association

It's not your job to cross-reference your policy with this guidance, but you should expect your headteacher to have done so.

Read more about your role in relation to looked-after and previously looked-after children in our other article.

3 key questions to challenge the policy

Use our list of standard policy review questions as a starting point. Then ask the questions below:

1. Why did you assign this role to this individual?

This policy should designate a person by name. So with that in mind, you want to be assured that the designated teacher has the necessary experience and training. You'll want to know:

• What experience this teacher has had with looked-after children (LAC) and previously LAC
• If this person has had/will have any specific training to prepare for this role 

2. How will you make sure the designated teacher has sufficient time to fulfil their statutory obligations?

The Department for Education's statutory guidance sets out significant responsibilities for the designated teacher. Be sure that the headteacher has:

• Considered the amount of time needed to meet these responsibilities
• Taken steps to make sure the designated teacher has the time needed 

Although the designated teacher must always have lead responsibility, your school can decide how individual functions – including pastoral and administrative tasks – can be appropriately delegated.

If your school has delegated any responsibilities to other roles, it's good to separate these out into individual sections within the policy. Anyone reading the policy should understand who handles what at your school.

3. How will you monitor the designated teacher's activities and measure their success?

Your headteacher should be able to explain how they'll monitor whether LAC and previously LAC are getting enough support to succeed in school. 

For example, the headteacher might:

• Meet regularly with the designated teacher about the progress and development of these pupils
• Observe teachers during lessons to see how they support the learning of LAC and previously LAC
• Meet with these pupils directly to discuss how they feel about the support they receive and their educational achievement
• Report back to the governing board on a termly basis 

Model policy

Our model policy reflects statutory requirements, and was approved by Forbes Solicitors. Use it to see what a good policy might look like, or to compare with your school's policy:

Model policy: designated teacher of looked-after and previously looked-after children

Examples of designated teacher policies

Have a look at the policies below to see how other schools approach this policy:

Primary school

• Orchard Infant School, a community school in Hampshire

Secondary school

• Broughton Hall Catholic High School, a voluntary aided school in Liverpool (named 'Children who are looked after')

Multi-academy trust

• Wessex Learning Trust, a trust of 17 primary, middle and secondary schools in Somerset

Special school

• Osborne School, a maintained school for pupils aged 11 to 19 with learning disabilities, in Hampshire