Admissions

At the AfC Virtual College, we are committed to ensuring that each young person and their carers have the support they need to access the course and education establishment of their choice.

With care leavers significantly underrepresented at university (only 12% compared to 46% of non-care-experienced 18–21-year-olds), we view access to further and higher education as a vital step towards long-term success.

As part of our admissions support, we work with each individual to:

• Identify the most suitable courses and pathways

• Assist with the application process

• Provide guidance and encouragement every step of the way

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The Role of the Virtual School Head (VSH)

When it comes to maintained schools, academies and free schools, the Virtual School Head plays a key role in ensuring:

• Admission authorities understand that Fair Access Protocols do not apply to looked-after children

• Looked-after children are treated as ‘excepted pupils’ regarding infant class size regulations

• The local authority does not tolerate drift and delay in securing an education placement that meets the young person’s assessed needs

• The local authority uses its powers of direction promptly when needed

• School choice is a collaborative process involving the social worker, carers, and where appropriate, birth parents

• The VSH is consulted to avoid school placements that may not meet the child’s needs

• Delegated authority regarding school choice is clearly outlined in the young person’s permanence plan, part of their wider care plan

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Attendance

There is no doubt that success depends on strong attendance.

An attendance rate of 95% may sound positive, but it still equates to missing one day of learning per fortnight.

At the AfC Virtual College, we:

• Work closely with Designated Teachers or Designated Staff

• Monitor attendance patterns

• Celebrate successes

• Support improvements where needed

This proactive, preventative approach is only possible with the continued support of designated teachers, social workers, carers, and others involved in each young person’s journey.

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Exclusion

There is strong evidence that early trauma significantly impacts a young person’s happiness, wellbeing and stability as they move into adulthood.

The AfC Virtual College, alongside Achieving for Children, prioritises stability through initiatives such as our Attachment Aware Programme. This programme is designed to:

• Support schools, colleges and education providers in becoming attachment aware

• Help staff build skills to reduce exclusions

• Increase learning engagement and outcomes

However, when a young person is at risk of exclusion or course withdrawal, it is essential that they and their supporters understand the following:

Statutory Guidance and Responsibilities

• Local authorities and schools must follow the Department for Education’s statutory guidance on Exclusions from maintained schools, academies and pupil referral units in England

• Headteachers should, wherever possible, avoid excluding looked-after children

• VSHs must ensure carers and social workers are aware of their roles and responsibilities

• Where there are concerns about a looked-after child’s behaviour:

  • The VSH should be informed and involved at the earliest stage

  • Additional assessments and interventions should be considered (e.g. classroom support, one-to-one therapeutic work, or a more suitable placement)

  • Arrangements must be made to support the child’s continued education in the event of an exclusion

Click here for more information on the exclusion of looked-after children.