Education planning

Follow this procedure when establishing a student support group and an individual education plan for a child living in out-of-home care.

Introduction

Child protection and schools must establish a student support group for each child living in out-of-home care.  Further, each child living in out-of-home care must have an individual education plan. See Education partnering agreement - protocol.

Procedure

Case practitioner tasks

  • Advise the school principal in writing, using the template Letter to principal advising child placed in OOHC, that the child has been placed in out-of-home care, and if there is any change in the child’s legal status or care arrangements. The school has lead responsibility for enrolling the child without delay, forming the student support group and developing the individual education plan.
  • Ensure that the school’s name is recorded on CRIS in accordance with Department of Education and Training naming conventions. Correct names can be accessed from the Schools Entity Register  http://www.vrqa.vic.gov.au/StateRegister/Search.aspx/Search
  • Provide information about the child's history and care arrangements to the school as soon as possible including a record of schools or early childhood centres the child has attended. The school will liaise with other education service providers to ensure the transfer of relevant information.
  • Ensure that up to date information is provided to the school about changes to the child’s circumstances and care arrangements.
  • Seek the parents’ views and include arrangements for involving parents in the child’s education in the goals and tasks set out in the actions table.
  • Liaise with Individual and Family Support (youth justice, disability) and other services where relevant.
  • Participate in the student support group and maintain proactive engagement with school contacts.
  • Discuss the child’s educational needs with the care team. Complete the Education, employment or child care section of the child’s case plan which sets out the significant decisions about the child’s education. Include specific strategies to support the child's school attendance in the actions table.
  • Participate in suspension conferences involving members of the support group to consider welfare and disciplinary strategies and other options to assist in meeting the child's educational needs.
  • Work with the school to submit an application where the child may be eligible for the Students with Disabilities Program.
  • Complete all documentation in CRIS, including decisions and the rationale for these.

Supervisor tasks

  • Provide ongoing supervision and support.
  • Follow up to make sure partnering agreement requirements are met.
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