• This role supports the education and wellbeing of children and young people aged 3–16 who are in care.

• The postholder will manage a personal caseload, working to ensure these children have access to appropriate education, strong attendance, personalised support through high-quality Personal Education Plans (PEPs), and measurable academic progress.

• The role involves close collaboration with schools, social care teams, and other professionals to advocate for children’s best interests and ensure their needs are prioritised.

• Manage a caseload of pupils in care, ensuring access to appropriate education placements and regular monitoring of their academic progress and attendance.

• Lead on the development and quality assurance of Personal Education Plans (PEPs), ensuring they are specific, aspirational, and tailored to individual needs.

• Act as an advocate for pupils, liaising and challenging professionals across education, social care, and other services to improve outcomes.

• Monitor the use of allocated funding to support the education of pupils in care and evaluate the impact of funded interventions.

• Attend multi-agency meetings, including school-based and care planning meetings, to represent and promote the child’s educational needs.

• Maintain accurate and timely records, reports, and communications in line with safeguarding and data protection policies.

• Work collaboratively with schools to improve attendance and engagement, addressing barriers to learning.

• Promote inclusive practice and equal access to education for children in care, including those with SEND or who are out of school.

• Contribute to the strategic development of services for Looked After Children by identifying gaps, trends, and areas for improvement.

• Experience working directly with vulnerable children and young people, particularly in education, care, or youth settings.

• Strong understanding of the barriers faced by pupils in care and the importance of trauma-informed, child-centred practice.

• Experience engaging with schools and education providers to support learners with additional needs.

• Strong knowledge of safeguarding procedures and inter-agency collaboration.

• Ability to challenge and influence professionals across agencies to act in the best interests of the child.

• Confident in analysing progress, attendance and attainment data to inform planning and intervention.

• Excellent written and verbal communication skills, with experience writing professional reports and maintaining accurate records.

• The closing date: 12/09/2025 @09:00 AM.

• Full UK driving licence and access to a car for travel to schools and meetings.

• Trauma-Informed Practitioner training.

• Qualified Teacher Status (QTS).