Peer-reviewed article
The role of the Virtual School in supporting improved educational outcomes for children in care
Judy Sebba, David Berridge ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This paper examines how Virtual Schools in England support the educational progress of children in care. It reports findings from 16 interviews with Virtual School headteachers about their role, the support they provide, and factors influencing educational outcomes for children in care. The study explores how Virtual Schools, schools, and carers work together to improve educational achievement. The research identifies the strategies Virtual Schools use and their contribution to supporting vulnerable children's education.
Key points
- Virtual Schools oversee and support educational progress of children in care in England
- Study based on 16 interviews with Virtual School headteachers from two mixed methods research projects
- Research explored factors related to young person's individual characteristics and care experiences that influence educational outcomes
- Study examined how schools and foster carers/residential staff influence educational outcomes for children in care
- Analysis identified emerging themes about Virtual Schools' functions, strategies, and contribution to improving educational outcomes
Limitations
This is a qualitative study based on interviews with Virtual School leaders only, without directly measuring educational outcomes or comparing outcomes between children with and without Virtual School support. The study captures perceptions and practices rather than empirical evidence of impact on children's academic achievement.
Abstract
In England, ‘Virtual Schools’ oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they offer young people in care; what they see as the key factors about a young person’s individual characteristics and care experiences that influence their educational outcomes; how schools support young people in care; and the influence of the foster carer/residential staff on the educational outcomes of these children. The interviews were analysed using NVivo and emerging themes were identified informed by the literature on the education of children in care. The paper draws out the main findings which explore the status and role of Virtual Schools in England, their functions, strategies, and what they see as their contribution to improving the educational outcomes of children in care.