Improving the effectiveness of virtual schools

Abstract

This report seeks to address the question of why children in care get markedly different educational outcomes depending on which local authority has responsibility for them. This is an important issue of fairness and the effectiveness of social policy. We explore this question through the lens of the ‘virtual school’ – the team within each local authority tasked with supporting learning and held accountable for progress and attainment. Virtual schools have existed across England since 2014 and play a key role in advocating for young people, liaising with schools and delivering learning opportunities. The report draws on expert interviews with key stakeholders, focus groups of virtual school heads and analysis of secondary data about local authorities and their virtual schools. It focuses on the concept of effectiveness as it relates to virtual schools and how this might be improved.