CYP Now - Improving the Effectiveness of Virtual Schools

On average, looked-after children do less well at school than their peers with marked differences in educational outcomes between local authority areas. Virtual schools are local authority teams that support the learning of children in care. This study by the University of Exeter, University of Oxford and the National Association of Virtual School Heads (NAVSH) set out to explore the effectiveness of virtual schools and how this could be improved.

Virtual schools are local authority teams that support the learning of children in care. Picture: Highwaystarz/Adobe Stock

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Report authors: Neil Harrison, Judy Sebba, Marc Wigley, Rachael Pryor, Fay Blyth

Published by University of Exeter and the National Association of Virtual School Heads

Research objective

This study by the University of Exeter, University of Oxford and the National Association of Virtual School Heads (NAVSH) set out to explore the effectiveness of virtual schools and how this could be improved.

Method

The researchers started by doing interviews with a range of experts including retired and former virtual school heads, directors of children’s services, designated teachers responsible for promoting the educational achievement of looked-after children, and NAVSH board members. They analysed data on local authorities and from NAVSH’s annual membership survey to explore factors associated with stronger outcomes for children in care. They then interviewed 25 virtual school heads about their perceptions of effectiveness, presenting their findings to the NAVSH board for a final “sense check”.

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