g them at school. Schools successful in Staffordshire’s local Pupil Premium awards consistently showed that looked-after children felt well supported by their designated teacher and the whole school team; even when education would go off track, everyone was rooting for them and supporting them to get back on track. Top 5 Tips for Designated Teachers on listening to the voice of the child9 • Be available, take the time to get to know me • Notice if I am upset or angry and listen to me when I need help • Understand that even though I’ve had a different past than most people, it doesn’t mean I need to be treated differently • Understand my experience of being looked-after • Understand that my past will affect my present and my future behaviour even if I don’t notice 9 With thanks to Staffordshire virtual school, these tips are based feedback from the Staffordshire virtual school pupil premium plus awards 2016. 21 What might listening to the voice of the child look like?10 A young person in year 11 had a history of emotional wellbeing issues and periods of education at home and was subsequently taken into care. Integration back into mainstream schooling was supported by periods of alternative provision at a short stay school. How did listening to the child’s voice play a part in positive outcomes for this child? - The young person has been supported to shape their personal education plans, helping to select the interventions and strategies they felt would best help them achieve their goals. Feeling safe and finding their place in the school has been a key area of focus. The young person commented that the teacher “treats me like I am her own child, she treats me with respect, she is taking up her time just to help me” Outcome - Integration back into mainstream education had