References
- Berridge, D., Henry, L., Jackson, S., & Turney, D. (2009). Looked after and learning: Evaluation of the virtual school head pilot. University of Bristol and Department for Children, Schools and Families.
- Berridge, D., Luke, N., Sebba, J., Strand, S., Cartwright, M., Staples, E., McGrath-Lone, L., Ward, J., & O’Higgins, A. (2020). Children in need and children in care: Educational attainment and progress. University of Bristol and the Nuffield Foundation.
- Blue, S., & Spurling, N. (2017). Qualities of connective tissue in hospital life: How complexes of practices change. In A. Hui, T. Schatzki, & E. Shove (Eds.), The nexus of practices: Connections, constellations, practitioners (pp. 24–37). Routledge.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Centre for Excellence for Children’s Care and Protection. Virtual school head teachers’ network. Retrieved December 23, 2021, from https://www.celcis.org/our-work/key-areas/education/virtual-school-head-teachers
- Children Act. (1989). (Eng). http://www.legislation.gov.uk/ukpga/1989/41/data.pdf
- Children and Young Persons Act. (2008). (Eng). http://www.legislation.gov.uk/ukpga/2008/23/pdfs/ukpga_20080023_en.pdf
- Craske, J. (2018). ‘You can’t show impact with a new pair of shoes’: Negotiating disadvantage through pupil premium. Journal of Education Policy, 33(4), 526–557. https://doi.org/10.1080/02680939.2018.1435908
- Department for Education. (2015). Pupil premium: Virtual school heads’ responsibilities. Retrieved August 4, 2021, from https://www.gov.uk/guidance/pupil-premium-virtual-school-heads-responsibilities
- Department for Education. (2018). Applying corporate parenting principles to looked-after children and care leavers statutory guidance for local authorities. Retrieved August 4, 2018, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/683698/Applying_corporate_parenting_principles_to_looked-after_children_and_care_leavers.pdf
- Department for Education. (2018b). Promoting the education of looked after children-and previously looked-after children: Statutory guidance for local authorities. Retrieved August 4, 2018, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/683556/Promoting_the_education_of_looked-after_children_and_previously_looked-after_children.pdf
- Department for Education. (2018c). The designated teacher for looked-after and previously looked-after children: Statutory guidance on their roles and responsibilities. Retrieved August 4, 2018, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/683561/The_designated_teacher_for_looked-after_and_previously_looked-after_children.pdf
- Department for Education. (2020). Children looked after in England including adoptions. Retrieved August 4, 2020, from https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2020#releaseHeadlines-tables
- Department for Education. (2020b). Outcomes for children looked after by local authorities in England, 31 March 2019. Retrieved August 4, 2020, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/884758/CLA_Outcomes_Main_Text_2019.pdf
- Department for Education. (2021). Pupil premium. Retrieved December 22, 2021, from https://www.gov.uk/government/publications/pupil-premium/pupil-premium
- Drew, H., & Banerjee, R. (2019). Supporting the education and well-being of children who are looked-after: What is the role of the virtual school? European Journal of Educational Psychology, 34(1), 101–121. https://doi.org/10.1007/s10212-018-0374-0
- Driscoll, J. (2013). Supporting the educational transitions of looked after children at key stage 4: The role of the virtual schools and designated teachers. Journal of Children’s Services, 8(2), 110–122. https://doi.org/10.1108/JCS-09-2012-0006
- Evans, R., Brown, R., Rees, G., & Smith, P. (2017). Systematic review of educational interventions for looked-after children and young people: Recommendations for intervention development and evaluation. British Educational Research Journal, 43(1), 68–94. https://doi.org/10.1002/berj.3252
- Gorard, S., Siddiqui, N., & See, B. H. (2021). The difficulties of judging what difference the pupil premium has made to school intakes and outcomes in England. Research Papers in Education, 36(3), 355–379. https://doi.org/10.1080/02671522.2019.1677759
- Jackson, S. (2015). The virtual school for children in out-of-home care: A strategic approach to improving their educational attainment. Children Australia, 40(4), 327–334. https://doi.org/10.1017/cha.2015.57
- National Association of Virtual School Heads. (2019). The virtual school handbook. Retrieved August 4, 2021, from https://navsh.org.uk/wp-content/uploads/2019/01/2019-01-13-VSch-Handbook-NAVSH-Board-edit-2E-final.pdf
- Ofsted. (2012). The impact of virtual schools on the educational progress of looked after children. Retrieved December 22, 2021, from https://www.gov.uk/government/publications/the-impact-of-virtual-schools-on-the-education-of-looked-after-children
- Ofsted. (2014). Pupil premium: Update on schools’ progress. Retrieved December 22, 2021, from https://www.gov.uk/government/publications/the-pupil-premium-an-update
- O’Higgins, A., Sebba, J., & Gardner, F. (2017). What are the factors associated with educational achievement for children in kinship or foster care: A systematic review. Children and Youth Services Review, 79, 198–220. https://doi.org/10.1016/j.childyouth.2017.06.004
- O’Higgins, A., Sebba, J., & Luke, N. (2015). What is the relationship between being in care and the educational outcomes of children? An international systematic review. Rees Centre for Research in Fostering and Education, University of Oxford.
- Read, S., Macer, M., & Parfitt, A. (2020). Effective use of Pupil Premium Plus to improve educational outcomes for looked after children. Bath Spa University. https://doi.org/10.17870/bathspa.ac.uk.00013242
- Reckwitz, A. (2002). Toward a theory of social practices: A development in culturalist theorizing. European Journal of Social Theory, 5(2), 243–263. https://doi.org/10.1177/13684310222225432
- Reckwitz, A. (2017). The invention of creativity: Modern society and the culture of the new. Wiley.
- Rivers, S. (2018). Supporting the education of looked after children: The role of the virtual school head. Adoption & Fostering, 42(2), 151–161. https://doi.org/10.1177/0308575918775590
- Roberts, N., Foster, D., & Long, R. (2021). The pupil premium. House of Commons Library.
- Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). Sage.
- Schatzki, T. R., Cetina, K. K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. Routledge.
- Sebba, J., & Berridge, D. (2019). The role of the virtual school in supporting improved educational outcomes for children in care. Oxford Review of Education, 45(4), 538–555. https://doi.org/10.1080/03054985.2019.1600489
- Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., & O’Higgins, A. (2015). The educational progress of looked after children in England: Linking care and educational data. Rees Centre for Research in Fostering and Education, University of Oxford; and University of Bristol.
- Shove, E., Pantzar, M., & Watson, M. (2012). The dynamics of social practice: Everyday life and how it changes. Sage Publications.
- Tarleton, B., & Turney, D. (2020). Understanding ‘successful practice/s’ with parents with learning difficulties when there are concerns about child neglect: The contribution of social practice theory. Child Indicators Research, 13(2), 387–409. https://doi.org/10.1007/s12187-019-09682-y