The school needed to ensure that there were robust procedures in place to identify young carers and to encourage a broader culture within the school that learners in a caring role at home should be recognised and supported. The school nominated a member of the pastoral team to lead on responsibility for this area of work and who could act as a point of contact for young carers. This person would champion their needs and link with a named governor to make sure that wider stakeholder involvement was in place.
This operational lead began by raising awareness amongst all pupils about the role of young carers, so that any ‘hidden’ carers would be able to identify themselves. It was important that this was done carefully to ensure that no stigma would be attached to self-identification, and that a positive school ethos could be established where young carers and their families would be respected and valued.
Following this, the operational lead worked with the senior management team to ensure that all teaching and auxillary staff as well as governors understood the school’s responsibilities to young carers and knew who they were across the school. Young carers were noted on class registers and through One Page Profiles so that supply teachers would also be aware of their status and the need for allowing special circumstances, such as a phone call home, support with homework or to avoid unnecessary questioning.
The school set up a young carers peer support group that meets each Friday with a member of a Powys young carers charity, Credu, and with the nominated link governor. This allows the pupils to share their stories and to have time to be children, not carers.
The young carers themselves also asked if they could set up a Pupil Voice group to include carers and non-carers. This group now meets to re-write child-friendly versions of key policies alongside the school’s Super Ambassadors to ensure that they reflect the rights of young carers. They have also been active in securing young carer identification cards for all those who wish to carry one.
The school tracks the progress of young carers as a group of learners in all aspects of their school life, including well-being, attainment and attendance. Trends are analysed to ensure that any changes that may be attributable to their caring status are noted and supported as necessary.
The school wanted to ensure that, once a young carer transferred to secondary school, their rights as a young carer continued to be met, and so a transition group was established with the local high school. It was highlighted through this group that siblings of primary carers could be ‘hidden’ in the secondary sector, and so a joint notification form was established where the primary and secondary school could work in partnership to identify where siblings may have joint caring responsibilities.