‘…every child in care is capable of success in learning and in life. Yet too many are let down educationally by the system that is supposed to look after them…. There are several factors which cause this situation: 

• in the first place, of course, a number of children in care have been through a lot before being taken into care, and this can create barriers to learning; 

• secondly, experience of the care system, including for example, movement between placements, can disrupt their life and their schooling; 

• thirdly, the school system itself doesn’t do enough to help looked after children catch up and keep up – either because schools don’t know that children are in care or because they do not know what can be done to accelerate their learning.’ (Improving attainment of CIC) 

High quality educational outcomes for children in care can be achieved through a combination of support, resources, and advocacy.  

Support: 

• Tutoring: One-to-one tuition can be an effective way to support children in care  

• Training and support for carers: Training and support can help carers improve their ability to support their children’s education  

• Placement stability: Stable placements can help children in care achieve good educational outcomes  

• Strong leadership: Strong leadership can help ensure that children in care receive the support they need  

Resources: 

• Access to high quality educational resources: Children in care should have access to high quality educational resources 

• Advocacy: Children in care should have advocates who can help them achieve their educational potential 

Other factors:  

• Relationships with key adults: Children in care benefit from positive relationships with key adults 

• Encouragement: Children in care benefit from encouragement 

• Integration into school life: Children in care benefit from being integrated into school life 

Top tips for school provision and improved outcomes include:  

• Train staff to meet the needs of children who have experienced trauma and loss in the same way you would for a child with a medical condition.  

• Ensure the Designated Teacher is a member of, or can influence, the senior leadership team to positively impact on the experience of children in care within the school.  

• Have a named governor for looked after children who champions them and holds the school to account.  

• Be sensitive to areas of the curriculum related to family, such as family trees.  

• Don’t assume a child’s prior attainment gives a true picture of potential – they may have been unable to focus on learning when assessments were done.  

• Understand that the relationship is the main motivator, not the threat of punishment or promise of reward.  

• Don’t assume a child feels safe in school.  

• Don’t cap aspirations – seeks ways to support a child to reach their dreams.  

• Set behaviour standards and be consistent but avoid exclusions.  

• Make sure all staff are clear about systems put in place to support a child.  

• Differentiate behaviour policies, one size does not fit all.  

• Provide opportunities to repair and restore.  

• Work proactively with carers. 

‘There is no reason why Children in Care cannot achieve as much as any other child or young person. Indeed, they should receive close, personalised support from a number of qualified professionals to make better educational progress.’ (Improving attainment of CIC) 

 This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.