Linking care and educational data: the educational progress of looked after children in England

Key Messages for Policy and Practice (pdf)

What are the key factors contributing to the low educational outcomes of young people in care in  secondary schools in England?

The analysis reveals that controlling for all factors, the following contribute to the educational progress of young people in care:

• Time in care. Young people who have been in longer-term care do better than those ‘in need’ but not in care, and better than those who have only been in short term care – so it appears that care may protect them educationally.
• Placement changes. Each additional change of care placement after age 11 is associated with one-third  of a grade less at GCSE.
• School changes. Young people in care who changed school in Years 10 or 11 scored over five grades  less than those who did not.
• School absence. For every 5% of possible school sessions missed due to unauthorised school absences,  young people in care scored over two grades less at GCSE.
• School exclusions. For every additional day of school missed due to fixed-term exclusions, young  people in care scored one-sixth of a grade less at GCSE.
• Placement type. Young people living in residential or another form of care at age 16 scored over six  grades less than those who were in kinship or foster care.
• School type. Young people who were in special schools at age 16 scored over 14 grades lower in their  GCSEs compared to those with the same characteristics who were in mainstream schools. Those in pupil referral units with the same characteristics scored almost 14 grades lower.
• Educational support. Young people report that teachers provide the most significant educational  support for them but teachers suggest that they need more training to do this effectively.

Policy and Practice Implications

• The progress of children in care shows much variation which suggests that any interventions need to  be tailored to the characteristics and experiences of the individual.
• Education needs to be supported at a much younger age and while children are still living with their  birth families, in order to reduce later difficulties relating to adolescence.
• Greater focus on progress over time is needed and recognition that some young people take longer to make significant progress.
• When placement moves are essential, school moves should be avoided, especially in the final years of schooling.
• Children in care should be placed in mainstream schools with appropriate support wherever possible.
• We need to support young people in care to achieve high attendance at school and we need to support schools not to exclude them.
• Schools that benefit all children are likely to benefit those in care so prioritizing their admission is  justified.
• Teachers need better understanding of children’s social, emotional and mental health problems; social  workers need better understanding of the education system.
• Schools and local authorities should use extra help such as paired reading and one-to-one tuition that  are supported by evidence.
• The Virtual Schools, schools, social workers and foster carers should work closely together and involve the young person in decisions affecting them.

Key Messages for Policy and Practice (pdf)

Linking Care and Educational Data Overview Report Nov 2015 (pdf)

Technical Report 1: secondary school progress and attainment (pdf)

Technical Report 2: relating care to educational attainment and progress (pdf)

Technical Report 3: perspectives of young people, social workers, carers and teachers (pdf)

Reports of this research were formally launched at the Nuffield Foundation London, 30 November 2015.

Slides from Launch Event 30.11.2015

The following journal article by David Berridge was published in the journal Children and Youth Services Review, vol 77 June 2017, pp 86-93

The education of children in care: agency and resilience

Special Issue of Oxford Review of Education, July 2019.  Edited by Judy Sebba and Nikki Luke

A set of papers from international leaders in their fields who contribute new and updated evidence of factors that might contribute to poorer outcomes for children in care and possible ways of improving them. The papers offer a view of education for children and young people in care across a range of countries, from primary school through to university. The findings from the individual studies illuminate one another For example, both Forsman, and Hickey and Flynn, showed that specific interventions could improve young people’s reading skills. In turn, Okpych and Courtney found that a higher reading level at age 17 predicted a greater likelihood of later going to college. Three common themes emerge from the papers: resilience, early interventions, and children’s voices.

Special Issue Educational progress and Outcomes of Children in Care, Oxford Review of Education, July 2019