Understanding and responding to the needs of kinship families from Black and Asian communities
The Project
Working in partnership with Kinship and supported by the KPMG Foundation this study will focus on kinship carers from Black and Asian communities, using interviews and standardised measures to better understand their experiences and needs and provide recommendations for practice and policy.
Black, Asian and other minority ethnic groups make up an estimated 32% of children living in kinship care (Wijedasa, 2015), yet little is known about the needs and circumstances of these kinship carers. Despite increasing attention to kinship care, the needs of minority ethnic kinship carers have lacked visibility. That lack of visibility is likely to be because of language and cultural barriers, racism, the reluctance and fear of minority ethnic communities to engage with services and fear of removal of the child who is in their care. This study seeks to address the gap in contemporary research on the experience of kinship carers in these communities.
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Project Details
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Belonging in education: co-designing an evidence-informed model of practiceApril 2025 - March 2026Building on previous work, this project focuses on progressively working towards building more equitable and inclusive education systems, where belonging is the guiding principle.
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Evaluation of the Pupil Premium Plus Post-16 ProgrammeSeptember 2022 - March 2025The Rees Centre is working in partnership with Cordis Bright on an evaluation for the Department for Education of its Pupil Premium Plus Post-16 programme.
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Analysis of Costs in Traditional and Early Permanence Adoption RoutesDecember 2023A newly completed project report exploring the costs of adoption in early permanence and traditional adoption routes is now available.
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Evaluation of the Mockingbird programmeMay 2023We have been asked to evaluate the Mockingbird programme is part of the Department for Education (DfE) funded Supporting Families: Investing in Practice programme, which is expanding and rolling out promising interventions that came through the DfE’s Innovation Programme.
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