looked after children : how recognising and meeting the needs of these children can support schools...
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Looked After Children: how recognising and meeting the needs of these children can support schools in their duties
to promote race equality, community cohesion and well-being” How recognising and meeting their needs can support schools in fulfilling their duties
how recognising and meeting the needs of these children can support schools in their duties
to promote race equality, community cohesion and well-being”
Who are Children in Care?
60,000 in care at any point in time; 84,000 in course of a year 63% care orders & 30% voluntarily accommodated (section
20) Two thirds in foster care (11% of these with family and
friends); one in eight in residential care; one in ten with parents
42% of children coming into care leave within six
months Typically a school will only have 1 or 2 looked after
children – they may have none
Of children in care…
Gender: 56% are male
Age: 42% are aged 10-15
Race: 78% are White 8% are Mixed 5% are Asian / Asian British 8% are Black / Black British 2% are “other”
What are the needs of children in care?
Two thirds in care due to abuse or neglect
Half 5-17s with a mental disorder (4 times higher than all children)
Just 13% of children in care get 5 A*-C at GCSE
And how could schools meet them?A few ideas…
Appoint a designated teacher
Ensure the Governing body monitors the outcomes for children in care
Liaison with LAC nurses, social workers and other professionals
Be mindful of the trauma experienced by many children in care
Have regard to the Personal Education Plan
How does this help with the duty to promote race equality?
Personal Education Plans…are they sufficiently ambitious for all children
Access to targeted services – do they reach all those who need them?
Access to extended services – are all children in care able to benefit?
Relationship with the carer and building an
understanding of each child’s backgrounds and needs Looked After Children often arrive during the school year and
move on quickly
And the duty to promote community cohesion?
Support for all – equity, fairness and removing barriers
High aspirations for children in care – the same you would have for your own children
Promoting tolerance and understanding of people from backgrounds different to your own
Educating parents about children in care – breaking down the stereotypes
The importance of community cohesion to those unable to live with their families
And wellbeing…
Ensuring flexible and personalised learning
Intervening sensitively and supportively when pupils present social and behavioural problems
Ensuring children in care are able to fully access out of school activities
A supportive school ethos – school as a sanctuary and a place of stability
A proactive and supportive approach to managing absence
And finally…
“The highest result of education is tolerance”
Helen Keller1880 - 1968
Contact…
Sarah Lewis
Team Leader – Education and Wellbeing
Children in Care Division
Department for Children, Schools and Families
Email: [email protected]