Amy’s DiaryA fostered young person’s journeythrough secondary schoolWith notes for teachers and social workers

Amy’s DiaryA fostered young person’s journeythrough secondary schoolWith notes for teachers and social workers

Foreword

The Welsh Assembly is delighted to be ableto support the Fostering Network Wales inthe production of this guide for teachers,designated staff in educational provisions,social workers and the wider circle withincorporate parenthood.

The Assembly’s vision of improvingACCESS to information and support,embedding a more collaborative CULTUREand providing TRAINING throughinformation is realised all in this diary,which illustrates real situations that mayoccur and offers another point of view thatmay have otherwise not been considered.

Introduction

This is the fictional diary of Amy. Amycame into foster care when she was inYear 6, as a result of neglect and physicalabuse. She spent a few weeks in anemergency foster placement, before beingplaced with Jennie. She was fortunateenough to be able to stay at her ownprimary school.

This is her story of secondary school.

Although this is the fictional diary of afostered young person, most of thethemes are just as relevant to anyvulnerable young person you may meet.

There are around 3,500 children and young people infoster care across Wales. Each has their own story. Eachhas their own educational needs. Amy’s diary introducessome of the common themes from across Wales.

Education is a major part of all young people’s lives. Itprovides opportunities for personal development andsuccess. It is a route out of poverty and disadvantage.Fostered young people need to get the most out ofeducation, and yet as a group they are not achieving thesame kind of outcomes as other young people.

Foster carers and care leavers both talk about thedifficulty of moving from primary to secondary school.Many talk about how fostered children were “OK” atprimary school, but increasingly fell behind and becomedisillusioned at secondary school. For this reason, thisGuide concentrates on secondary school.

1

Note for teachers

As a teacher, you probably went into your profession withthe aim of achieving the best for each young person whocomes within your sphere of influence. Sometimesstatistics, league tables, performance indicators andoverwork can make it easy to lose sight of that biggerpicture.

We acknowledge that no matter how sympathetic youmay feel towards fostered young people, you are veryunlikely to have the time or resources to deal positivelywith persistent disruptive behaviour which is affecting thelearning and wellbeing of others in the class.

This Guide provides suggestions and information thatmay help you as you teach fostered young people.

The 30 second message for teachers is:

• Make use of your school’s designated teacher

• Don’t lower expectations, but do try to understandsome of the problems faced by fostered pupils

• Fostered young people can succeed at school with theright support

Meet the (corporate) parents

When a local authority fosters a child oryoung person, that local authority takes onsome (or occasionally all) of the parentingrole. The local authority then has to makesure that it provides parenting of a suitablyhigh standard. This is called “CorporateParenting”.

In theory, this means Amy has a wholeteam of adults working together to parentand support her. In practice, this can meanthat Amy has a whole range of adults alllooking at different parts of her life, withlittle sense of being a team. Importantparts of Amy’s life may be overlookedbecause everyone thinks that someoneelse is dealing with it. Just as importantly,no one person has an overview of Amy’slife as a whole.

Amy needs her teachers to understand hersituation and how it may affect her abilityto learn and also her ability to handle thesocial side of school. Amy needs her socialworker to understand how importantschool is, and to do everything possible tomake school a happy and successful time.Both Amy’s teacher and social workerneed to work closely with her fostercarers, and provide them with theinformation and support they need to beable to help Amy succeed.

32

Note for social workers

As a social worker, your professionaltraining focused on social care. You mayhave received no training about schoolingor education. And yet, as a social workerresponsible for fostered young people, youneed to be able to promote education andsupport foster carers to promoteeducation.

This Guide provides suggestions andinformation about how you can helpfostered young people succeed at schoolas part of your social work role.

The 30 second message for social workersis:

• Support foster carers to support youngpeople’s education

• Plan for and promote fostered youngpeople’s education with as muchcommitment as the best parent

• Fostered young people can succeed atschool with the right support

Further resources and reading

Good books

Geddes, H (2006), Attachment in the classroom, WorthPublishing

Cairns, K and Stanway, C (2002) Learn the child: helpinglooked after children to learn, British Agency for Adoptionand Fostering

Social Care Institute for Excellence (2004) Practice Guide3, Fostering

Collis, A (2008) Education, The Fostering Network

Helpful organisations

Voices from Care, www.voicesfromcarecymru.org.uk

The Who Cares? Trust, www.thewhocarestrust.org.uk

Advisory Centre for Education, www.ace-ed.org.uk

Other resources from the Fostering Network Wales

www.fostering.net/wales

Thrive is a bilingual young people’s magazine. Specialeditions on school and higher education can bedownloaded from www.fostering.net

The Fostering Network Wales offers tailor-made trainingfor teachers, social workers and foster carers abouteducation. For more information, contactsarah.mobedji@fostering.net

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8 9

Transition to secondary school TeacherA secondary school teacher mayteach over 120 pupils a day; a pupilmay have to relate to more than sixteachers in a school day. This is a farcry from one teacher who only had toget to know up to 30 pupils.

Transition is hard for most pupils,and has extra challenges for manyfostered young people. Many havepast experiences that have affectedtheir self-confidence, social skillsand ability to trust adults.

Extra support in the first few weekscan make a long term difference.

Social workerMost children are scared about themove from primary to secondaryschool. Make use of taster days andpreparation visits. If a young personis not going to the same secondaryschool as his/her classmates, try tointroduce them to someone who isalready at the secondary school.

Fostered children can feelparticularly isolated when they startsecondary school, so make sure theyhave met the designated person forlooked after children before theymove up.

Starting a new school meanspersonal questions. Check they areprepared for this, so they don’t feelpressured into lying.

Year 7

autumn 1

Key Points

Fostered children may need extrasupport in adjusting to secondaryschool.

Try to prepare children for themove to secondary school andmake sure they have met thedesignated person for LAC.

Amy

September 4th

Little school seems so far away and I really, reallymiss Mrs Parkinson! She was my fave teacher in littleschool! The new school is ginormus and I’m so little.Everyone’s jumpers were bright and mine was fadedand shiny where Jennie ironed it after the boy shehad before me.

My new class seems ok but they put me next to thisgirl called Kate. Then the teacher made us do thisthing where we had to speak in groups and sayingwhere we were from and all that. Kate’s dad worksin the council and her mam’s a nurse. They live onthat new estate opposite the school. I was a bitstuck really so I said my dad and mam weren’tmarried (true!), dad was a bricky (not true) andthat mam worked in Somerfield (true once). Felt adork though.

Most of the kids had posh pencils cases and bendyrulers. Own-brand stuff just ain’t cool.

Amy

November 7th

WOW!!!!!!!!! saw Miss J the music teacher after breaktoday seems she wants me to have keyboardlessons Can u believe it LA la la la Me having musiclessons! Dunno what Jennie and the social workerwould say, though. They costa bit. Perhaps theywon’t think I’m worth it! Anyway I’ll need topractice. There's this group that comes intoschool once a week and they play with the kids andMiss Jsaid I could practice with them. Katie saidshe’s at grade 4 all ready So I’ll never catch upwith her. Mean that was. I wanted to smack her.Still I am having keyboards. GR8!

10 11

Additional Activities TeacherFostered young people need extraopportunities to build confidence andself-expression. Music lessons canbe a fantastic opportunity for both.Fostered young people benefit frombeing encouraged to try out differentinstruments.

Many fostered young people will lackthe confidence to ask for lessons orsign a sheet posted in the musicdepartment. They may need to beasked personally.

Music can help build self-disciplineand concentration skills which inturn will help in the classroom.

Social workerMusic lessons are not a luxury. Theycan play a very positive role inhelping young people build the skillsand self-esteem they need forresilience. It gives them one to onetime with an adult who is focusing onsomething that is nothing to do withtheir social care needs or personalhistory.

All fostered young people need theopportunity for additional activitieslike music. Your local authorityneeds an agreement with fostercarers about whether these costsare included in the fosteringallowance or are met directly by thelocal authority as corporate parent.

Year 7

autumn 2

Key Points

Suggesting music lessons oranother extra-curricular activity tofostered young people can make abig difference.

Music lessons and other extra-curricular activities areparticularly important for fosteredyoung people. Find out who shouldpay for them.

Amy

January 9th

That special needs woman the one in the office hadbeen looking for me. She found me. Seems I missed 9homework’s last term so now I have to go tohomework club. Jennie and me have been strugglingwith the maths. That woman even had a list ofwhat I’d missed. Maths, maths (well!) English “writeabout your family” “All about me” DUH! I mean. Thenshe looked at me and said “Couldnt you haveadapted it for you and Jennie?” How?? I mean it’sjust me and Jennie. Not like we go to DisneylandParis on bus trips or bring back shells to show andtell in Geog! Or prayer shawls for R Ed! Honestlysome people!

January 12th

The homework club is run by the helpers and we allknow that some of them can’t spell. Some of themcan’t add upeither. So I got there and what didthey do? They yelled at me for having no biro andruler - I mean come on it is a school - haven’t theygot spares? Then I got told off for not underlining(how could I?). Still Miss Maths was dead chuffedwhen she saw I got all them sums right. Now shesays I have to just work on being neater. She gaveme a smiley face but honest some people are justhard to please!

12 13

Homework and equipment TeacherTeachers do not need to lower theirexpectations for fostered youngpeople. However, the designatedperson for LAC should raiseawareness among teachers ofreasons why a young person may notbe completing homework and,discretely, who may affected by this.It is good practice to check with thedesignated teacher before makingassumptions about the reason forlack of homework.

Some fostered young people haveproblems with executive functioning.Among other things, this means theycan find it very hard to be in the rightplace with the right equipment. Theymay need support to do better ratherthan criticism or punishment whenthey get it wrong.

Fostered young people often havevery poor self-esteem. Self-belief isimportant to educational success, solooking for positives and commentingon them is particularly important.

Social workerHomework is just as important asschool attendance. Foster carersmay need training and/or support toknow how to encourage and supportyoung people with homework. Youmay want to think about an annualtraining session for foster carers onhomework, and ongoingopportunities for foster carers todevelop their own basic skills.

Sometimes a support worker canwork with both the fostered youngperson and the foster carer.

Some local authorities have ahomework club specifically forfostered young people.

Year 7

spring 1

Key Points

Be aware that fostered youngpeople may have reasons for notdoing homework or having the rightequipment. Don’t lower yourexpectations, but give them supportand find points to praise.

Foster carers may need help tosupport young people in doingtheir homework. Homework clubscan also be a good idea.

14 15

Appropriate clothing and equipment TeacherFostered young people should havethe kind of clothes and equipmentthat means they do not stand outfrom other pupils.

Occasionally, a fostered youngperson consistently hasinappropriate clothing or equipment.If this happens, it is good to tell thedesignated person for LAC who canforward your concern to the youngperson’s social worker.

Fostered young people areparticularly vulnerable to bullying,and may find it difficult to verbalisetheir feelings. They may have a viewof themselves that makes themthink they deserve to be picked on.

Social workerYoung people with low self-esteemneed every help they can get to feelgood about themselves. A secureyoung person may not be worriedabout carrier bags or verbal bullying.An insecure young person will be.

Foster carers can help by providingclothes and equipment that havestreet credibility, either out of thefostering allowance or via a schooluniform grant (depending on thelocal authority’s arrangements formeeting the costs of adequateschool clothing and equipment).

If foster carers are not supportingyoung people in this way, you maywant to raise the matter with theirsupervising social worker.

Year 7

spring 2

Key Points

Try to spot if a fostered youngperson does not have appropriateclothing and equipment, as this canlead to bullying.

It is important that foster carersprovide young people withappropriate clothing andequipment so that they do notstand out as different.

Amy

March 10th

It’s the cross country season and it’s been reallywet and muddy! The first time I went I fell overand came back looking like an alien or something.Miss PE just laughed and said I’d better use theshower. The mud was in my hair and everything. Shelent me some shampoo then packed my PE kit in acarrier bag. It was stinking. Trouble was Kate nEmma started looking at me n whispering. Then theylaughed! Later they nabbed me in the girls’cloakroom. Wanted to know why I had mankytrainers and manky kit in a manky bag. They said ifmy stuff was manky that I was manky too andthat if I was manky I’d get nits. Then they gotcloser and started looking in my hair, because if Ihad nits they had to tell the rest of the class. Ihated them because by the end I really didfeel manky and I hated Jennie and her manky stinkycarrier bags. Wish I had a proper sports bag orsomething.

16 17

Outings and parental consent TeacherAsk the designated person for LACwhat your local authority’s policy isabout who signs whichparent/guardian forms. Fostercarers are in an unusual legalposition. Although they can act as aparent under education law, theycannot under any other type oflegislation. This means they oftencannot sign letters from schoolasking for parental consent.

Depending on the young person’slegal status, the foster carer mayneed time to get the form to theyoung person’s social worker, for thesocial worker to get the form to theparent, and then for the form to getback to the foster carer. This meansit is important for letters needingparental consent for an activity to besent home well in advance of theactivity.

Social workerIt is possible for those with parentalresponsibility to delegate to thefoster carer the permission to signcertain forms. This can be done aspart of the care planning process. Itis possible, for example, forsomeone with parental responsibilityto say that the foster carer can signfor day trips but not residential trips.

If forms need to be signed by a socialworker or parent, make sure yourauthority has a smooth, swiftprocess so that fostered youngpeople do not miss out on importanteducational activities.

Key Points

Arrangement for letters can oftenbe sorted out at the start of theschool year. Make sure lettersneeding parental consent are senthome well in advance so that theycan be signed by the parent orsocial worker if necessary.

Make sure that whoever signsparental consent forms, theprocess is swift so that youngpeople do not miss out oneducational activities.

Year 7

summer 1

Amy

Lunchtime, May 6th

I can’t wait!! Sir Geog has arranged a trip to thecoast. We’re supposed to compare the rocky bitswith the marshy bits where the dunes are. We’ll beout all day tomorrow - at least that’s what theletter says. It’ll be cool because Emma n Kate saidthat I could sit with them in the back of the bus.

Evening, May 6th

God this is so unfair! Jennie’s just told me that shecan’t sign the form and it’s too late to get intouch with my social worker… DUH! But the trip istomorrow and I can’t go if the form isn’t signedand I was supposed to sit with Emma Kate n therest of the gang! I’ll have to stay behind and gowith another year group for the day. I’ll be left outagain! Flipping teachers! Why can’t they be moreorganised! Why couldn’t Jennie think a bit! Why do Ineed so many papers anyway????????

18 19

School shows TeacherSchool shows are an opportunity forself-expression, success and socialacceptance and can be particularlyimportant for fostered young people.They may need encouragement toget involved, and plenty of positivereinforcements.

The benefits of being in a school playgo beyond the social aspects andenjoyment of being involved. Therecan be lasting benefits for academicachievements, not least because itgives them a greater sense ofbelonging in the school.

Social workerThe biggest factor affectingeducational outcomes is having atleast one adult who consistentlytakes an interest in their schoolingand education, and celebratessuccesses, however small, withthem.

Your role is to make sure they havethat adult at their school show. Itmay be you, their foster carer, theirparents or someone else importantto them.

If several people are going, checkthat the young person is not going tobe embarrassed in front of theirfriends by having to explain whoeveryone is.

Key Points

Fostered children may needencouragement to get involved inschool plays, but doing so willincrease their confidence and helpthem to feel they belong in theschool.

Make sure that at least one adultis consistently there to take aninterest in the child’s education, tocelebrate successes and to attendthe school show.

Year 7

summer 2

Amy

July 16th

School Show.I am SUCH a star! Keira K eat your heart out!!“The Little Shop of Horrors” was ace and I got toTIMEWARP with Josh Edwards. I mean JOSHEDWARDS!!! YEAR 10! He is 100% gorgeous. He evenbought me a coke in the interval. Emma and Katewere pure green but not as jealous as I was later.It feels like everyone had their Mums and dads andaunties and grannies and they were going for pubmeals after. It was just me n Jennie! She gave me ahug and said she was proud! Miss W the musicteacher said I was cool in my costume and thedrama teacher said I was good. Strange though,Sir Geography nabbed me in the school hall and saidhe really enjoyed my performance and that I had agift. Meant a lot that! Sir’s Cool! And I AM A STAR!

20 21

Parental contact TeacherIt is easy to assume that youngpeople are at fault when they turn upfor school ill-equipped. Do not lowerexpectations for fostered youngpeople, but do check thecircumstances either with the youngperson or the designated teacher. Ifit happens often, suggest they maywant to keep some spare kit atschool.

Overnight contact can be emotionallyor practically difficult. The youngperson may need emotional orphysical space to settle at the startof the school day.

Social workerContact and education are extremelyimportant in young people’s lives.One should not happen at theexpense of the other. Balancingcontact and education can bechallenging. Always remember onewhen you are planning the other.

Remember to think aboutpracticalities, and make sure thereis a workable system in place.

Year 8

autumn 1

Amy

September 28th

Not sure if these visits home are going to work out!I was in BIG trouble today like it went wrong fromthe start. Mum overslept so I missed the bus and igot no breakfast. Worse I was late for reg and theoffice were really snooty .Then I realised I’d broughtyesterday’s books because I went straight over toMam’s. Worse, I’d no PE kit and as it was the thirdtime, I got detention at break. I tried explainingbut Miss wasn’t having’ any. Rules are Rules. She said!I missed the snack bar and by lesson 3 I wasstarving and the fill in teacher told me off for notconcentrating. Then by lesson 4 the English teacherwho’s a right moody git yelled at me for not bringingany writing books and for forgetting my readingbook on a library lesson so I got a double warningfor that! Seeing Mum and sleeping over is just hassle.

Key Points

There may be valid reasons why afostered young person is late or notequipped. Be particularly awarethat parental contact can causepractical and emotional problems.

Contact and education affect eachother and need to be balanced.Planning in advance can avoidpractical difficulties.

22 23

Personal Education Plans TeacherFostered young people do not usuallyachieve their educational potential.This is not normally because theyhave chosen to fail.

A PEP (personal education plan) is atool for planning to make surefostered young people have everyopportunity to succeed. WelshAssembly guidance says that a PEPmust be completed within 20 schooldays of starting a new school tomake sure that their educationalneeds are being met. If someone hasan emergency placement, the PEPmust be started within 14 days andcompleted in time for the first review.

The best PEPs look at the youngperson’s hopes and dreams, andlook at how the adults and systemsin their lives can support them tosucceed. The worst PEPs justmeasure what the young person hasdone against a list of behaviouraland academic standards.

Social workerIn 2007, only 41.6% of fostered youngpeople had a PEP within 20 schooldays of becoming looked after orstarting a new school. Guidancestates all fostered young peopleshould have a PEP by that stage. Foran emergency placement, the PEPmust be started within 14 days andcompleted in time for the first review.

Education is important. You can givethe right message by bookingmeetings that involve fostered youngpeople, including PEP reviewmeetings, outside school time.

Check the list of who should be atthe meeting, and who is responsiblefor what.

Be sensitive to where the youngperson is most comfortable for themeeting to be held.

Focus on achievements and thefuture. Usually the young personalready knows where they arefailing, so does not need that to bereinforced. They are less likely toknow where they are succeeding.

Year 8

autumn 2

Key Points

PEPs should be a means of helpingyoung people to achieve theirdreams rather than a checklist ofstandards.

Check that PEPs are completedwithin 20 days of becoming lookedafter or starting a new school, andstarted within 14 days of anemergency placement. Make surePEP meetings and reviewmeetings are a positiveexperience for the young person.

Amy

November 10th

I had a PEP review which is a personal educationplan or something. All kids in care have them. Morelike a pep talk with ticks for everything!

Amy completes all homework on time.Always Mostly Sometimes Never

Amy usually brings the correct equipmentAlways Mostly Sometimes Never

Amy cooperates and is on task within 5 minutesAmy responds appropriately.

All I learned was that I exist between sometimesand never – all my ticks are on the wrong side ofthe page. That’s what the special needs say anyway.At least I always say please an thank you to theteachers I like – I even held the door open for sirGeog when he was carrying them books! They didn’tmention that!! Is Amy going to pass exams alwayssometimes NEVER! Is Amy going to be happy?? Never!Is Amy clever? Clever? Me? Neva!

24 25

Fair treatment TeacherEven teachers can makediscriminatory assumptions whenfaced with two young people makingan accusation against a fosteredyoung person.

If a fostered young person believesthe world is against them, then theymay not try to defend themselves inthis kind of situation.

Social workerEven social workers and fostercarers can make discriminatoryassumptions.

It is important to work with youngpeople on self-esteem and the abilityto verbalise feelings. A young personis not going to feel able to reportbullying or challenge injustice ifdeep down they believe they deserveto be treated badly.

Year 8

spring 1

Amy

January 11th

School phoned Jennie today. Said I bullied Kate intogiving me her ipod and that Emma had seen thewhole thing. Yeah! Right! So there I was in the office,like and the head of year wittering on to me, Jennie,Kate n Emma, about how he knew how difficultthings were for me… I mean come on! What doeshe know about anything?

Then he said it was wrong to threaten to punchpeople and hide their coats to get things Jenniecan’t afford! And did I have anything to say toKate? It was 4 of them against 1 of me. WhatCOULD I say? No way would they believe what reallyhappened. That Kate said I could borrow the ipodfor a night then got scared she’d get a row fromher mam for bringing the ipod to school. So muchfor truth! Have to hand it to Emma though, herdrama lessons really paid off. Even I believed her atone point but then so did the rest of the class!

Key Points

It is particularly important forfostered young people to feel theyare being treated fairly as they maybe less able to defend themselvesthan other young people.

Help fostered young people to gainself-esteem and verbalise theirfeelings so they are better able tostand up for themselves.

26 27

Asylum seeking children in foster care TeacherUnaccompanied asylum seekingchildren are usually fostered. Theyface multiple difficulties at school,including a language barrier,racism, trauma and isolation. Theirpersonal education plan needs toaddress these difficulties.

Welsh Assembly Circular 47/06stresses the important role playedby education in the social integrationof these young people.

Assigning “buddies” has been shownto help. It also helps to havematerials in their first languagearound the school.

Social workerUnaccompanied asylum seekingchildren and their foster carers needsubstantial support. They will needsupport to learn English andunderstand the Welsh educationsystem. They will also need accessto materials in their first language.

Foster carers will need extra trainingand support to help them fostersomeone who almost certainly has atraumatic past and an uncertainfuture.

Year 8

spring 2

Amy

March 14th

This new kid started today. He was really odd,called Mahad. Our reg tutor kept us back fromassembly and said we had to make a special effortto be kind because he can’t speak much English andhe’s come here without his parents. She whisperedto me that he was being fostered too. She askedme, Michael and Jamie to keep an eye on him andshow him round. It was fine until break time thensome of year 8 and year 9 kept asking questionsthat he didn’t understand. He started shaking,then shouting. Some of the duty teachers ran tosee what was going on. Mahad started crying thenhe skittered across the canteen curled under atable and started sucking his thumb. It took agesto get him out and I was late for science.

Key Points

Assigning buddies and providingmaterials in the child’s firstlanguage can help them settle.

Unaccompanied asylum seekingchildren and their foster carerswill need extra support.

28 29

Targets TeacherFostered young people may beanxious or defensive about theirability. They may need extra supportbecause they find it hard to ask forhelp.

Some foster carers struggle withbasic skills, and may struggle toprovide support at home.

Sometimes assumptions are madethat fostered young people will notdo well at school. Fostered youngpeople need teachers who havehigher expectations and will workwith them to overcome barriers orfill in gaps in understanding.

The designated person for LACshould contact the LACE coordinatorin the Local Authority to see ifadditional help can be arranged.

Social workerAn average pupil at the end of KeyStage 3 is expected to get a level 5.

Young people do better at school ifadults show an interest in them andbelieve they can do well. Both youand the foster carer have animportant role in this.

Fostered young people deservebetter than to be allowed to driftalong; they need to be offeredadditional help (including extratuition and study materials) to do thebest they can.

Year 8

summer 1

Amy

April 29th

Everyone’s talking about their targets for next year.Emma n Kate supposed to get level 6 and theirmums bought them those posh revision guides. Me?I’m down for level 4 and miss maths says that’ll bea challenge. I work fine in class but when it's justme at home with Jennie it’s difficult to rememberthings. Homework club is ages from the lesson andit’s getting busier and I never get any help there.

Thing is people think my targets are fine and thatmy effort is better - they haven’t really noticedthat I don’t understand. Sometimes I get helpfrom the assistant in science but when I really needit she’s usually with another kid and sir’s busy withthe level 6’s so there’s never any time to ask.

Key Points

If you believe that fostered childrencan achieve and give them extrasupport, let the designated personfor LAC know.

Make sure fostered children haveall the support they need to dowell.

30 31

Exclusion TeacherWelsh Assembly Circular 47/06 saysthat schools must havearrangements in place to supportfostered young people at risk ofexclusion and exclusion should onlybe used as a last resort.

If a fixed-term exclusion is deemedappropriate then the young personmay need the school to look again athow the young person is supportedby the school. Counselling may helpprapare them for returning toschool.

There are often complex reasons,which regularly include intentionalor unintentional verbal bullying orintimidation from others.

Young people are most likely to talkabout underlying problems tosomeone they trust. This may be thedesignated person for LAC, but isoften a subject teacher or memberof non-teaching staff.

The designated person for LACneeds to be sure that each fosteredyoung person has at least one adultat the school whom they trust.

Social worker16% of fostered young people got afixed term exclusion in 2006-2007,compared to 8% of all young people.

During a fixed-term exclusion, theschool is responsible for providingwork for the young person to do athome, and for marking any worksent back to school.

Schools may use “informalexclusions” (ie sending a pupil hometo cool off) instead of a fixed-termexclusion. This is illegal and not inthe young person’s interests.

Year 8

summer 2

Amy

June 16th

I got excluded today. Okay I lost it but Kate nEmma have had it coming since that business withthe ipod. And all they can think about is how cleverthey are and how thick I am! They say I’m ugly too.

Emma saw me chatting to Josh Edwards - he’salways been nice to me ever since the school showlast year. Anyway, Josh n I were talking bout music nguitar practise n stuff. Emma says to Kate that Iwant to dump them to snog Josh. Kate got reallymad. Then she tells me I’m easy because I hang outwith 16 year olds. She said no spotty boy wouldwant me if my own mother didn’t.

Next thing the chairs were everywhere and Kateneeded an ice pack for her lip and the three of ushad to write an incident form. And I got all theblame – AGAIN! Still, no school for a week so Iwon’t have to put up with Kate. I hate her.

Key Points

Be aware that fostered youngpeople may have reasons for notdoing homework or having the rightequipment. Don’t lower yourexpectations, but give them supportand find points to praise.

Fostered young people are twiceas likely to be excluded than thegeneral population. “Informalexclusions” are illegal. Make surework is set by the school when anyfixed term exclusion is imposed..

32 33

Smoking and other addictions TeacherYoung people who are addicted toanything may be nervy and find ithard to concentrate at school. Theyare likely to break school ruleseither because they are strugglingemotionally without their “fix” or inorder to get their “fix”.

You need to work with the fostercarer and social worker to addressissues like this. Their foster carerhas day to day care, so needs toknow what is happening at school.The social worker has overallresponsibility, so also needs to know.

Social workerFostered young people have higherlevels of risky health behaviours.These will impact on education.Addictions can make it difficult toconcentrate at school, and are likelyto result in breaking school rules.

Smoking can be a way of managingstress and anxiety, a result of peerpressure or a way to rebel. Someyoung people cannot put theirfeelings into words, and smoking istheir way of acting out self-hatred.

By helping them to put into wordswhy they smoke, you are helpingthem learn skills they need to getthe most out of their education.

Year 9

autumn 1

Amy

September 13th

Jennie’s bin on at me because my uniform smells ofsmoke... She’s not going to believe it’s the school busfor much longer! The physics lesson dragged. Icouldn’t keep still - I was desperate for a smoke. Icouldn’t wait to nip out at break.

Josh’s mate George - he smokes dope as well butnot in school - found a neat spot away from the spycameras. Anyway we got caught coz the sitemanager saw the smoke above the bushes. We weredragged in and asked to empty our bags andpockets.

Josh and I had to copy an anti smoking leaflet byhand 5 times. By three o’clock I was desperateagain! Lucky Josh had kept some back in his locker.He’s a good M8!

Key Points

If you think a fostered young personhas an addiction, it is important towork with the foster carer andsocial worker.

Addictions will have a negativeaffect on school work. Help theyoung person to put into wordswhy they smoke or take drugs.

34 35

Home-school contact TeacherParents evenings are not the bestway to keep home-school contact orto provide information aboutprogress. The Welsh Assembly isencouraging more productivealternatives.

Whatever the system, the schoolneeds to know whom to notify aboutappointments or events, and beaware that parents, the socialworker and the foster carer all needto know about a fostered youngperson’s progress.

If a fostered young person is on acare order, parental responsibility isshared between the parent and thelocal authority. If it is a voluntaryarrangement, the parent keeps fullparental responsibility; the socialworker still needs to be keptinformed as the local authority hasresponsibilities as a corporateparent. Foster carers never haveparental responsibility, but arecounted as “parent” under educationlaw because they have day to daycare of the young person.

Social workerSchools are developing alternativesto the traditional parents evening.You, the young person’s parents andthe young person’s foster carer allneed contact with the school andinformation about progress.However, you need this for differentreasons because you have differentroles in relation to the young person’seducation and long-term future.

You need to negotiate the mostappropriate way for each person toget the information they need tofulfil their role.

It might be a good idea to suggest areview meeting before or after themeeting with the school to helpmake everyone’s role clear.

Year 9

autumn 2

Amy

November 24th

Parent’s evening was a disaster! It was a bitcrowded around the table! I, Jennie, my careworker and mum all came. Mum tried her best. Butthe IT teacher was useless. She didn’t know whichperson to talk to and it was as if everyone was toopolite to ask questions. It was all a bit bland, really.But sir Geog was pink with embarrassment. It wasreally funny when he thought Mum waseavesdropping. Wasn’t so funny when Mum said shehad a ****** right to be there! The school seem toforget I got a mum, sometimes.

Key Points

The parents, the social worker andthe foster carer all need to knowabout the young person’s progress.

Make sure that you, the parentsand the foster carer are all keptinformed about the young person’sprogress in the most appropriateway.

36 37

Managing behaviour TeacherMoving a child to another school israrely the answer to problems. Itsimply moves the problem on to anew set of people who know evenless about the young person’sbackground and needs.

Your behavioural support systemneeds to be flexible enough to meetthe needs of individual pupils.

Many fostered young people havedifficulty managing their emotions,and may go swiftly from apparentcalm to an explosion of anger oroverwhelming anxiety or grief.Methods like the card system canhelp them learn to manage theiremotions and often helps their selfesteem when they achieve well onthe card system.

Social workerSometimes placements get closeto breakdown. A swift, sensitiveresponse can make all thedifference. Often it needs thesupervising social worker andyoung person’s social worker tolisten and then put in place thesupport that the foster carer andyoung person say they need.

Placement breakdowns andmissing school (through truancy,exclusion or the inability to get toschool) often go hand-in-hand.Either can trigger the other.

Schools have behavioural supportsystems. These are intended tosupport young people and meettheir needs, not as a punishment orfirst step to exclusion.

Year 9

spring 1

Key Points

Fostered young people often needextra support in managing theiremotions. Behavioural supportsystems need to be positive andflexible.

Providing extra support to theyoung person and foster carer canprevent a placement frombreaking down.

Amy

January 2nd

Help! It’s all gone wrong! Christmas was a disaster.I don’t even want to think about it. I just knowJennie’s going to kick me out. And when the schoolfind out, I’m in dead trouble there too. It just gottoo much and I couldn’t help myself. I didn’t meanus to spend Christmas Day in casualty with thepolice all over the place. It’s just all been building upinside me and something had to blow.

I can’t face starting over again. I’ll kill myself if ithappens. Shit. I wish I was dead. I never asked tobe born. It’s not fair.

January 13th

Thank God. I can’t believe it. Jennie isn’t going tokick me out. Her social worker’s talked to herabout extra help she needs. And my social worker’sfound me a really cool counsellor. And he’s talkedto school and sorted it with them. My Head ofYear had a long chat and has said she’s alwaysthere if I need her. And they’ve put me on thiscard system, so if it gets too much at school, Ijust show the teacher this card and can go andsit in the library or see the school counsellor andno-one will have a go at me. Phew.

38 39

Thinking about careers TeacherMany fostered young people havenegative underlying beliefs aboutthemselves. This means they maydismiss any jobs that sound as ifthey require skills or highereducation. Helping them think aboutwhat kind of skills, personality anddreams they have rather thanfocusing on specific jobs can helpthem to aim higher.

It is important that you know yourlocal authority’s general provisionfor care leavers, support for careleavers to go on to higher educationand policy about staying with fostercarers post-16.

Social workerFostered young people often havelow expectations of themselves. Manydo not have dreams for their future.

It is important to clarify with thefoster carer whether they are willingand able to continue to care for ayoung person up to and beyond their18th birthday. If they can, this opensmore possibilities for the youngperson. Those who do best in thelong term generally have fostercarers who continue to treat them aspart of their family post-18.

Year 9

spring 2

Amy

March 11th

We’ve been doing career searches in our PSE lesson –waste of time – it’s going to be years before I’m anadult. What hopes are there for me, anyway? I’dmake a crappy cleaner, I don’t want to work in anOAP home, and I don’t want to work with littlekids. Working in a supermarket for me! Anyway therearen’t any jobs around here.

You need GCSE’s to get on health and beauty andGNVQ courses. Jennie says to do what subjects Ilike but some say to do a variety to cover myoptions because I’m unclear what to do. Thing is itall feels so hopeless I wonder what the point of it isand I’m so thick I feel as if I’ll never get the hangof it.

Key Points

Help fostered young people to focuson their skills, personality anddreams. Find out what supportfostered children in your LA getpost- 16.

Fostered young people are farmore likely to do well if theyremain with the same foster carerinto adulthood.

Amy

May 8th

It’s really depressing now I have to make mychoices. The forms came. Art, Geography and Frenchare in the same column. Emma, Kate Lisa and metried to get it that we were in the same columnsfor French so at least we’ll get that together. Butwe simply couldn’t get it to work out. I showed mychoices to Mum but she was too wasted to care.She said it looked great but… well I don’t thinkmuch sank in. Mum barely made it to form 5 soperhaps she doesn’t expect as much from me. Jennieseemed pleased but I’m a bit worried she’s beenever so distracted lately.

40 41

GCSE choices TeacherMaking GCSE choices is the firststage of deciding on a future career.

Fostered young people may lackconfidence in their abilities.Sometimes their choices may belimited by other people’s lowexpectations.

Young people may already bethinking about leaving care andworrying what will happen in thefuture.

You can help by encouraging them tothink beyond GCSEs and makingsure you know what your localauthority’s policy and practice are forpost-16.

The new 14 - 19 Pathways givespositive options for young people. Itis particularly important for thedesignated person for LAC to look atall the options if there is a risk thatthe young person will lose anyinterest in school. LACEcoordinators should be able to helpwith funding/travel arrangements.

Social workerYou can support your young peopleas they make their choices by:

• Taking an active interest in theirschooling and dreams for thefuture

• Getting extra careers advice forthem, for example throughmentoring or informally meetingpeople who do a range of jobs

• Addressing any underlying beliefsthat may limit their choices

• Investigating alternatives toGCSEs at school if it is clear thatother options may bring out thebest in them

Year 9

summer 1

Key Points

Fostered young people may behampered in their choices by theirown or others’ low expectations orby worries about the future. Helpthem to think beyond GCSEs and tosee whatever choices they make ina positive light.

Taking an interest in youngpeople’s dreams, being positiveand listening can all help fosteredyoung people as they make theirchoices.

Amy

July 12th

Jennie and I sat down to talk yesterday. She’s beenpreoccupied lately and I know her Dad’s not welland Jennie hates the fact that he lives so far away.

My head of year has been in touch and said thatbecause my core subjects had improved, had Iconsidered staying on to 6th form? I was sosurprised when Jennie started talking to me aboutUniversity. Well, me, Amy at Uni. I can’t see thatcoming off. I mean I’ll be a care leaver when I’m 16!Where would I live? Who’d be responsible for me?Where is the money going to come from?

She picked up some brochures for me to look at.One on the Welsh coast looked fab! All these peoplesitting around tables and talking and then therewere pictures of students rafting, canoeing andpartying. It’ll cost loads of money and it’ll be scaryI’ll be even more on my own and that’s if I’m cleverenough. To be honest I don’t think I am.

42 43

Higher education TeacherCare leavers can go to university, butrarely do. 2008 is the first year thatthe UCAS form asks if an applicant isa care leaver, so there are no firmstatistics, but the most quoted figureis 1% of care leavers going touniversity. For Wales as a whole, thismeans about 4 care leavers a year.

Poor educational outcomes forfostered young people as a wholemake it even more important for youto spot potential and encourageyoung people to aim high.

You can help by making surefostered young people are givenpriority for any university outreachactivities. If there are no suitableoutreach activities, check whichuniversities have the Frank ButtleTrust Quality Mark and approachthem directly to ask what they canoffer. This quality mark is onlyawarded to universities and collegesthat meet minimum standards forsupporting care leavers.

Social workerAmy’s questions are common. If sheis to stand a chance of university,she needs initial answers to thosequestions now, before even startingher GCSEs.

Most young people who go touniversity have active parentalsupport and encouragement. Fostercarers do not always have the lifeexperience or skills to provide this.You, however, do. You may be able tofind a mentor to help young peopleraise their expectations.

Preparing for university can takemoney, for example to travel to opendays or attend summer schools.Fostered young people need to knowthat their corporate parent willsupport them in the same way asother supportive parents.

Year 9

summer 2

Key Points

Prioritise young people in publiccare for university outreachactivities. Know which universitieshave the Frank Buttle Trust QualityMark.

Many fostered young people areclever enough to go to university.Think about mentors or rolemodels for them. Make sure theyknow what support they would getat university.

Amy

October 6th

Oh my God!! I’ve had so much work it’s unbelievable.Coursework this and coursework that. Seems likeall they care about is coursework. French is SOdifficult. I thought that it would be posters andcards and things but we’ve got to do translationand learn huge lists of words. I hate it. I want todrop it but everyone says I have to persevere. Whyshould I?

Jennie’s still worried about her dad - he was poorlyover the summer - I can’t talk to her and I feel asif I’ve gothomework every night - hours of it.

I’m unsure about this child development course. Itsounded easy but it’s actually more work than aGCSE. I’ve got to design a nursery theme suitablefor twins but a boy and a girl. I wish I’d chosen artnow. I hate school at the minute. Jennie suggestedthat I just ask the teachers for help.

44 45

Problems with GCSE choices TeacherFostered young people are unlikelyto make the first move by telling youthey are struggling or unhappy withtheir choices. It is a good idea tocheck after a few weeks of term howthey are settling.

The advice to persevere is usuallygood, and needs to be backed up byasking what might help them, orwhat particular difficulties they arehaving. The designated person forLAC will know if extra help can bemade available.

Sometimes specific learningdifficulties have gone undetectedbecause so much else has beengoing on in a young person’s life.The additional work of GCSEs maybring these issues to the surface.

Social workerIn 2006-2007, 54% of young peoplegot 5 A* to C GCSEs, but only 8% offostered young people.

In 2006-2007, 97% of young peoplewere entered for at least one publicexamination, but only 68% offostered young people.

The start of the GCSE course is acritical time to arrange extra supportfor fostered young people. Anydifficulties with the subject or schoolin general need to be addressedquickly.

Foster carers need your support.The Social Care Institute forExcellence noted that half of fostercarers waited for the school tocontact them about problems, anddid not make contact with the schoolthemselves to check progress oraddress minor concerns.

Year 10

autumn 1

Key Points

A few weeks into Year 10, checkwith fostered young people whetherthey are happy with their GCSEchoices and offer them extrasupport if necessary.

Check at the start of Year 10whether the young person needsextra support. Remind fostercarers to be pro-active incontacting the school to checkprogress.

Amy

December 1st

No! No! No! Jennie’s moving to be with her dad. He’sgot cancer and he’s going to die soon. She can’ttake me with her. We sat and cried last night. Ijust can’t believe it – she’s going to leave me for anold man who’s going to die anyway. Worse my socialworker can’t find a local placement for me, so Ihave to leave school and Kate, Emma and Josh andall my teachers and move to a new area. My regteacher said that it was a shame becauseI’d made such progress and come through so much.The classroom assistants were bitching to theschool secretary about it in the office. God I’m sopowerless at times. I can’t believe that Jennie haslet me down. The new authorities say I have totransfer schools because no-one will pay mytransport costs to here because there is a schoolthree miles down the road. I asked if my mum couldhave me but they just sighed and shook their heads.

46 47

Moving to another school TeacherFostered young people may need toleave your school against their will.You can help by passing clearinformation to the new school beforehe or she starts there, along withcopies of any coursework.

The school can make the differencebetween a young person like Amyfeeling her world has ended andfeeling life is tough but manageable.Make sure the young person has apositive ending rather than lettingthem drift away as if no-one cares.Sometimes it helps if the designatedteacher, or another member of staffthey trusted, keeps in touch with theyoung person until they have settled.

When a young person is placed incare in an emergency the schoolshould always provide some basicliteracy and numeracy work for thenew foster carer to use with theyoung person.

Social workerEvery effort should be made not tochange schools during GCSEs. Ifthe young person can manage thetravel time involved, then budgetsshould not prevent them fromstaying at their old school.

Jenny had given notice that shewould have to stop fostering to lookafter her father. This means it wasnot an emergency placement move.In turn, this means education mustbe in place before the new careplacement is made.

Amy’s placing authority keepscorporate parent responsibility, butthe LEA where she will be living isresponsible for her education.

Year 10

autumn 2

Key Points

If a fostered young person has toleave your school, pass oninformation and copies ofcoursework to the new school.Make sure the young person isgiven a good send-off and considerkeeping in touch for a while.

Fostered young people should notchange schools during GCSEsunless absolutely necessary.

Amy

January 5th

I hate this place I simply hate it. I msn’d Josh lastnight to see how everyone was. My last day atschool was awful. I was crying so hard they had topeel me off Josh.. Jennie went off to her dad’s justafter Christmas and Adrian my social worker wastelling me “it will be ok”. What does he know? It’llnever be ok again. I’ve got to go to this school andthey do a different syllabus for Maths and scienceso I’ve got to catch up with coursework. On topof that they’ve done different coursework in Englishtoo. I’ve had to drop French because it doesn’t fitin with my other options here – and after all theeffort I put in to keep at it and I’d just startedto enjoy it, too. My life is such a mess. And it’sfurther to go to Mum’s now.

The new foster people seem ok. Well, Elaine, thewoman is ok; but I’m not so sure about her husbandAndrew. He’s got shifty eyes. He must be ok though- he’s had all the checks. None of us are talkingmuch and mealtimes are grim. I just don’t want tobe there. It’s not my fault I was moved.

48 49

New placement, new school TeacherFostered young people may have tochange placement suddenly throughno fault of their own.

Resilience is the ability to survivetraumatic events without long termharm. Changing placement andchanging school are both traumaticevents. Fostered young people oftenlack resilience, so are more likely tobe affected than other young people.

The designated person for LAC hasan important role in collecting asmuch information as possible fromthe old school, and briefing subjectteachers on how to support afostered young person who is joiningpart way through the GCSE course.The social worker and school needto agree who will give theinformation to the new school.

Social workerA combined change of placement,particularly if it is to an out of countyplacement and change of schoolmean that almost everything in ayoung person’s life has changed.Either change on its own could beenough to start a downward spiral.In 2006, the Audit Commission hasfound that 1 in 4 young people inpublic care over the age of 14 werenot attending school. Changingplacement and school increases therisk that Amy will become anotherstatistic.

Amy was lucky to have a socialworker and LEA who followedguidance and found her a newschool swiftly. However, the warningsigns were there in the summer thatJennie might stop fostering; a movebefore starting GCSEs would havebeen better for everyone, By the timeof this diary entry, Amy should havea new PEP which includes additionalhelp to catch up with differentcoursework and looks at possibilitiesfor her to continue with French.

Year 10

spring 1

Key Points

Young people who change schoolneed information from the oldschool to be handed quickly to theirnew school. Teachers need to thinkabout how to support someonejoining in the middle of their GCSEcourse.

Fostered young people will beparticularly vulnerable if theyhave to change placement andschool. New PEPs should plan theextra support they need if theymove during their GCSE course.The social worker needs to makesure information is transferredfrom the old school.

Amy

April 2nd

Now I KNOW I’m in the wrong school!! Flipping PSElessons. It’s entirely the teacher’s fault. But Andrewsaid I had to apologise. Apologise? Yeah like NEVER!If the teacher just hadn’t gone on about normalfamilies. He even said something that single womenshouldn’t bring up children.

Jennie didn’t do so badly with me, and then thatidiot started saying how single women with childrenare unacceptable because they sponge off thesocial. So I stood up and said I’d been brought upby a single woman so would he want to call me asponger to my face. The teacher got really red andstarted stammering and said that of course I wasnormal, that I couldn’t help my circumstances. Thatgot me crosser and that’s when I told him to“Shove his ****** sympathy.” So detention again.

But this one was awful it was in the school hall andit was stinking of cold food and it was reallydraughty. Elaine and Andrew have grounded me for2 weeks and banned me from using MSN.

50 51

Discrimination and the young person’s perspective TeacherLooked at one way, Amy over-reacted and behaved aggressivelyand inappropriately towards herteacher. She deserves detention.Looked at another way, Amy hasevery right to be angry and upset atthe teacher’s discriminatory views.She has grounds to make acomplaint.

Most young people have a strongsense of justice. It is important tolisten to their perspective ratherthan simply reacting to theirbehaviour.

Fostered young people have all gonethrough separation and loss. Manyhave trauma in their past. Listeningto their perspective helps you to workwith them, rather than reinforcingtheir belief that school is unfair.

Social workerFostered young people can facediscrimination from teachers as wellas pupils. They may lack the skills todeal with it in a socially acceptableway, and feel they are being treatedunfairly when they are punished fortheir response to discrimination.

You will need to acknowledge theirfeelings and perspective before youcan support them to learn betterways to respond to discrimination.

Young people who feel they havebeen punished unfairly are at highrisk of disengaging from therelationships and systems that theyfeel treated them unfairly.

Year 10

spring 2

Key Points

It is important to ensure that theyoung person knows they have beenfairly treated.

Listen to the child’s perspectiveand then help them to learn betterways to respond to discriminationand injustice.

Amy

May 2nd

My social worker picked me up from school today.It’s not fair, she can’t take my new mate Jade aswell “because of insurance”. So Jade dodged lastlesson so that we would arrive home the same time.Because she dodged and left the premises thehead decided she would have a one day internalexclusion. Jade then lost it with the head, swipedeverything off his desk and told him that the ruleswere ******* stupid and designed for ***** idiotswho had nothing better to do with their ***** timethan discriminate against ***** kids and interfere infriendships. She also, apparently, “pointed a finger inan inappropriate manner”. Least that’s what itsays on the letter LOL. So Jade won’t be back.She’d already had loads of suspensions, so she’d runout of chances.

52 53

Permanent exclusion and support plans TeacherThe whole of life impacts on a youngperson’s ability to learn and tobehave appropriately in school.Some young people have high levelsof additional learning needs to dowith their social skills and theirinsecurity.

By this stage, Jade would have beengetting help via a behaviouralsupport and/or pastoral supportplan. If fostered, her educationalneeds would also have beenaddressed in her PEP. The aim ofthese is to meet a young person’sneeds so that they do not need to beexcluded from the school.

The effectiveness of these systemsvaries considerably around Walesand even among schools within thesame LEA. The systems work bestwhen the intention is to help youngpeople learn, not to punish or labelthem.

Social workerIn 2005-2006, the permanentexclusion rate was 1.9 pupils perthousand. For young people in publiccare, the rate was almost 8 perthousand. A permanent exclusion isvery unlikely to come out of the blue.Once it is clear a school is strugglingto meet a young person’s needs, it isimportant to make arrangements sothe young person’s educational needsare met. This is much better thanletting things drift until the youngperson is permanently excluded.

You or the foster carer can, andusually should, act as an advocateand support a managed move toanother school if it is in the bestinterests of the child. It is a goodidea to think about going to theindependent appeal panel, so thatthe young person knows they havehad the chance to give their side ofthe story.

Year 10

summer 1

Key Points

Behavioural and pastoral supportplans work best when theirintention is to support rather thanpunish.

Permanent exclusions areunlikely to happen “out of theblue”; use the systems to supporta young person before thingsescalate. It may be in the youngperson’s best interests to appeal.l.

Amy

July 13th

Andrew arranged work experience at a bank. Heand Elaine got me another pair of black trousers.I’m to wear those with my white school shirt. Thetaxi even took me there.

The girls in the office were really pretty they’ve gota pale lilac uniform and it’s really well cut. I had tosign a form to say that I wouldn’t divulge anysecrets. I got to load bundles of notes in the moneymachine and help balance the till at the end of theweek. I also listened to mortgage interviews.

I pretended that Andrew and Elaine were my realparents. I got to answer the phone and the regionalmanager thanked me at the end of the week formy “contribution”. Some contribution! Mostly I justfelt in everyone’s way though they were really kindand patient with me. When I left they gave me apresent of makeup. Elaine says that I mustn’t wearit to school though.

54 55

Work experience TeacherYoung people in care and careleavers face prejudice from manyemployers. Work experience is a wayto overcome some of the barriers.Fostered young people should nothave to disclose that they are infoster care, nor should the schoolpass on that information.

It is important to “think high” whenplanning work experience. Even ifthe young person opts for a lessdemanding career, work experienceis a good opportunity for them to geta taste of something challengingwhich may encourage them to bemore ambitious in their careerchoices.

Social workerOften, it is parents who do the initiallegwork to find a work experienceplacement for their child. Fosteredyoung people should be able to lookto their foster carers and theircorporate parent to help them find awork experience placement.

A positive work experienceplacement can help young peoplerefocus and get motivated ready forthe final year of compulsoryschooling.

Year 10

summer 2

Key Points

A challenging work experience canhelp fostered young people to aimhigh. The school should not pass onthe information that the youngperson is in foster care.

You and the foster carer can helporganise a suitable workexperience to help motivate theyoung person for Year 11.

Amy

September 17th

My tutor was sniffing about literally. In the end Iwas sent to the deputy who asked if I’d beendrinking. Just standing there made me feel sick andthe heater was turned up. Next thing I belted outof the office and threw up in the toilets. I was senthome. They were “disappointed at my conduct”.Whatever.

Elaine was really ticked off at me. But she can’tstop me from visiting Josh – I’m old enough. Anywayit was a great party. Kate and Emma were thereand we’d persuaded Josh and some college lads toget us cider.

56 57

Parties and their effects on school TeacherYoung people can be sent homebecause they are too ill to be atschool. However, they cannot besent home because of their conductunless the school uses the fixed-term exclusion process –even for ½day. Without the fixed-termexclusion process, sending a youngperson home because of theirconduct is an illegal “informalexclusion”. If a young person’sbehaviour is such that they need tobe sent home, then the youngperson also needs the rights andsupport that come with the fixed-term exclusion process.

If a young person has to go home forill-health, the school needs to knowwhom to contact if they are unable toget hold of the foster carer. Thedesignated person for LAC shouldhave a list of alternative contactnumbers.

Social workerThe issue of who can give orwithhold permission to see people,go to parties and have sleepovers isnot strictly an education issue.However, it can have consequencesfor education.

You and the foster carer need towork together on these decisions.Otherwise, there is a risk that youwill undermine each other by havingdifferent criteria for decisions. Thefoster carer has day to day care ofthe young person and it isimpossible for them to provide this ifthe social worker over-rulesdecisions. Just as with parents, it isimportant to have discussions aboutcriteria in private and present aunited front in public.

Year 11

spring 1

Key Points

Young people can only be sent homefor bad behaviour if the school hasgone through the fixed-termexclusion process. If the youngperson is sent home because of illhealth, the designated person forLAC should have a list of contactnumbers.

The foster carer and social workerneed to work together to choosehow decisions about a youngperson’s social life are made.

Amy

November 6th

Emma MSN’d me last night. She wanted to talk tome. She’s pregnant. Or at least she thinks she is. Itmust have been the party because she and Jordandisappeared for ages at one point. Anyway they’vebeen an item since… or had been anyway. He dumpedher when she told him. Anyway I bunked off school. Ifaked Elaine’s signature on a note that said I’d gotthe bug, then told Elaine that I was going toEmma’s after school. She told her mum she wasgoing to Kate’s. It took ages to get to the city onthe train - 2 hours. We stopped in MacDonald’s andthen went to the clinic. They were really good withEm. She was crying. Turns out she hadn’t done apregnancy test she was too scared to get onefrom the chemist and she was afraid to tell the GPbecause she didn’t trust her because it’s a smallvillage. No way could she tell her Mum and dad.Anyway they did a pregnancy test and it wasnegative. Poor Em! She was dead lucky.

58 59

Teenage pregnancy TeacherWales has the highest teenagepregnancy rate in the UK, and youngwomen in care have the highestpregnancy rate in Wales.

There are many reasons for this,including fear that their foster carerand social worker will be told and itwill be written in their case file ifthey go to a family planning clinic orschool nurse for contraceptiveadvice. They may also miss out onsex education within school if theychange schools or miss school forother reasons.

The Local Authority will haveprotocols in place to make surepupils who are pregnant or who aremothers still get a full timeeducation.

Pregnant young women need timefor antenatal appointments; if thefather is a pupil, it is helpful if he canattend these appointments as well.

Social workerFostered young people may getpregnant or may discover that theirgirlfriend is pregnant. In either case,the young person needs emotionaland practical support andinformation.

Many fostered young women decideto continue with their pregnancy.

If a fostered young person ispregnant under 16, she is stillrequired to receive an appropriatefull time education unless she hasmedical needs that prevent this fromhappening (eg just before and aftergiving birth). She cannot be excludedfrom school. However, there may bemore appropriate ways to providefull time education, particularlywhen she has her baby to care for.These will be known to the LACEcoordinator in the Authority.

Year 11

autumn 2

Key Points

The designated person for LAC willwork closely with the LACEcoordinator and the social workerto ensure appropriate support isgiven to any young mum who is incare.

Fostered young people whobecome pregnant or whosegirlfriends become pregnant willneed extra support.

Amy

February 28th

I can’t believe how I let myself get into this mess.I’ve got two redrafts for English - miss says thatthey count for Language and Literature. I’ve got aproject to finish for R.E worth 50% of the overallmark, so sir says, and I’ve got revision for sciencemocks.

I just don’t know where to start. The teacherssigh and moan saying that I should be moreorganised! But how? The work is due in on Thurs I’vegot a visit to my Mum’s and I really need to seeKate Emma and Josh. Two nightsfor this workload isplain unfair. They have such high expectations.

60 61

Coursework TeacherFostered young people may needextra help with planning theircoursework.

Foster carers may not understandthe difference between courseworkand homework. It helps if they aregiven a clear explanation of what isexpected; the PEP review is a goodtime to do that.

Most schools already breakcoursework down into a series ofsmaller targets and deadlines. It willhelp the foster carer and socialworker to work with the youngperson if they are given a list of whatis expected and when.

Social workerMake sure the foster carer knowsboth the school’s deadline forcoursework and the examinationboard’s deadline. Sometimes youngpeople give up because they believethe deadline is impossible – whereasthere is actually some flexibilitybecause it is an internal deadline.

Think about having a courseworkgroup or catch-up group for fosteredyoung people.

Young people need help withplanning their time, especially whenrevising for exams.

Year 11

spring 1

Key Points

Fostered young people may needextra support in planning theircoursework.

Foster carers may need tonegotiate deadlines forcoursework. A coursework orcatch-up group can help fosteredyoung people to keep up.

Amy

March 20th

It is worse then normal school, now we’ve startedrevision. Andrew and Elaine are getting at me tostudy more, all I do is study. It is really hardnothing is sinking in; Andrew and Elaine aren’t muchhelp. Jade is coming over tomorrow we are going tostudy.Study! Study! Study!

I deserve a break. I need to see Josh, Kate andEmma. Surely one night off won’t harm my marks, Imean come on!

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Revision TeacherPoor organisational skills can makerevision difficult. All young peopleneed teachers to show themdifferent ways to revise, and helpthem plan their revision at school.Those in care may have differentcalls on their time and may needextra understanding and differentboundaries during this stressfulperiod.

Foster carers will probablyappreciate support in helping themto know about different learningpreferences/styles and the widerange of revision methods availabledepending on learning preference.

Social workerRemind foster carers that youngpeople need time for fun and tosocialise, and that this will help withtheir revision and exam preparation.They should plan regular “rewards”if the young person spends timerevising.

This is often the last opportunity tocomplete missing coursework.Someone needs to contact theschool to check all coursework hasbeen handed in – agree with thefoster carer which of you will do that.

Arrange training or information forfoster carers about how differentpeople learn.

Consider setting up a local authoritystudy club or revision supportscheme.

Year 11

spring 2

Key Points

Young people in foster care mayneed extra help in finding theirpreferred learning style and inplanning their revision.

Make sure foster carersunderstand how to support theiryoung people in revision andconsider setting up a study club.

Amy

April 21st

Five weeks to go till exams and when they’re over I’llbe a school leaver. Though I’m keeping my optionsopen about 6th form and college. My worries aremore practical than that – like where to live.

We had a huge green piece of paper with atimetable on it: dates, start times, subjects andreminders about correct equipment. Andrew andElaine were really cross that I’d stuffed it into thebag. They said I had to learn to share importantinfo promptly. Mm well!

There were also loads of tips on a separate sheetabout keeping healthy, avoiding stress. That wasgood because not every school does that – at leastthat’s what the deputy head said.

I’ve got one awful day in the middle: physics andmaths in the morning, Welsh in the afternoon. Threesubjects in one day. How am I meant to revise 3subjects in one night?

Honestly you think they’d plan these exams better!

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Information about exams TeacherMany fostered young people haveproblems with organisation. It is agood idea to post importantinformation directly to the fostercarer as well as giving it to the youngperson. Foster carers may be lessaware than parents of whatinformation they can expect theschool to provide and when, so maynot realise their fostered youngperson has not handed overimportant information.

It is excellent practice to give tips onhow to do your best in the run up toexams and during exams.

Social workerSome young people find it a reliefto be sitting exams and away fromordinary lessons. Others findexams an immense strain.

The Fostering Network’spublication Education is targeted atfoster carers. It has a usefulchapter on supporting youngpeople with revision andexaminations.

Make sure your foster carers knowwhat information they can expectfrom the school. Encourage themto keep home-life as calm andpredictable as possible in the runup to exams.

Year 11

summer 1

Key Points

Post important information directlyto the foster carer to make sure it isreceived. Give tips on how to copebefore and during exams.

Make sure foster carers knowwhat information to expect fromthe school and how to supporttheir young people before andduring exams.

Amy

May 30th

Revision has been hell this week. I can’t concentrate.How am I meant to succeed and do well when Idon’t know where I’ll be living in a month? With thathanging over me how can I make plans for thefuture? Andrew, Elaine, my key worker all say not toworry; that I must focus on the exams. But howcan I focus when by June 29th I’ll be 16, a schoolleaver, and a care leaver.

I heard about one girl and her brother who werefostered. She really has gone to Uni – studyinglinguistics. He’s doing his GCSE’s now. Going to fail allof them and he says school can’t see how pointlessit is to worry about marks when he doesn’t knowwhere he’ll live. His sister has left him behind: she wasfostered by a teacher. He’s been moved severaltimes too violent apparently.

I have no idea what’s going to happen next.

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Worrying about the future TeacherAmy has gone from thinking aboutuniversity to leaving school at 16with no clear plans. It is sadlycommon for education to go downhillduring Years 10 and 11 for fosteredyoung people. Even at this stage,positive support from school canhelp young people through theirexams. For example, schools canactively invite young people like Amyto drop into school between examsto see their teachers for extra helpwith revision or just to talk.

Social workerArrangements for post 16 supportshould be in place a long time beforeexaminations so fostered youngpeople are not trying to juggle all theworries and fears Amy has.

Most successful graduate careleavers had foster carers whooffered a stable placement throughA-levels and beyond. More than 1 in3 of these foster carers arethemselves graduates (1 in 100 of allfoster carers are graduates). Thisdoes not mean only graduate fostercarers can help someone go touniversity. It does mean thosefostered by non-graduates may needeven more encouragement andsupport from you.

Year 11

summer 2

Key Points

Make sure fostered young peopleknow they can drop into schoolbetween exams to get extra help orjust talk.

Make sure fostered young peopleknow where they will be livingpost-16 so they can concentrate ontheir exams without worryingabout practical issues.