Aims and Objectives: Children who are, or have been, in care are one of the lowest performing groups in terms of educational outcomes internationally (Flynn, Tessier, & Coulombe, 2013). In England, data from the Department... [ view full abstract ]
Aims and Objectives:
Children who are, or have been, in care are one of the lowest performing groups in terms of educational outcomes internationally (Flynn, Tessier, & Coulombe, 2013). In England, data from the Department for Education (2014; the most recent statistics available) showed that at the end of Key Stage 1 (age 7 years), 71% of children in care achieved the expected level in reading, compared with 90% of all children. In writing the figure was 61% compared to 86%, and in maths it was 72% compared to 92% of all children. At the end of Key Stage 2 (age 11 years), the gap widens: 48% of children in care reached the expected academic level in English and mathematics, compared with 79% of all children.
Whereas the attainment gap for children in care is well established, less is known about the factors that facilitate or limit educational progress for these young people. Little detailed statistical analysis beyond the DfE (2011, 2013) contribution has been undertaken in England to pinpoint the key factors associated with looked after children’s lower attainment, although such work is better established in the US and Canada.
This mixed-methods study (Sebba et al., 2015) investigated the relationships between young people’s experiences in the care system and their educational attainment and progress in secondary school. It used a combination of large database analyses and qualitative interviews to identify the factors that facilitate or limit educational progress for these young people. This presentation will focus on the quantitative findings, identifying the key factors linked to young people’s educational attainment and progress and the potential for the resulting evidence to inform policy and practice.
Methods:
The quantitative strand of this study explored the relationship between educational attainment and progress, young people’s care histories and individual characteristics by linking the English National Pupil Database and the data on Children Looked After for the cohort who completed exams in 2013. Outcomes for children with different characteristics and the relationships between outcomes and placement type and stability, school stability and length of time in care were explored.
Key findings:
The presentation will cover the key factors that were associated with young people’s educational attainment and progress. These included individual characteristics such as gender and special educational needs, stability both in care and in education, and types of provision such as residential placements and special schools. Identifying the relationships between care experiences and educational progress will enable schools and services for children and young people to better support their education and improve outcomes.
References
DfE (2011). Raising the aspirations and educational outcomes of looked after children: A data tool for local authorities. London: Department for Education.
DfE (2013). DataPack: Improving permanence for looked after children. London: Department for Education.
DfE (2014). Statistical First Release: Outcomes for children looked after by local authorities in England, as at 31 March 2014. Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/384781/Outcomes_SFR49_2014_Text.pdf
Flynn, R. J., Tessier, N. G., & Coulombe, D. (2013). Placement, protective and risk factors in the educational success of young people in care: cross- sectional and longitudinal analyses, European Journal of Social Work, 16(1), 70-87.
Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I., & O’Higgins, A. (2015). The educational progress of looked after children in England. Oxford: Rees Centre/Bristol: University of Bristol.
Education and qualification of children and young people in care
