Search results for ‘Subject term:"looked after children"’ Sort:
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The educational attainment of looked after children - local authority pilot projects: final research summary
- Authors:
- CONNELLY Graham, et al
- Publisher:
- Scotland. Scottish Government Social Research
- Publication year:
- 2008
- Pagination:
- 5p.
- Place of publication:
- Edinburgh
The context for this research is the low achievement in education of looked after children and young people who are, as a consequence, less likely than other young people in Scotland to be engaged in education, employment or training by age 21. The research involved reviewing pilot projects in 18 Scottish local authorities aimed at improving the educational attainment of looked after children and young people. The pilot projects were very different in both their aims and in the range of approaches employed. In relation to their work with looked after children and young people, they could be characterised by five different types of intervention: provision of direct support (e.g. extra tutoring in school or at home); personal education planning; support at transition points in the education system; developing staff and parent/capacity (e.g. training for staff and helping parents/carers to develop confidence in supporting looked after children and young people in their education); and using information technology and computer-based approaches. The research was conducted between September 2006 and June 2008.
Read all about it!
- Author:
- VALIOS Natalie
- Journal article citation:
- Community Care, 15.02.07, 2007, p.30.
- Publisher:
- Reed Business Information
The Big Book Bash, organised by Derbyshire Council, introduces looked-after children to the pleasures of reading. Its success has resulted in it winning the improving outcomes for looked-after children category on the Community Care Awards 2006.
Improving the educational experience of children in care
- Authors:
- FRANCIS Joe, THOMSON George O.B
- Publisher:
- University of Edinburgh. Department of Social Work
- Publication year:
- 1996
- Pagination:
- 20p.,tables,bibliog.
- Place of publication:
- Edinburgh
Reports on a small scale study carried out in Scotland which aimed to examine the quality of the educational experience of children and young people in care.
Teaching children in care
- Author:
- GIBB C.
- Journal article citation:
- Social Work Today, 9.3.89, 1989, p.33.
- Publisher:
- British Association of Social Workers
Looks at the education of children in care, and points out three fallacies which ensure that children in care become the victims of complex solutions.
The education of children in care
- Author:
- JACKSON Sonia
- Publisher:
- University of Bristol. School of Applied Social Studies
- Publication year:
- 1987
- Pagination:
- 56p.,bibliog.
- Place of publication:
- Bristol
The education of children living in children's homes
- Author:
- OFSTED
- Publisher:
- OFSTED
- Publication year:
- 2021
- Place of publication:
- Manchester
Research into where children living in children’s homes receive their education and what the quality of this education is like. This study covers: the full range of school-aged children living in children’s homes, including those attending primary schools, secondary schools and further education and skills (FES) providers; a wide range of educational provision types, including state-funded, independent, mainstream and special education provisions; the period between 1 April 2018 and 31 March 2019. In a sample of 2,600 children living in children’s homes: 2,165 children (83%) attended educational provision eligible for Ofsted inspection; 9% attended unregulated provisions; 6% were not in education, employment or training; 2% attended educational provision inspected by the Independent Schools Inspectorate (ISI). The children in the sample were 20 times more likely to be in special education than all children nationally. This reflects the complex needs of many children entering children’s homes. When looking beyond the sample to all children living in children’s homes and attending state-funded education nationally (approximately 2,500 children), 47% had EHC plans. A further 27% were receiving SEN support. For all children nationally, the proportions were 3% and 12% respectively. (Edited publisher abstract)
What are the factors influencing the school functioning of children in residential care: a systematic review
- Authors:
- GARCIA-MOLSOSA Marta, COLLET-SABE Jordi, MONTSERRAT Carme
- Journal article citation:
- Children and Youth Services Review, 120, 2021, p.105740.
- Publisher:
- Elsevier
This systematic review focuses on the education of children in residential care, the in-care population subgroup at greater risk of school failure and dropout, with the aim of gathering evidence for associations between different variables and their impact on school functioning. It seeks to give an answer to what the factors influencing the educational pathways of school age children in residential care are. We identified 1,663 studies through the searches and 26 were earmarked for inclusion following the PRIMSA guidelines. Over 60 factors involved in the educational pathways of children in residential care were identified concerning children and their families, care and school contexts, and structural-level factors. A discussion on the findings has been provided, the strengths and limitations of the review have been identified, and the implications for policy, practice and research have been discussed. (Edited publisher abstract)
Systematic review of the educational experiences of children in care: children's perspectives
- Authors:
- TOWNSEND Indra M., BERGER Emily P., REUPERT Andrea E.
- Journal article citation:
- Children and Youth Services Review, 111, 2020, p.104835.
- Publisher:
- Elsevier
This systematic review of qualitative research aimed to identify and synthesise the findings of relevant studies that documented the experiences of children in care in regard to their school experiences. Inclusion criteria included English language, peer-reviewed, qualitative, or mixed-methods studies that examined the educational experiences of children currently in care or youth/adults who had previously been in care. Five online databases were systematically searched, along with manual hand searching of a relevant journal and reference lists to identify relevant studies. Eleven studies were identified. Thematic analysis was employed to identify five primary themes: the importance of school being a ‘safe haven’; the importance of relationships with teachers and peers; children’s mental health, behaviour and educational experiences; children in care taking control; and what children in care say they need to improve their educational experiences. Results illustrate the important role of teachers and the need for children in care to have their opinions acknowledged in the decision-making process. The review provides future direction and recommendations for research, school policy, and practice. (Edited publisher abstract)
Starting Out Right: early education and looked after children
- Authors:
- MATHERS Sandra, et al
- Publishers:
- University of Oxford, Family and Childcare Trust
- Publication year:
- 2016
- Pagination:
- 91
- Place of publication:
- London
This study presents the findings of a scoping research to review national and international research evidence relating to looked after children within their first five years. It summarise current English policy relating to early education for LAC and establishes what data are currently available, locally and nationally, on the take-up of early years provision by LAC in England and on the quality of that provision, with a focus on the free early education entitlement. The report also examines the views of key stakeholders and experts on the importance of early education for LAC, on the extent to which LAC in England currently access early years provision and on how best to meet the needs of LAC within early education settings; and establish current local government authority systems for encouraging take-up of early education by LAC, and ensuring that provision is of high quality. The report suggests that looked after children have worse outcomes at every stage in their education, while a good early education may help to close the ‘achievement gap’ between them and their peers. It identifies a number of barriers to access, included the relative priority given to attendance at high quality early education by social workers and foster carers, alongside a number of practical barriers, including the short-term nature of many foster placements. The study reveals a consensus that looked after children need ‘the same as other children, but more so’ from their early education provider. This means that many general aspects of good practice, particularly around child-centred education and adequate levels of staffing, are important for this group. (Edited publisher abstract)
Placement, protective and risk factors in the educational success of young people in care: cross-sectional and longitudinal analyses
- Authors:
- FLYNN Robert J., TESSIER Nicholas G., COULOMBE Daniel
- Journal article citation:
- European Journal of Social Work, 16(1), 2013, pp.70-87.
- Publisher:
- Taylor and Francis
The authors formulated and tested a basic model of the educational success of young people in out-of-home care. Data was used from 2007 to 2008 and 2008 to 2009 on a sample of 1106 young people in care in Ontario, Canada. The youths were 12–17 years of age; 56.24% were male and 43.76% female. The indicators of educational success in both years were the youth's average marks and the youth's school performance in reading, math, science and overall, as rated by his or her caregiver. Based on resilience theory and on a model of the influence of maltreatment on educational achievement, the model included four categories of predictors: control variables (youth gender and age and, in the longitudinal analyses, the year 7 value of the year 8 dependent variable), three placement types (foster, kinship care or group homes), three risk factors (previous repetition of a grade in school, a health-related cognitive impairment index and a measure of behavioural difficulties) and three protective factors (caregiver involvement in the youth's school, caregiver educational aspirations for the young person and the youth's total number of internal developmental assets). Cross-sectional and longitudinal hierarchical regression analyses provided mixed support for the proposed model. The youth's gender, level of behavioural difficulties and number of developmental assets, and the caregiver's educational aspirations for the young person, emerged as the most consistent predictors of educational success. The implications and limitations of the findings were discussed. (Edited publisher abstract)