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The Transition Hub aims to support young people aged 11 to 17 who are making the transition into care or experiencing a placement transition.
It does this through a multi-disciplinary team which provides support to young people, their carers and schools. Developed by Dr Catherine Carroll, working in collaboration with Achieving for Children and Barnet Local Authority, the Transition Hub aims to support the social and academic development of young people. Depending on the young person’s situation, either they receive ‘inreach’ support delivered in a physical hub for up to six weeks followed…
This brief resource from Who Cares? Scotland explores barriers to graduation for care-experienced young people, including moving placement, lack of space or equipment to study, challenges with mental health, finances, and housing, to name a few.
Abstract
Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a…
Abstract
Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a…
The authors of this study conducted research with 234 care experienced university students in England and Wales to explore their experiences of the journey through care. The population of care leavers included in this research were perceived to be educational high achievers, yet the overwhelming majority described difficult journeys through care. The recommendations at the end of this report highlight potential gaps in services, and identify particular flash points that created stress, trauma and tension. The report calls for action from Government and Policy Makers to accelerate support and…
This publication provides data from the 2018-19 school year on attainment and post-school destinations for 1,031 school leavers in Scotland who were looked after within the last year, attendance rates for 11,238 school pupils looked after within the last year, 837 of these pupils who were excluded from school, and achievement of curriculum for excellence levels for 3,288 pupils who were looked after within the last year and in P1, P4, P7 or S3.
Access the data here.
Abstract
The goals of this article were to (a) examine the changes in educational achievements of children in care from preschool through the end of primary school; (b) identify subgroups exhibiting distinct educational trajectories; and (c) explore key predictive individual, care, and school characteristics. To this end, the study investigated a cohort of 1,834 children in England who had been in care in their final year of preschool. Data from the National Pupil Database and from the Children Looked After Database was used to examine national assessments of literacy and numeracy in…
This research gathers data on the volume of search queries that indicate an intention to do orphanage volunteering in a foreign country in order to gauge the pro-active demand for this type of volunteering in five different countries (Australia, France, Germany, United Kingdom, United States of America).
Abstract
Secure Children’s Homes accommodate some of the most vulnerable children in society and yet they have evaded sustained academic attention. Consequently, little is known about children’s education in this type of setting. Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution. This approach makes visible that while the small-scale of the setting is of value, the mix of children accommodated for qualitatively different reasons is problematic for both the delivery of…
This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children, by:
- Evidencing the range of guidance and support that exists currently to equip stakeholder professionals, including Virtual School Heads and Designated Teachers, to use PP+ effectively;
- Generating evidence and insights into how PP+ is used and allocated, and how the impact of PP+-funded interventions is evidenced; and
- Illuminating any gaps in support and guidance that need addressing…