Attainment at Post 16
To support good lifelong outcomes, it is vital that the attainment of looked after children is a focus. All those connected to looked after children should provide support and help them to have high aspirations for themselves and an ability to contribute to society. It is important that progress is monitored and evaluated with rigour. This can inform targets, actions and provide an opportunity to celebrate success. Looked after children are more likely to have low prior attainment due to their personal circumstances. We must always challenge targets based on low prior attainment, and the default position should be that pupils can and will achieve expected standards as a minimum.
Attainment national expectations
To document and capture all attainment and targets of Children in Care the PEP either, working below, Age related and above.
Some key factors contributing to the low educational outcomes of young people in care in secondary schools in England are listed below:
- Linking Care and Educational Data, November 2015. The research was funded by the Nuffield Foundation, and jointly undertaken by the
University of Bristol and the Rees Centre, Department of Education, University of Oxford. The educational progress of looked after children - Nuffield Foundation
Attainment and Progress:
Time in care | Young people in care who have been in longer term care: (a) do better than those 'in need' but not in care, and (b) better than those who have only been in short term care. So, it appears that care may protect them educationally. |
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Placement Changes | Each additional change of care placement after age 11 is associated with one-third of a grade less at GCSE. |
Placement Type | Young people living in residential or another form of care at age 16 scored over 6 grades less than those who were in kinship or foster care. |
Feeling secure and cared for | Young people can engage with learning better when they feel secure and cared for in a placement |
School Changes | Young people in care who changed schools in Years 10 or 11 scored over 5 grades less than those who did not. |
School Absence | For every 5% of possible school sessions missed due to unauthorised school absences, young people in care scored over 2 grades less at GCSE. |
School Exclusions | For every additional day of school missed due to fixed term exclusions, young people in care scored one-sixth of a grade less at GCSE. |
School Type | Young people in special schools at age 16 scored over 14 grades lower in their GCSEs compared with those with the same characteristicswho were in mainstream schools. Those in PRUs with the same characteristicsscored almost 14 grades lower. |
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