Support network

For looked after children, school can be a place where their needs are understood, a place of safety and consistency in an otherwise turbulent life. Most looked after children think education is important, want to attend school, make friends and join in, like everyone else. But because of their experiences, looked after children may need some extra help, encouragement and support to make school a success.

"The different levels of disruption a child has experienced play a great part in determining what support is most effective", explains Jackie Fisher, headteacher of Market Harborough Church of England Primary School. "You cannot generalise when dealing with children in care situations. They are very individual and have different levels of emotional and educational needs," she says. "Some children will reject the idea of having one-to-one support, while others might ask 'why can't I have that?'. But typically the more changes a child has gone through, the more difficult it is likely to be for them to adjust to school."

Jackie uses the different strengths of her teaching staff to assist looked after children in school — some are better at behaviour issues, others feel happier tackling their medical or emotional needs. Teachers who come into contact with these children have "enough knowledge to support them," says Jackie, who stresses that while confidentiality must be maintained, her staff are "fully aware" of a child's home situation.

Support from the start

Addressing the needs of looked after children, in particular their attainment levels, was the impetus behind Step Up Leicestershire, an initiative created two years ago and funded by Leicestershire County Council. Step Up works alongside schools such as Market Harborough, and is involved with the transition of pupils from primary to secondary school, working with Year 5 and 6 looked after children as they approach their KS2 tests.

Looked after children at the school are given support from the start, with the setting up of a baseline assessment from an education psychologist plus a personal education plan (PEP), drawn up with the involvement of the carer, Step Up support teacher, social services and the designated teacher (see box). This may lead to direct teaching for the pupil and/or the involvement of a community support assistant on a weekly basis. Individual children have also been given outside school help.

Step Up support teacher Sue Haslingden visits homes to read with children, and lends resources such as games, reading tapes and even laptops. Summer holiday activity packs are provided to the children and support funding may also be given for sporting hobbies. "It's valuable to meet carers face to face," says Sue. "They are always keen to help the child improve and sometimes just need a little support at home or a few ideas."

In addition, after-school and holiday library support is provided to improve literary skills. Project worker Karen Green explains how reading has other beneficial side effects: "Books have a beginning, middle and an end, and it is really valuable for children in these situations to have something they can lose themselves in like this."

As time progresses, there have been signs of real improvement among the 25-30 looked after children supported by Step Up Leicestershire. "We are not seeing them all coming out with Level 4s across the board in their national curriculum tests, but the reading age of many is being increased," says Sue.

The project has also seen significant changes in science and numeracy — an area where these children can experience gaps in their knowledge.

As the children move up to secondary, a meeting with the carer, social services, Step Up worker and the key teachers from both old and new school will take place.

Above all, says headteacher Jackie, having a policy of inclusion in school is crucial for looked after children, whose desire to avoid standing out is potentially far greater than that of the average pupil.

"We have to appreciate that some children want to talk openly, but others don't. We do not know all the things that have gone on in a child's life and you need to realise when they are in the right state to do life history work," says Jackie. Consequently, she meets regularly with the child's carers, social services and Step Up teachers to maintain good relationships.

The school's ethos of inclusiveness is intertwined with the education of looked after children. "Our view is that sometimes things happen to us, but we can learn a lot more by the things we can put right."

Words: Christine McCarthy Pictures: Nathan Fletcher

For more info

www.everychildmatters.gov.uk/socialcare/
lookedafterchildren

Looked after children

The term 'looked after' was introduced by the Children Act 1989 and refers to children who are subject to care orders and those who are accommodated under a voluntary agreement between the parents and the local authority. This includes children in short or long-term foster care, those in kinship care (with a family member, supported by social workers) and a very small minority in residential children's homes.

The Children Act 2004 places a duty on local authorities to promote the educational achievement of looked after children.

(SOURCE: DfES Supporting the Needs of Looked After Children, May 2005)

What schools should be doing

• The school should know which of its children are looked after, and have an overview of their educational needs and progress.
• Make sure homework policy takes into account the home circumstances of looked after children, and that out-of-school activity take up is monitored.
• Each school has been asked to identify a designated teacher whose role is to act as an advocate for young people who are looked after, liaising with social services and other key partners on behalf of looked after children in school. The local authority will provide training.
• Schools and local authorities are expected to give top priority to looked after children in allocating places when schools are oversubscribed.
• Schools must keep a record of what needs to happen for looked after children to fulfil their educational potential. The Personal Education Plan (PEP) should identify who is responsible for carrying out actions etc. agreed in the plan.
• Inspections will look at evidence that all looked after children have an effective PEP; that action is taken to maximise attendance
• and avoid exclusions and that the experiences of looked after
• children are monitored on an individual basis.

FACTS

Looked after children are more likely to suffer bullying... Children in care are 10 times more likely to be permanently excluded (Source: SEU report A Better Education for Children in Care)

This content was published in November 2005 and may not reflect current policy