Background to the Research

• Educational attainment is a prime indicator of future economic and social well-being, and recent research shows that children looked after by social services are under-achieving in school. In order to meet the educational objectives of the Department of Health's Quality Protects Initiative S&EBHSST funded research into the educational attainment of children in their care.
  

Research Approach

• The S&EBHSST provided the names and details of the 182 looked after children and young people in their care in 1999. From this sample framework a total of 53 schools provided information concerning 93 pupils via a postal survey. The results were analysed using SPSS.
  

Main Findings

• Of the sample of 93 pupils, the majority (89%) lived with foster parents, at home or with relatives or friends. Only 9 (10%) were in residential accommodation.
• Thirty seven per cent (34) of the sample were in secondary level education, 43% (40) in primary school and 19% (18) in special schools - higher than for the NI population.
• Just over half of the sample had experienced 2 or less changes of placement and the remainder 3 or more placements. In relation to school, over three quarters had changed school 2 or less times.
• The majority of the sample had attendance records of 80% or more, with children in foster care the best attendees. Of the 10 pupils with poor attendance, 3 had medical problems.
• Just over half of the sample (51) were making satisfactory/highly satisfactory progress at school. In the case of 18% (17) of the young people lack of progress was a cause of concern.
• A substantial number of the sample were not attaining Council for the Curriculum Examinations and Assessment (CCEA) levels especially at Key Stages 1 and 3; however, attainment levels at Key Stage 4 were good.
• Thirty per cent of the sample had statements of special educational needs and a further 29% were on the school's special needs register - above the average for the general school population.
• Schools stated concerns about the behaviour of over a third of the sample in relation to their personal and social development. A small group of children were suspended due to misbehaviour. A high percentage of pupils were suspended from special schools.
• The majority of schools stated that contact with foster parents was easy, but some schools had not known that the child was fostered. School contact with natural parents and the key social worker was less easy.
• Half of the sample schools indicated that working with the S&EBHSST was satisfactory or better. Schools felt that the educational opportunities of the looked after child were advanced when the school and social services sought to understand each other and both parties put the well-being of the child at the centre of their discussions.
• Schools felt that better communication between agencies and greater co-operation, alongside a joint approach to training would further improve the educational opportunities of looked after children.