Improving educational opportunities for looked after young people
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Improving educational opportunities for looked after young people a good practice guide for teachers by Peter J. Sandiford

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Published by National Children"s Bureau in London .
Written in English


Book details:

Edition Notes

Title from cover.

StatementPeter J. Sandiford.
ContributionsNational Children"s Bureau.
The Physical Object
Pagination46p. ;
Number of Pages46
ID Numbers
Open LibraryOL22379404M
ISBN 101874579938
OCLC/WorldCa607587932

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Supporting the educational progress of children and young people in foster care: challenges and opportunities Article (PDF Available) March with 1, Reads How we measure 'reads'. Despite a proliferation of legislative action in response to differential outcomes, the relative educational, employment and lifecourse disadvantages of individuals who have experienced the care system remains a pressing issue of widespread international concern. In Wales, a significant body of work has been undertaken on, and with, care experienced children and young : Dawn Mannay, Alyson Rees, Louise Roberts. education plans and designated teachers are having a positive effect on the educational experiences of looked-after children and young people. However, statistics for looked-after children in education still remain well below national averages: “At 30 Sept in England, 68% of children looked-after continuously for at least Support for looked after children should begin with a thorough assessment of their emotional and mental health needs. Give children and young people voice and influence. Looked after children and young people need more opportunities to identify what is important to them and influence their own care. Support and sustain children’s relationships.

Improving educational outcomes for poor children 2. High-poverty schools lack the capacity to substantially improve student learning, independent of financial re-sources. Potential solutions to this problem would in-volve helping schools improve the quality of their stan-dard operating practices, or increasing the instructional. on improving the educational achievement of young people in care and to the prepa- ration of this special issue, composed of papers revised and peer-reviewed after the conference. Children and young people should be treated as individuals: It is important to think about the whole range. of a young person’s strengths and difficulties. Professionals need to listen to children and young people: Young people who don’t want to be in a placement are less likely to succeed there. The role of the Virtual School Head for looked after children. All councils have to appoint a Virtual School Head to be the lead responsible officer for making sure that arrangements are in place to improve the educational experiences and outcomes of looked after children, including those placed out of county.

This term typically denotes children cared for by Government, though exact definitions vary between the four nations. More t children in the UK are in care, 70, in England. Most are taken into care over fears of abuse or neglect. They are vulnerable to health inequalities, and exhibit significantly higher rates of mental health issues, emotional disorders (anxiety and depression. This summary comes from an original systematic review called: Systematic review of educational interventions for looked-after children and young people: Recommendations for intervention development and evaluation (Evans, R., Brown, R., Rees, G., Smith, P.) Published Putting Children First: Combating Vulnerability and Improving Outcomes for Looked After Children Enquiries: @PublicPolicyEx Overview Over the last eight years, the number of Looked After Children (LAC) increased f in to 73, by , of whom only about 6% are likely to go.   Ensure that educational provision for looked-after children and young people (including those placed out of area) is appropriate and of high quality, in line with statutory regulations (Promoting the education of looked after children: statutory guidance for local authorities Department for Children, Schools and Families).