Inconsistent support from local authorities is creating barriers to academic progress for some children in care, despite strong efforts by many schools and colleges to help them, Ofsted has warned.
The inspectorate’s report highlights how variations in local authority practices, unclear national expectations and gaps in staff training can affect the support available to children in care across England.
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Some schools and colleges involved in the research said access to resources and virtual school provision often depended on which local authority a child was placed under. These differences could delay support and limit timely interventions for some learners.
Further education providers also reported gaps in oversight for older students. In some cases, personal education plan (PEP) meetings were not held beyond the age of 16, reducing monitoring and support for care-experienced learners continuing their education.
Despite these challenges, the report found many education leaders were working hard to support children in care. Leaders and staff in most of the schools and colleges visited by the inspectorate showed a strong understanding of each learner’s circumstances and frequently adapted policies and teaching approaches to meet their emotional, behavioural and academic needs.
Support was most effective where staff had received specialist professional development, particularly training focused on the needs of care-experienced children and the impact of trauma.
Inspectors also found that effective communication between schools, carers, social workers and virtual school headteachers was key to ensuring coordinated and timely support.
The research examined how mainstream schools and colleges support the 81,770 children and young people in local authority care across England during the 2024/25 academic year.
Ofsted’s chief inspector Sir Martyn Oliver, said: “Children in care are one of the most vulnerable groups in society, and we know there are significant disparities in their academic and personal achievement compared to their peers.
“While this report highlights the fantastic work some schools and colleges are doing to support these children’s progress, it’s also clear that we need a more consistent national approach to local authority support and practice.”
The report recommends clearer national expectations, standardised approaches to education planning and improved collaboration between education providers and local authorities to ensure children in care receive consistent support.
Research shows children referred to social care services tend to achieve lower grades at GCSEs.
Source: CYPNow
