Looked After Children : how recognising and meeting the needs of these children can support schools in their duties to promote race equality, community cohesion and well-being” How recognising and meeting their needs can support schools in fulfilling their duties how recognising and meeting the needs of these children can support schools in their duties to promote race equality, community cohesion and well-being”

Who are Children in Care?  60,000 in care at any point in time; 84,000 in course of a year  63% care orders & 30% voluntarily accommodated (section 20)  Two thirds in foster care (11% of these with family and friends); one in eight in residential care; one in ten with parents  42% of children coming into care leave within six months  Typically a school will only have 1 or 2 looked after children – they may have none

Of children in care… Gender:  56% are male Age:  42% are aged Race:  78% are White  8% are Mixed  5% are Asian / Asian British  8% are Black / Black British  2% are “other”

What are the needs of children in care?  Two thirds in care due to abuse or neglect  Half 5-17s with a mental disorder (4 times higher than all children)  Just 13% of children in care get 5 A*-C at GCSE

And how could schools meet them? A few ideas…  Appoint a designated teacher  Ensure the Governing body monitors the outcomes for children in care  Liaison with LAC nurses, social workers and other professionals  Be mindful of the trauma experienced by many children in care  Have regard to the Personal Education Plan

How does this help with the duty to promote race equality?  Personal Education Plans…are they sufficiently ambitious for all children  Access to targeted services – do they reach all those who need them?  Access to extended services – are all children in care able to benefit?  Relationship with the carer and building an understanding of each child’s backgrounds and needs  Looked After Children often arrive during the school year and move on quickly

And the duty to promote community cohesion?  Support for all – equity, fairness and removing barriers  High aspirations for children in care – the same you would have for your own children  Promoting tolerance and understanding of people from backgrounds different to your own  Educating parents about children in care – breaking down the stereotypes  The importance of community cohesion to those unable to live with their families

And wellbeing…  Ensuring flexible and personalised learning  Intervening sensitively and supportively when pupils present social and behavioural problems  Ensuring children in care are able to fully access out of school activities  A supportive school ethos – school as a sanctuary and a place of stability  A proactive and supportive approach to managing absence

And finally… “ The highest result of education is tolerance” Helen Keller

Contact… Sarah Lewis Team Leader – Education and Wellbeing Children in Care Division Department for Children, Schools and Families