1. MOVING ON UP:
Pathways of care leavers and care-experienced students into and through higher education
Presentation by
Dr Neil Harrison
Associate Professor of Education Policy
House of Commons 29th November 2017

2. Project outline
Commissioned by National Network for the Education of Care Leavers
Two part project:
Statistical analysis of linked data from National Pupil Database and Higher Education Statistics Agency (HESA) – tracking cohort of young people from 2007/08 to 2014/15
Online survey of 212 care-experienced students currently in higher education
Fieldwork undertaken November 2016 to March 2017

3. Some quick facts and figures
Tracked 650,220 young people who were 16 in 2007/08
Of these, 6,470 were care leavers
Of these, 765 entered higher education
Of these, 385 completed a qualification – 320 gained degrees and 25 had progressed to postgraduate study
Of the other 380, 240 were still on course and/or dormant
The remaining 140 withdrew and had not returned as of 2015/16

4. Many more than thought…
Additionally includes those entering until age of 23 and those losing or severing contact with their local authority (e.g. those with a gap in their education)

5. …but still too few Participation rates by GCSE passes Entered HE (all)
Whole cohort
Care leavers
FSM eligible
Entered HE (all)
43.1
11.8
26.1
- 8+ GCSEs A* to C
76.2
71.3
72.3
- 5+ GCSEs A* to C inc. E+M
68.4
58.6
62.3
- 5+ GCSEs A* to C exc. E+M
38.9
26.8
31.6
- 5+ GCSEs A* to G
11.3
8.7
12.2
- 1+ GCSEs A* to G
8.1
4.5
3.4
- No passes
2.8
2.4
2.0

6. Layers of disadvantage
63% of care leavers had special educational needs – three times the average
31% of care leavers had a ‘statement’ – nine times the average
27% of care leavers achieved no GCSE passes (mostly as they were not entered) – ten times the average
Care leavers as particularly disadvantaged, even among those with care-experience
Analysis comparing care leavers with otherwise similar young people

7. Pathways through HE
Entering HE
Care leavers were 11% less likely to enter, all else being equal
Leaving HE
Care leavers were 38% more likely to withdraw and not return
Succeeding in HE
Care leavers were as likely to receive a first or upper second

8. Two hundred young people
Care
leavers with five or more GCSEs at A* to C, inc. English and maths
Whole cohort
with five or more GCSEs at A* to C, inc. English and maths
Black = No HE Purple = Entered HE, but left
Blue = Still studying at Green = Achieved sub-degree
Orange = Lower class degree Red = Higher class degree

9. Punctuated pathways
On average, care leavers started higher education around a year later
Care leavers significantly more likely to enter with qualifications other than A Levels
Three times as likely to enter through Access to HE course or work-based learning routes
Difficult to analyse, but care leavers more likely to have restarts, course changes and periods of dormancy
Reasons given for withdrawal very similar to other students

10. Care-experienced students
Latest HESA data suggest 2,570 care leavers currently in higher education
Further 3,530 other care-experienced students – i.e. usually left care before 16 or returned as mature student
Likely to be underestimate due to non-declaration when entering higher education
Opportunistic online survey – 212 care-experienced students (3.5% sample)
Rich and moving stories – thematic analysis

11. Transitions: good and bad
My local authority was excellent in the transition. I was well informed of everything they would pay and supported with a letter stating that I was a care leaver throughout.
The local authority was very disorganised and wasn’t very informative on what care leavers get when they go [to] university, [it] was just stressful and very disorganised.
I think the university just needs to be more organised and make sure that staff reply to your s more often. You often feel quite alone when trying to resolve issues to do with the course.

12. Struggle and resilience
I didn't attend school regularly and not at all from the age of 13. I did one year’s access course to get on to my degree, so I feel my academic abilities are limited.
Because sometimes I don't feel good enough and I feel lonely and struggle with mental health, and I have no money and I feel like my life will not go anywhere anyway.
The fear of being dropped is enough motivation for me to work harder. I see this as my only chance to get out of a poor quality of life and become a contributing member of society.

13. Community and care legacy
I haven't made any friends and I feel isolated in my classes. I am waiting to see how I do in my exams first. I wish someone had advised me where to live. Living at home is the worst decision ever.
It is difficult for me to tell friends in Uni about my circumstances, so I felt it is better to tell them that I am an international student.
I found that not having a GP surgery specifically for students with mental health issues or a health professional on site has been difficult, as I really struggle with post-traumatic stress.

14. Six factors supporting success
Strong KS4 attainment
Managed transition from care to higher education
Membership of the higher education community
Resilience and determination
Strong disability and mental health support
Access to alternative pathways into higher education