Looked After Children and Access to Tertiary Education

Looked After Children and Access to Tertiary EducationThis speech has utilise a historical cadenceline of Governmental changes to policies and laws as a background to describe the evolving splendour of looked subsequently(prenominal) children and learning. This frame give way was chosen because of the amount of changes to policy and law and to clarify in to a greater extent(prenominal) detail how they attached to corresponding law and policy.Prior to the mid 1980s very little interrogation was conducted surrounding looked subsequently children and rearing (Jackson and Martin, 2002). Essen, Lambert and Head (1976) tack that looked by and by children performed paltryly in comparison with the rest of the tribe DATA. Over the last twenty years, various Governments habilitate out foc employ on the importance for looked aft(prenominal) children and their education, and a need to ensure its priority inwardly assessment, develops and the wider environment.The aim of th is literature review is to discover why the majority of looked by and by children still do not portal tertiary education, even though their deficit in this bea has been intimately known for many another(prenominal) years. The dissertation go away focus on specific areas for sampleLooked aft(prenominal)wardsward children and educationLooked by and bywards children and access to tertiary educationThe role of the favorable worker with compliancy to looked after children and their processionion through educationInternational comparisonDoes the nature/ or experience of transcription for looked after children stick out an effect on their likeliness to progress to tertiary education?Finally what amicable work fucking do to actively promote education for looked after children.The 1989 Children work out guidance ask local anesthetic anesthetic regime to provide educational opportunities for looked after children and support, and that this must be implyd in their fi nancial aid plan (Goddard, 2000). In 1994 the De occasionment of Health and section of Education additionally stressed the importance of co-operation among teachs, fond services and Local Authorities. Yet, in 1995 these measures to promote education for looked after children were imbed to have do little difference (Social services Inspectorate and the Office for Standards in Education, 1995).In response the Government set specific tar finds for Local Authorities with respect to education alongside a requirement to publish guidance on the education as per that from the section for Education and Employment and the Department of Health, 2000. This ensured all local authorities were workings towards the uniform goal and by the same guidelines. As well as introducing new guidelines for teachers, designated to support looked after children and each looked after child was given over a personal education plan (PEP). Another part of the target was to ensure that no placement was gi ven before an educational placement could be secured. The amend Children Act 2004 implemented new duties promoting the educational achievement of looked after children. The schools until now are notwithstanding pass judgment to take a proactive near to the education of looked after children and coordinating with different departments on that point is only an expectation. If the school believes it does not have the resources to support adept looked after child thence it will not be rebuked because of it.There have been a overrideing of introductions of legislative policies and guidance for poser Improving the educational achievement of looked after children (Department for children, schools and families, 2009) this introduced new key elements involving the education of looked after children introducing a virtual school top whom keeps track of every looked after child to ensure all have appropriate provisions. Care matters time for a change (2007) was introduced to improve t he out haves of looked after children. This policy addresses the corporate parenting, health, education and social work coiffure and commission of looked after children services to improve placement choice and stability. Similarly The Children leaving financial aid Act (2000) was introduced to enhance provision for fearfulness leavers, For example, giving Local Authorities a responsibleness to ensure they persist in to meet the looked after childs inevitably until 21 years old, and allocate an advisor who would take responsibility for co-ordinating support. This dissertation will consider the reasons why there are still a comparatively small number and proportion of looked after children with good educational outcomes. Generally and more specifically why an even littler comparative proportion of looked after children enter tertiary education. The dissertation will to a fault consider what social workers can do to promote an education agenda for looked after children.Previous look has shown that looked after children have baseborn educational attainment (Jackson, Ajayi and Quigley, 2005 and Jackson et al, 2002). 6% of looked after children go on to access tertiary education. Several authoritative sources indicate a continuing lack of formal qualifications among children in care, with subsequent prospects for entryway higher(prenominal) education less likely. Research has shown (Berridge, 2006) a wide range of reasons why looked after children do not access tertiary education. These reasons vary from child experiences of malignment, the type of placement the child has, attachment problems and poor services given to children who are looked after. McLeod (2008) found that children in local authority care need a positive and sustained relationship with their social worker to promote their well universe and emphasise the importance of education and other aspects of the looked after childs life that whitethorn have been forwardly ignored. As such, a soc ial workers role to work with a child holistically to ensure all their needs are met, has profound implications for education.The evince presented here suggests that the education of children looked after by Local Authorities play alongs to be problematic. This review will as well as question if becoming a looked after child is inevitably negative in terms of the childs chances to access tertiary education is this was the case then comparatively looked after children in other countries should have the same outcomes.Currently the Governments priority is to narrow the gap amid the educational achievements of looked after children and that of their peers. In 2008 14% of looked after children achieved five A*-C grades at GCSE compared to 65.3% of all other children (Department for Children, Schools and Families (2009). New initiatives entangle public service correspondences for example Public Service Agreement 11 aims to narrow the educational achievement gap in the midst of chil dren from low income and disadvantaged backgrounds and their peers. This agreement involves aiming for the looked after children to reach 3 national targets. Including to aim for 20% of looked after children get gain 5 GSCEs A*-C, for 55% of looked after children to reach level 4 of key floor 2 in mathematics and 60% to reach key stage 2 in English. Local authorities must now support looked after children enrol in higher education and continue with it by granting bursaries if they desire to continue their education.Universally the try presented above suggests that there is a general agreement amongst informed writers that looked after children continue to have poorer educational outcomes than their peers. There are numerous reasons postulated for this deficit, looked after children introduce problems that their peers do not. Firstly, many have faced great upheaval and consequently some may have behavioural problems compared to the general population affecting the relationship wit h other children, teachers and therefrom affecting their work and relationships at heart school. Weyts (2004) highlights that looked after children are expected to perform lower than their peers so may not be given the same encouragement as others. The major problem facing looked after children with respect to education however would appear to be upheaval caused by change of placements (OSullivan and Westerman, 2007), which may present difficulties in getting used to different schools, friends and teachers all effecting their education and outcomes. Yet with positive placement , and encouraging carers then there is evidence that children may attain good educational outcomes (Jackson, 1998). It may also be the case that the model of offbeat embroiled at national level, will also impact upon individual outcomes for looked after children, as is perspicuous from some international comparisons (Petrie, Boddy, Cameron, Wigfall and Simon, 2006)).This dissertation will connect the info rmation from the research gathered to answer the research question. Using a better evidence approach to synthesise the info to ensure all aspects of the research question can be answered stiffly.MethodologyAs referred to in my research proposal, this dissertation will adopt a systematic review approach (pg.4 of research proposal). This type of review will provide a synthesis of research on this topic. A systematic review identifies all available literature on a specific topic whilst describing a clear method. Bryman (2008) defines a systematic review as one which summarises concisely all the best evidence that address the research question. An comprehension and exclusion criterion is set to ensure only the best research is used in the review. The research opuss will then be critiqued and a best evidence approach method for critiquing the papers will be used. Conclusions will be drawn by combining observations from the review with existing theories and models. A best evidence ap proach selects literature which has nearly relevance to the research question. The literature that gives the best answer to the research question and has a good evidence base are the papers more likely to be most effective in answering the research question.This literature review was derived from searches of the following databases via the Leicester University Library websiteSage journals onlineIntergentaconnectCambridge Scientific Abstracts, apply Social Sciences Index and Abstracts (ASSIA)Oxford University Press E-JournalsSocial Care onlineWiley online librarySearches were carried out on each database utilise the following search termsLooked after children or children in careEducational outcomes or educational attainment or educational achievementThe search will be restricted to cover between 1980 and 2010. This limit was chosen as most research is between this era and to have a wider inclusion limit would impact on the scope of the dissertation.The results will be filtered man ually using the following criteriaThe theory of relativity to the subject of looked after children and accessing tertiary educationTheoretical or empirical researchHarvard referencing will also be adoptedThe looked after children population in the United KingdomThe term looked after was introduced in the Children Act, 1989. Looked after children are those under the age of 18 who are subject to a care place it also includes children who are accommodated voluntarily for over 24 hours. Currently there are approximately 60,900 children who are looked after by local authorities in England (Department for children, schools and families, DCSF (2009). Of this population 57% was male and 43% female. The division of looked after children increased when comparing the age of the looked after child. The greater the age theme of looked after children the higher the office. There was a solid increase from ages 5 to 9 to that of the age group of 10 to 15 increasing from 17% to 41%. From the a ge group 10 to 15 and 16 over the percentage of looked after children decreases to 21% (See appendix 1) (DCSF, 2009).Statistics from DSCF (2009) show that that master(prenominal) category of need of the looked after child is because of abuse or neglect at 61%, which hasnt changed greatly over the past five years. Other reasons for cosmos in care are the child having a disability, parental illness, the family is in distress, dysfunction in the family, socially unacceptable behaviour, low income and absent parenting. In 2009 most children in care were of white British channel (74%). 36,200 children were looked after on a care auberge in 2009. This is a decrease of 2% from the previous years number of 36,900 and a decrease of 10% from 2005 (DCSF, 2009).When children are subject to a care order parental responsibilities are vested in the local authority through the social services department. A care order is a court order made under section 31 of the 1989 Children Act which places a child compulsorily in the care of a designated local authority. The court can only demonstrate this order if they are satisfied that a child is suffering or is likely to suffer significant detriment. The local authority assumes parental responsibility as well as the parents for the child. Other reasons why children may be looked after are if there is no responsible adult available to look after the child and if the child is being adopted that is not yet legally adopted by the new permanent family.According to the 1989 Children Act, all local authorities have a statutory duty to promote education and to promote looked after childrens educational achievement. They should consider all the decisions dateing placement they pass on behalf of the looked after child to ensure their education is not impinged upon. The local authority must ensure those children looked after are fractureed everything that children who arent looked after receive, so they perform the role as parent as clo se as possible.Of those in care , 73% were children looked after in foster placements, 10% in secure units, childrens phratrys hostels, 7% with parents, 4% placed for adoption, and 5% in other care (this included residential schools and other residential settings) (DCSF, 2009). Considering the types of placements the looked after child has the education of the carers needs to be considered. All individuals twisty with placements and giving care to looked after children need to be given a level of education so they are able to satiate the childs needs and ensure that educational outcomes are to be achieved.Looked after children belong to the children in need group deep down the UK. When children and families require help their assessment of need becomes the first mechanism. The state should then be involved in supporting the families fulfil their responsibilities as parents. If the state decides that the childs developmental needs are not being met then they should intervene. I f the child has experienced significant harm is there is a likelihood of experiencing significant harm then the child should be removed from the family to assess the situation.The Children Act (2004) states that the childs development is the basis of defining need. The main dimensions involve social, physical, intellectual, behavioural and educational. This had then been developed inside the looking after children dimensions and includes health, identity, family and social relationships, education, emotional and behavioural development, social presentation and self care skills (DOH, 1995). To understand the definition of what need is involves understanding the standards that should be met. Bradshaw (1972) suggested that there are four dimensions to need these include normative needs which most professionals define for populations, felt needs which include what people say they need, expressed needs including what people want by actions and comparative needs which are those needs esta blished when comparing to another group. This understanding of needs is needed to give the best responses as social workers and other professionals to meet the needs. The underpinning theories which contribute to understanding the needs of a child include Maslows (1968) Hierarchy of Need which includes physiological, social, security, egotistical, and psychological dimensions. Bowlbys (1988) attachment theory also underpins the understanding of need. Attachment theory has become an important part of working with children and practice, it gives understanding of development and the impact that loss or trauma can affect children.Understanding each of these dimensions of a childs life helps in practice when assessing the childs needs and how to respond.Looked after children and educationThere have been a number of initiatives (SEU, 2003) introduced in the UK which highlight a continuing problem with regard to low educational outcomes for looked after children and young people in compari son to the general population.Basic problems, such as a high rate of exclusion for looked after children have been identified, and are now well known, but have proved difficult to eradicate and continue to cause persistent problems for the looked after children. These include the impact of often regular changes of placement, the possibility that the expectations of teachers or social workers may be lower for looked after children than would be typical for most parents aspirations for their own children.Many children taken into care have a muniment of family crisis and have experiences of trauma whether through direct abuse or more general dysfunction in spite of appearance the family. The impact of this often affects the looked after childs ability to learn or progress through school without especial(a) support (REF).When children enter the care system it is almost never the plan for them to remain looked after for a protracted period. Social workers are only too aware of the pot ential negative consequences of time in care (REF) and indeed the majority of children who come into care return to family care swiftly. For some children however, usually those with the most complex problems and intractable family situations, being looked after can become long term. The impact of being looked after however will affect the childs educational attainment no matter what age they are.The latest figures from the Department for Children, Schools and Families, published in 2009 show that while 66% of looked after children in year 11 from years 2007 to 2008 passed at least one GCSE OR GNVQ 99% of other children achieved this level. In 2007 to 2008 14% of looked after children passed at least 5 GCSEs or GNVQs at grades of A* to C compared to 65% of other children.Primary school results are also low. chance upon Stage tests at age 7, 11 and 14 (SEU, 2003 for example found that at Key Stage one 57% of looked-after seven year-olds achieved at least level 2 in reading in 2008, compared to 84% of all children. At Key Stage level twain 46% of 11 year-old children looked after achieved level 4 in English, compared with 81% of all children. In Key Stage three maths, 33% of looked-after young people achieved level 5, compared to 77% of all children (DCSF, 2009).Looked after children in the United Kingdom may consequently be argued to be a vulnerable group who as a result of the inequality of the education system often face exclusion from society in a more general sense, often extending long after their period of time looked after has come to a conclusion, and throughout their adult lives. Hugh (2009) argues that looked after children tend to be from less affluent families, suggesting correlation between poverty and poor educational outcomes. Hugh (op cit) extends this argument to suggest that social exclusion will affect many areas of looked after childs life, one major concern if having poor educational experience.The SEU (1998) found that those children wh o miss large amounts of school are more likely to be exploited. Harker, Ober, Lawrence, Berridge and Sinclair (2003) march on suggested that looked after children are over represented within the group of excluded children, and that many have behavioural and special educational needs likely to affect their progress through education.Research by Daniels, Cole, Sellman, Sutton, Visser and Bedward (2003) found that permanent exclusion from school usually followed a news report of behavioural problems. This study found that four out of five of the excluded young people had received two or more fixed term exclusions prior to them being permanently excluded. Research by the SEU (1998) found that children in care were ten times more likely to be excluded from school than other children but also that this discrepancy was widening. Quality Projects Research (2003) found that the majority of excluded children failed to subsequently complete their schooling or receive any educational achievem ents.The SEU (2003) paper Better Education for Children in Care highlighted five tough issues affecting the achievement of looked after children. These included Instability, (frequent changes in placement often also require a change of school). Too many children in care are loosing large amounts of time out of school because of exclusions or as a result of having no secure school place. Comparatively poor home environments for looked after children are also identified as a factor that will affect educational attainment, similarly differences in encouragement and support at home by the carer affects the childs outcomes and these inconsistencies need to be turn to with, the final issue identified as the emotional, physical and mental health of the child in care. As a result it is important for the school, social worker and carer to understand that additional support may be needed for children in care, especially if they are bullied or have experienced numerous changes of relationshi ps and friendship networks, indicative mood of a high potential for disrupted attachments (SEU, 2003).Education projects was launched in 2003 by the Department of Health and the Department for Education and Skills, its aim was to improve educational outcomes for looked after children. Focusing on multi-agency working, Education projects recommended the introduction of local authority training for designated teachers within schools. It also provided funding to be used to develop new educational strategies across local authorities. The Department for Education and Skills then published The Role of the School in backup the Education of Children in Public Care (2003) similarly recommending specific initiatives with looked after children involving Personal Education Plans, attendance and truancy and Transition planning and admission to name but a few.The SEU (2003) highlighted the five problematic areas regarding the educational outcomes of looked after children which have prevented ch ange, or slowed it down (Cocker and Allain, 2008).These five areas included Capacity referring to the vacancy rates within the childrens social care workforce, suggesting limited insight into the specific educational needs of looked after children. Management and leadership with regard to staff at senior levels lack of time and consequent commitment they can offer in this area leading to feelings of powerlessness to affect real change. Limited resources, including for example inconsistencies between areas in the UK and which resources are available to looked after children, affecting the support available to looked after children. Similarly the attitudes of the social workers and professionals who work with looked after children were also deemed to contribute to low expectations of the educational outcomes of looked after children. The final problem highlighted was systems and structure within local authorities impacting on inter agency communication and affecting the work between the agencies, therefore affecting their practice with looked after children (SEU, 2003) (Cocker and Allain, 2003).The Every Child Matters (2004) green paper included five outcomes springy for all children, including good health, an opportunity to stay safe, achieve economic well being, enjoy and achieve and make positive contributions towards society.Most recently the white paper Care Matters, time for a change (Department for education and skills, 2007) proposes that looked after children should be given the highest priority in school admissions. The paper for example requires Local Authorities to ensure looked after childrens placements were not changed within year 10 and 11 of school, to prevent the disruption of their education. The paper highlighted again the importance of a designated teacher to work with looked after children to become statutory, whilst also introducing the virtual judgement teacher within each authority. Their responsibility is to track the progress of the children in the local authority who are attending school and those moved into a different local authority. A designated teacher has responsibility for the looked after children within a school. They are expected to advocate on behalf of the children and young people in care and they should ensure that each has a personal education plan (Department for Education and Skills, 2005). The paper implemented more support for looked after children regarding absences and exclusion. The paper also proposed the providing of a grant of 500 annually to be used for support for example one to one tutoring.Jackson and Martin (2002) draw attention to problems that looked after children face when move to find a suitable source of education, whether this is because they need to move due of placement changes or because of previous exclusions from other schools. Most schools need to keep a high level within the league tables in order to ensure funding is continued. With this is mind many are reluctant to take on looked after children. Many schools stated that they did not understand what these children faced and that they did not have the resources to support them (Jackson et al, 2002).Berridge (2006) has identified the gaps of data when accessing statistics. The social processes behind forming the statistics may not straightforward. Interpreting the terms within statistics may cause further problems. Berridge, also highlights pressures from outside groups to get indicators of why looked after children have low educational outcomes.The statistics gathered regarding looked after children have limitations. Firstly 27% of the looked after population who had been in care for over 12 months have a special educational needs statement, compared to 2.7% of the overall population (DCSF, 2009) clearly affecting the performance of a large group of looked after children. Secondly the educational outcomes of looked after children who have been in care more than 12 months are published, there is also the overall results of looked after children. These children may only be in care for a short period because of family problems. Berridge (2006) argues that if we are to use these statistics there needs to be a time period given for social workers and other professionals to be responsible for the looked after child to turn their situation around. Social services cannot be responsible for giving the looked after child a come to the fore in life if they have only entered care as an adolescent and have existing educational difficulties.