Educational Attainment and Looked After Children

As Part of Leadership and Management in Children Services

Dissertation HUG 3100

By Dinah Pemberton 20871864

Edge Hill University 2012

Contents Page 

Introduction                               1

Literature Search                      3

Literature Review                     4

Recommendations                   30

Conclusions                             32

Bibliography                            33

Appendix  A                             1A          

Acknowledgements

I want to thank Edge Hill University and the tutors who I have worked with for helping me and supporting in getting further in my academic work. Thank you to my son Tyreece Queeley for having the patients and the understanding throughout this period of study.

Word Count 8,514

I certify that confidentiality has been maintained by the use of pseudonyms (Edge hill University 2010)

The dissertation will look at Educational Attainment and (LAC) ‘looked after children’. The purpose of this chosen topic is because as a qualified counsellor and integrated practitioner, my interest and concern in looked after children have become paramount. On completion of this degree in leadership and management in Children’s Services I would like to manage my own children’s home or work in that sector. 

The first theme the literature review will focus on is issues relating to looked after children and their educational outcomes from both viewpoints.  Firstly it gives a definition of looked after children. According to Holland (2010) children become looked after when their birth parents are unable to provide on-going care in either a temporary or permanent placement. Furthermore children can either be looked after as a result of an agreement made by their parents or under a Care Order. 

Another possibility is that children may be placed with extended family, friends and foster carers depending on the circumstances. It then goes on to look at, how looked after children can experience mixed feelings in schools and how low attainment at school may impact on low rates of success to furthering on to higher education. More controversially, Department Children School Families (DCSF) (2009) has put it simply that children and young people who come under the umbrella of the public child care system in England, need good educational attainment; in other words this can play an important role in assisting and promoting resilience in developing their full potential. This in turn means that poor Educational Attainment can set children and young people back significantly.

In the second theme there will be an investigation into the provision of looked after children and what the government, local authorities do to safeguard and promote their welfare. It will look at initiatives such as, Children act 1998, Children (Leaving Care) Act 2000, Adoption and Children Act 2002, Children Act 2004 and the Children and Young Persons Act 2008 etc. It will look at how they implement structures for integrated working.

In addition the third theme will evaluate the attitudes and understandings of professionals and the support arrangements generally for looked after children in education. A key reason why past initiatives have had relatively limited impact is that they tended to be centrally led and controlled and children in care (CIC) remained a relatively low priority NSPCC (2012). This Government is committed to decentralising power and giving greater autonomy to local government, their partners and local communities DFE (2012). Change for the care system must be locally owned, driven by the sector, and should free up front line professionals and carers to make decisions and devote more quality time to these children. Crucially, children's voices need to be at the heart of all decision making DFE (2012).

Finally theme four will discuss LAC and teenage pregnancy. LAC are at greater risk of teenage pregnancy and are 2.5 times more likely to become pregnant than other teenagers Knight et.al (2006).  Apparently it is recognised that the health and educational needs of LAC that are pregnant are greater than many other groups of children and young people Knight et.al (2006). 

Further recommendations will highlight what needs to be improved for the future of LAC, and how partner agencies can work together so that LAC voices are heard. It will discuss encouraging Educational Attainment and aspirations for the future of LAC. Many LAC do not receive continuous support, and work on sex and relationships including pregnancy and parenthood are not routinely provided within the care system or by carer, as claimed by Gilligan et.al (2012). It seems clear to focus on these key points at this moment in time, as it is difficult to escape these problematic issues that LAC are facing on a constant basis.

Literature search

This literature review was carried out using search terms (see appendix A). The literature review will focus on the UK as this will be my ideal place of practice and is popular in finding key information on looked after children and educational attainment. There were large scale reports and journals that could be accessed and there were no limitations at all when researching. The literature review will focus from 2000-2012 it is important to be up to date with the government, political drives and objections especially when dealing with vulnerable children. 

The reason for this decision was that a majority of the findings were based on qualitative research methods which focus on validity of meaning structures and holistic analyses rather than statistical outcomes. Qualitative data research focuses on addressing the issues that arise in looked after children and what can be implemented to ensure early intervention. It also seeks to build on existing strengths and successes, to create change as a there was a variety of journals that stressed the need for stronger commitment in inter-professional working with ‘looked after children’.

Literature Review

To begin Holland (2010) has pointed out the term 'looked after' was introduced by the Children Act 1989 and refers to children who are subject to Care Orders and those who are voluntarily accommodated. The key point to note is, local authorities have a duty to work in partnership with parents. Many children and young people who become looked after maintain strong links with their relatives and many eventually return home, as claimed by Baker (2007).

However the term ‘looked after’ can also mean children and young people who are looked after by the state, according to Axford (2010). It is important to note that in England, Northern Ireland, Scotland and Wales the relevant national legislation is different; this includes children who are subject to a Care Order or temporarily viewed as looked after on a planned basis for short breaks or respite care, as claimed by Thomas (2011). Even more so the term is also described as ‘accommodated’ where children and young people who are looked after on a voluntary basis or an agreement that was made with their parents under compulsory measures decided by a children’s hearing or a court DCSF (2010). Apparently these children are referred as ‘children in care’ (CIC). These children are either cared for by foster carers or live in children's homes and specialist children's homes (Baker, 2007). Further to this discussion a more comprehensive definition of ‘looked after children’ LAC can also refer to, for example, children who are locked up in prisons; children who are in secure immigration and removal centres because of the parents' status as asylum seekers, and children who are privately fostered, specified by DCFS (2010).

We have already looked at the definition of what look after children means, however it is important to look at why children become ‘looked after’. There are a number of reasons why a child may be ‘looked after’ according to Children, Schools and Families Committee (CSFC) (2009), which states that some children in care have experienced physical, emotional, sexual abuse and neglect. However in many cases some may be in care because of the illness or death of a parent, according to CSFC (2009).  The majority of children and young people in care come from families who experience difficulties and are separated from them because their family was unable to provide adequate care, as claimed by the Citizen Advice Bureau (2012). 

It is worth pointing out that there have been many explanations for the low academic attainment of (LAC). These include unstable educational placement, the low expectations of teachers for these children as well as low priority given by social workers and carers to the education of the children, according to Barratt (2012). 

Education is an important pathway to better the life of LACaccording to Denecheau (2011). At the same time it is true to say that LACcan be at risk of underachieving at school, because they have experienced disruption to their family life and education Denecheau (2011). It is important to note that every local authority has a responsibility under the Children's Act to safeguard and promote the welfare and education of all young people and children that it looks after DSCF (2009). It should be also noted that the Government guidelines give specific responsibilities to all those involved in providing or supporting LAC education DSCF (2009). 

The White Paper ‘Care Matters’ (2007) has raised awareness in the attainment of children living in care and, to improve educational outcomes, the focus is to hear and acknowledge the voice of the looked after children. Berridge (2011) identifies that LAC are the most vulnerable and disadvantaged in the education system; he states that looked after children are more likely to be permanently excluded from schools and their average attainment levels are likely to be lower than those of their peers. Studies undertaken internationally point to the educational deficits which children bring to the care experience, as claimed by Berridge (2011).  Among the factors uncovered by these studies are low educational attainment, poor attendance, overrepresentation in school exclusion, suspension, frequent school changes as a consequence of placement breakdown, low completion rates and high unemployment among those who ‘age out’ of the system, as specified by Simmonds (2010). These results are consistent with those of other studies found in the UK, which are highlighted throughout, and suggest that awareness does need to be raised of LAC to improve educational outcomes Simmonds (2010).

Children in care (CIC) have a poor record of achievement in school, according to Simmonds (ibid). Another possibility is that, although some do well, looked after children as a group have poor experiences of education and very low educational attainment, as claimed by Walker-Gleaves & Walker (2008). CIC face particular difficulties, arising from changes of placement, inadequate liaison between children's home and schools, low expectations among care and school staff, and an environment in which educational needs are not given priority, as stated by Simonds (2010).  Jacklin et.al (2007) highlighted that there have been many explanations for the low academic attainment of looked after children, which surprisingly has been well documented. They have implied that teachers have low expectations of looked after children and see them as disruptive. 

Jacklin et.al (2007) states that in their study teachers were able to distinguish the difference between looked after children and the children who are not. This evidence was just based on identifying behavioural problems such as children withdrawing or being anxious in the classroom Jacklin et.al. (ibid). This seems very limiting in terms of making an observation. Such explanations are too simplistic. They tend to overlook the fact that, perhaps there are other explanations on a LAC behalf such as; some LAC may be resistant to asking for adult help, due to previous contact with adults who have not been very understanding and who may have directly blamed the LAC for their behaviours, according to Thomas (2011).  It is also sometimes forgotten that many LAC find it hard to open up and will automatically behave and respond in a defensive manner, as claimed by Holland (2010). 

Nothing can detract from the central fact that schools would be better off if there was more understanding from the teachers when it concerns LAC Jackson (2010). However what is even more surprising is that many LAC have undergone difficult and traumatic experiences before entering care and their schooling may have been disrupted, according to Jackson (2010). It is important to realise that schools can be a valuable source of stability and continuity, providing a sense of normality, particularly if a LAC remains at the same school during placement moves, as claimed by Axford (2010).

According to Berridge (2012) success can lead to improved self-esteem and confidence; this can enable children to more effectively access the formal and informal opportunities for learning and development of social skills. In other words teachers working with (CIC) should be able to demonstrate the potential enjoyment of learning in all sorts of ways not just the importance of education in terms of getting a good job Berridge (2012).  Berridge (ibid) argues and states that if teaches take this on; education will become part of the care culture. In any case it seems clear that stability is fundamental to success in schools.

It could also be argued that LAC poor Educational Attainment is also a result of mixing with social groups that already tend to do less well in education, as claimed by Walker-Gleaves & Walker (2008). It is also worth noting that the high level of social, emotional and behavioural difficulties experienced by children living in both residential and foster-care indicates that looked after children are among the most disadvantaged in our society, according to Barratt (2012).  Still there is no denying, that the Social Exclusion Unit (2003) found that even taking account all of these factors, children in care as a group perform significantly worse than their peers. Even though this statement was made in 2003 there is clear evidence that suggests this is an on-going problem for CIC. 

More controversially, it is only to be expected that there is a high occurrence of emotional, social and behavioural difficulties, combined with low academic attainment levels, as stated by Berridge (2007). This obviously indicates that there are warning signals which indicate that something is seriously wrong with our corporate care and education systems McAuley & Davis (2009). Educational outcomes make readily accessible data, so these have been frequently cited as major indicators of the safety of children and young people in care Jacklin et.al. (2007). It is quite true that the analysis of this evidence certainly provides depressing reading, especially given the difference between the educational attainments of LACunder local authority care and those who are not. 

Currently, to improve the lives of CIC and to strengthen the adoption system, are important priorities for the Coalition Government, as claimed by Parliamentary Business (2011). Nothing can detract from the fact the outcomes are simply not good enough. However according to the best available statistics, in 2010 only 26% achieved 5 GCSEs at A*-C grades, compared to 75% of their peers, as claimed by Parliamentary Business (ibid).  These figures show clearly that there is a low percentage of LAC that does not do well in their educational attainment.  More generally it is hard to detract from the fact that many care leavers eventually become homeless; furthermore instances of teenage pregnancies, alcohol abuse, drug abuse, unemployment, prostitution and crime inevitably occur, according to Nspcc (2012). 

Social Exclusion Unit (2003) highlights for LAC to have a better education in school, they outline the importance of school governors in ensuring that the potential of a child in care is recognised; and that schools are communicating effectively with foster carers, social workers and parents Social Exclusion Unit (2003). It is for this reason that school governors have a responsibility to make sure school staff do not make generalisations about CIC,  it is essential therefore that a designated teacher is in place, and that information is conveyed accurately between schools, social services and local authorities Social Exclusion Unit (2003).

Further to this it is important to note that CIC should have equal access to the curriculum, additional support where needed, as stated by the Department for Education (DFE) (2011). The Coalition Government cited in the Parliamentary Business (2011) agree that there have been improvements in the care system over the recent years, despite the fact that they agree that there have been improvements, they do acknowledge that LAC who are being looked after by the care system  remains poor. 

Further to this discussion the Coalition Government stated that they are committed to helping improve all aspects of the lives of children in care DFE (2011).  Apparently their aim is to provide placement stability for LAC, education, health, and to oversee their transition into adulthood; also they aim to ensure that the adoption process for CIC is streamlined, so that they do not have to experience any unnecessary delays, DFE (2011).

In defence of this view, a number of explanations have been offered such as; factors like poverty, social stratification, culture and demography are all implicated, as claimed by Berridge (2007). Interestingly enough poverty has been found to affect educational achievement of LAC The Poverty Site (2012). Schools with a greater level of pupil poverty achieve lower GCSE results, as claimed by The Poverty Site (2012).  Parents’ education level also influences LAC achievement The Poverty Site (2012). 

Additionally, the most modern research has provided ample support for these arguments. In particular the claim that there are a number of long standing bureaucratic features of both the care and educational systems, for example poor information sharing and a lack of working together as a team for (CIC) McMurray et.al (2011). There is however a number of difficulties with this critique,  in historical terms the development of this situation, has further stressed the idea that there is poor communication between education and social services departments as claimed by Goddard (2000).  Evidently this has been an on-going problem from the year 2000 up on till now; it is worth pointing out that this has been a very long time now.

This takes us to the heart of the matter which is the care system for LAC. There is no doubt that the care system has been cursed with persistent problems McMurray et.al (2011).  Many schools have been brave enough to acknowledge that they have not understood the problems that these children face and that they have not been equipped to deal with them, specified by Walker-Gleaves & Walker (2008).  McMurray et.al (2011) argues that poor inconsistent information management within and between departments is an issue that irritates LAC from achieving well in their educational attainment. The insufficient collection of data to inform planning in relation to educational needs is important Bailey et.al (2002).  However educational outcomes were seen as a result of a lack of support, encouragement and co-operation from, teachers and social workers etc., as claimed by Goddard (2000).

What has obviously been the main focus throughout this thesis is that barriers such as poor communication between agencies, poor records, and unresponsive support between agencies needed to be removed if LAC are to progress in their Educational Attainment rather than feel excluded Walker-Gleaves & Walker (2008).  

It is not unreasonable to suggest that inconsistent attention has been paid to the fact that the need for leadership commitment, partnership in multi-agency planning has been lacking and has widened the gap between the educational attainments of LAC in schools Simmonds (2010). Simmonds (2010) argues that the effectiveness for joint up working is essential and the importance of teacher’s behaviours and the head teacher’s attitude to joined up working is lacking. Is it fair to say? That nothing has really changed? And all this thinking of what maybe the cause instead of getting to the root of the matter, which is LAC and their needs; surely this is more important? Berridge (2007). 

To some extent it is true to say that a lot of this literature focuses on the negative aspects and the low expectations for the Educational Attainment of CIC. Education for LAC is essential and must become a priority for, teachers, social workers and carers when addressing care plans and for governments’ social investment agenda to compensate, for  all the difficulties that have arisen in the past, according to Berridge, (2007).

It is clearly important to acknowledge that there are signs of improvement as a result among teachers, social workers and carers, and measurements put in place in schools, such as the appointment of designated teachers and the requirement for every CIC to have a personal education plan (PEP). However the PEP system is still a working progress, according to Jackson (2010). It reinforces the importance of planning and multi-agency working to change the lives of LAC, according to Berridge (2012). However the Virtual School Head is designed to support the PEP but is still in the early stage of development, according to Jackson (2010). Without any doubt there is still a long way to go for LAC and Educational Attainment, which is a very harsh statement but also an honest on.

Moving on from this discussion the main pieces of legislation underpinning social services for LAC are the Children Act 1989, the Children (Leaving Care) Act 2000, the Adoption and Children Act 2002, Children Act 2004 and the Children and Young Persons Act 2008. The legislations will be discussed in more detail throughout this paper.

It is important to note that the provisions of the 1989 Children Act were based on earlier research into the persistent problems of the care system, particularly the issues that arose from the fact LAC came in to the care system without clear plans being made for them, according to Buchanan (2006). The 1989 Children Act clearly states that local authorities have a responsibility to safeguard and promote the welfare of all LAC in care Buchanan (2006). 

Apparently there has been a lot of emphasis put into the Arrangements for Placement of Children Regulations 1991 and the Review of Children's Cases Regulations 1991 recently, as stated by the House of Commons (2009). The main issues that are expressed in the regulations are that every LAC should have a care plan. In other words this plan should be created on an assessment of the LAC needs and consulted with the LAC, their family etc. House of Commons (2009). The plan should be able to address the LAC present and developmental needs, for example, education and health care. The corollary of this is according to (DFE) Department for Education (2010) regulations specify the intervals at which cases are to be reviewed and how this should be done, this is retrieved by consultation and participation, implementation of decisions, monitoring and recording.

The Children (Leaving Care) (2000) Act is subsequently experiencing outstanding changes and effects at the moment. This Legislation came into place because of poor outcomes of LAC; that was leaving care, were and are experiencing Munro (2001). This Act was put into place for LAC  as they approach the point of leaving care Munro (2001). According to Stockport Borough Council (2011) the Children (Leaving Care) Act 2000 is based upon the document 'Me, survive, out there? The act came into power in October 2001. 

Key provisions of the act provides LAC who are accommodated under Section 20, or who are committed to the care of the local authority,  are entitled to formal planning and independent review of their care DFE (2012). LAC are also entitled to services under the Children (Leaving Care) Act 2000 and associated regulations, which define eligibility and entitlement to planning for leaving care and to support up to the age of 21 or 25 if in full-time education DFE (2012). The Adolescent and Children's Trust (TACT) (2012) wants to see the Children (Leaving Care) Act 2000 strengthened to enable all young people leaving care to receive the maximum, not the minimum support.

Also facing change at the moment is the following the 2002 Adoption and Children Act, as stated by Adoption and Children Act (2002).  On 30 December 2005 the Adoption and Children Act 2002 was fully implemented DFE (2012). It represents the most radical overhaul of adoption law for 26 years, replacing the outdated Adoption Act 1976 and modernising the entire legal framework for domestic and inter country adoption, as claimed by TACT (2010). Local authorities and voluntary adoption agencies must comply with the new provisions DFE (2012).

The Children Act 2004 provides the legal framework for children and young people from 0 – 19 Chand (2008).This piece of legislation was accompanied by the launch of a major strategy document for English authorities, Every Child Matters: Change for Children, which has set the direction for a major programme of change in the delivery of children’s services Broadhurst & Pendleton (2007). The Children Act 2004 places a duty on services to ensure that every child, whatever their background or circumstances, they are enable to have the support they need to: be healthy, stay safe enjoy and achieve through learning, make a positive contribution to society and achieve economic well-being Chand (2008). The Children Act 2004 gives a particular responsibility to Local Authorities to ensure they co-operate with local partners such as NHS, Police, Schools, District Councils, Youth Offending Teams and Voluntary Sectors, specified by Timms & Thoburn (2006).

Leading on from this discussion the 2008 Children and Young Persons Act,  is to reform the statutory framework for the care system in England and Wales by implementing the proposals in the White Paper Care Matters: Time for Change published in June 2007 (NCAS) National Care Advisory Service (2008). This forms part of the Government’s programme to ensure children and young people receive high quality care and support NCAS (2008). 

The Act also includes provisions in relation to well-being of children and young people, private fostering, child death notification to Local Safeguarding Children Boards and appropriate national authorities DFE (2012).  Despite the fact, this Act focuses on the relative of the well-being of LAC.  It also helps to provide provisions to enable local authorities to delegate local authority functions in relation to LAC and to require them to be registered under Part 2 of the Care Standards Act 2000 DFE (2012). Furthermore this Act is often seen to place a general duty on the Secretary of State to promote the well-being of all children and young people in England; to conduct research and applications for the discharge of Emergency Protection Orders House of Commons Education Committee (2011).

The Care Matters White Paper and the legislation that followed (the Children and Young Persons Act 2008) have on the whole received a positive reception from Children's Services authorities, voluntary sector organisations and children themselves DFE (2010). Indeed, it is plausible to say that the Government has put on improving outcomes for LAC, and does not doubt its commitment to achieving this DFE (2010). However it is not true to claim that, success will not run automatically from new legislation or guidance, according to the NSPCC (2012). This applies especially to previous programmes of significant transformation and investment have left outcomes for LAC still unacceptably far behind in their development compare to other children Parliamentary Business (2011). 

The Government has placed a new duty on local authorities to ensure a sufficient supply of placements locally, but has not paid enough attention to strengthening local authorities' hands in achieving it DCSF (2009). It has been stated that the workforce is important; implementation of well-intentioned initiatives and guidance depends ultimately on the skills and capacity of staff and carers who deal with children day to day House of Commons Education Committee (2011).

The DCSF (2009) raise a point if an effective care system is to be achieved the recruitment of the right staff needs to be measured as an important, having access to the right training, being paid the right amount of money, receiving the practical support, and placing them in structures that allow them to build relationships with LAC DCSF (2009). Assuming  the Government is still seeking to address aspects of this through, the Social Work Taskforce and Social Work Practices, the case still remains to ask that other aspects such as, delegation to foster carers, have been relatively neglected TACT (2012). 

However, this has often lost out to more dominant values; those who focus their commitment on the successful outcomes on running a business Stein (2009). Young Minds (2012) advises social services to improve LAC mental health and wellbeing by providing more information before moving them into placements. This includes informing LAC with an understanding what a foster placement or residential child care or a secure unit might be like Young Minds (2012). The corollary of this is that when a social services department focuses more on the cost of doing an assessment than on how the assessment is done, the quality of social work will suffer Young Mind (ibid). 

Recent figures showed around just five per cent of LAC in care have been adopted Tact (2012).  Apparently this figure is relatively low and should increase. TACT (2012) argue that the government need to take more action to  improve the support of the LAC who are adopted but it is also clear that  also help is also needed to improve the support for the majority who are not adopted TACT (2012). Young Minds (2012) also argues that the Government should take further action to overcome the effects of abuse or neglect, including improving the provision of mental health care and emotional support for LAC. 

It is certainly hard to see a plausible alternative to the argument that Young Minds (2012) is addressing. Still if we look at, Care Leavers Association (CLA) (2012) they state that action is also needed to address the scandalous rates of re-abuse of LAC who are returned home after being removed from their families is appalling.

It is fair to say that the improvement of the care system must be underpinned by a performance framework that emphasises the most important things; quality of decision-making, of relationships, and of LAC experiences of care, specified by the Joint Improvement Team (JIT) (2007). The JIT (2007) makes a very valuable point the processes and outcomes for LAC are both important, however the primarily concern is about how happy CIC are.  The Government must be prepared to be innovative in finding new ways to assess quality of care JIT (2007).

The Government cited in Stein (2009) stated new initiatives such as social pedagogy or independent social work practices are promising innovative ways of tackling some of the deficiencies in the care system. Stein (2009) states but surely it will ultimately be much more important to ensure that the basics of the system are implemented consistently and enforced rigorously Stein 2009. It is not clear what agreements are available against authorities who fail in their duty as parents, or what incentives are in place to encourage them to fulfil this duty, according to Stein (ibid).

Moving on we must also consider the voice of the child. Only by Listening to the voice of the child provides more setting stone for LAC satisfaction in terms of how they really feel Barnardo’s (2012).  Furthermore it will lead to how stable and secure their lives seem, and whether they have been given both the support and encouragement they need throughout or during their time in care Barnodo’s (2012).   Safeguarding LAC advocacy is a new programme which will provide children in care with a trusted adult they can turn to, as claimed by the NSPCC (2011). The appointed designated person will help to ensure that LAC voice is heard and kept safe and protected from harm. This programme is valuable as it helps to ensure LAC in the UK; are getting their voices heard and they have a say over their experience of care, as specified by NSPCC (2011). The variation currently apparent in the care system leads us to believe that more independent support is needed for CIC to express their views and have they listened to Barnardo’s (2012). 

However for the very young, when we are very clear that a baby cannot be adequately cared for, the best outcome for the child may be early adoption (TACT) 2012. The government need to be braver about taking these decisions and effecting the adoption swiftly, to give the child the best possible chance in life TACT (2012). In all of this, social workers are the key to success they have routinely faced vilification when taking courageous decisions to remove children at risk from their families, placing them in care and they deserve our support, according to The Who Care Trust (2012).

Leading on from this discussion LAC in care may have contact with a number of different professionals from many different services, including social care, school, mental health and Connexions services Berridge (2012).  Some of the most common professional include; Social worker, who is  responsible for a child’s health and wellbeing, including their education; and for initiating a child’s Personal Education Plan with the designated teacher McLeod (2010) . 

There is a legal requirement on the Local Authority to ensure that children in public care have a Personal Education Plan (PEP) Jackson (2010). It is the responsibility of the Social Worker to inform the school when a child is accommodated in order that the designated teacher can begin the development of the child’s PEP, in consultation with other professionals, parents, carers and young people Jackson (2010). The social worker is responsible for ensuring that education is a principal consideration if a change of placement is necessary McLeod (2010).

Secondly, foster carers; looks after a child on either a short or long-term basis, and may be registered either with the local authority or an independent agency TACT (2012). Carers maintain contact with the school and liaise with social workers as appropriate TACT (2012).

Thirdly, designated teacher; their role is to co-ordinate support for a child in school; and ensures quick and accurate transfer of information between schools. They also act as an advocate for a CIC in school Jack (2010). Designated teachers are also responsible for ensuring that every CIC in their school has a fully completed and up to date Personal Education Plan (PEP) Aubrey & Dahl (2006). PEPs are working documents and should be regularly reviewed to chart a child’s progress both educationally and socially, and deal with any problems that arise, according to Jack (2010). The designated teacher should be a senior teacher, with sufficient authority to influence school policy and practice Aubrey & Dahl (2006).

Fourthly, LAC co-ordinator; who are known to be commonly funded by social services and education departments, this person’s responsibility is to improve the Educational Attainment of children in care Baker (2007).  Furthermore they empower social workers to support the education of, and advocate for, Children in Public Care (CIPC) and Children in Need (CIN) Teaching Expertise (2012).  To sum up they support the fostering team and foster carers in enabling CIPC to access a full time education to prevent children from moving into public care by helping to create stability in their education Teaching Expertise (2012).

Finally, residential social worker; provides support for a child, who lives in a residential children’s home Schofield et.al (2007). Decisions and services are often not geared towards a particular child’s needs because the way services are organised prevents flexibility, or there is a shortage of available resources such as specialist residential or foster care provision Schofield et.al (2007). Decisions and services are often not geared towards a particular child’s needs because the way services are organised prevents flexibility, or there is a shortage of available resources such as specialist residential or foster care provision Schofield (ibid).

At the heart of the professionals are social workers who build consistent, long-term relationships with children in care, listening to their views and taking these views seriously Ahmed (2010). For children CIC, the importance of their relationships with their social workers is a theme that they have consistently highlighted in previous research. Too many reports and inquiries have highlighted cases where social services have failed vulnerable children Berridge (2012). 

Judged by this measure stable, reliable bonds with key individuals are fundamental to children's security and development. In all circumstances, the care system should be supportive of rather than obstructive of good relationships Axford (2010). What is really remarkable is that LAC rarely have the sort of relationship with their social worker that they want Berridge (2012). 

The views of how LAC think that professional and the public views them was a complete shock as some comments stated in Biehal (2006) research stated that LAC  are seen as a waste of space.  One LAC stated that everyone thinks you’re a no-hoper when you’re in care.  Biehal (2006) makes a valuable point and states CIC are considered to be inconsistent, untrustworthy and, because they lack the experience of age, unable to make valid decisions. These attitudes undermine the requirement placed on social workers by the Children Act to consult with and involve children in decisions about their care, as claimed by Allain (2007).

The importance of social worker relationships has been further highlighted by CIC who, still feel that they do not have good quality relationships with their social workers and that they are not listened to or included in their care planning Axford (2010).  Further to this another child expressed concerns about not seeing their social workers enough and social workers not keeping appointments Allain (2007).  CIC also voiced that they wanted their social workers to be more effective, easier to get hold of, and to keep the promises they make, according to Biehal (2006).

It feels as if the care system really do not understand what ‘working with children and families’ is about. All they’re interested in is budgets, bed spaces, how many assessments you’ve done. You have to build up a relationship with these kids in order to have any impact. But obviously seems professionals have not got any time for that all, according to Allain (2007).

A more fundamental objection to this argument is that is the concept of ‘being a good parent’ is not one that local authorities have generally applied to their relationship with looked after children Broahurst & Pendleton (2007). The current focus of public care is on the protection of the child, with relatively little attention being given to the role of nurturer and educator roles which is evidently is expected of a ‘good parent’ Broahurst & Pendleton (2007). The Who Cares Trust  (2012) address that the care system as a whole needs to care about what happens to each individual child, whether they are happy, doing well at school, are healthy, have friends, and so on. 

In any case it seems clear that Children's services must have the tools to spot trouble in families at an early stage, and must be able to have confidence that the interventions at their disposal are of a high quality and will make a positive difference to families , according to Stein (2007).The principal criticism has been that the care system is seen not as a sanction against failing parents, nor as a catastrophe for future prospects of LAC, but as a way of supporting families that are under stress and not functioning well as claimed by Stein (2007).

High staff turnover, heavy workloads and an administrative burden all militate against relationships flourishing. Vacancy rates remain high and new recruits lack support, argues Pinkney (2011). Social workers feel disempowered and when more experienced may seek moves away from frontline work NSPCC (2012). The same factors impinge on social workers' capacity to falsify beneficial relationships with families before problems escalate to the point where a care order might be sought, as claimed by Thomas (2007).

It is important to realise that in reality, the responsibility for children’s welfare is fragmented amongst different people, different organisations, and those who are in the closest contact with LAC Broahurst & Pendleton (2007). The significance of this is that foster carers and residential care workers are the most undervalued part of the whole structure in that they receive low pay, little training, and often have generally poor working conditions, according to NSPCC (2012).

The previous section considered LAC and Professional in Educational Attainment. Now we are going to look Teenage Pregnancy and Looked after Children. Preventing teenage pregnancy in LAC is looking rather bleak at the moment, according to Social Care Institute for Excellence (SCIE) (2005) Apparently the there is a high percentage of teenage pregnancy in the UK in relation to other European countries (SCIE) (2005). 

Rogers & Evans (2011) described how the coalition government have failed to provide a strategy to reduce teenage pregnancy. One of the most important points is that when the Labour party was in power they had targets and to meet this standard a dedicated teenage pregnancy co-ordinator (TPC) was put in place to support these children Rogers & Evans (2011). The figures for 2009 were estimated at 38,259 and this was seemed to be quite low since the 1980s. These figures suggest that and have proven that teen pregnancy has reduced in the UK as the dedicated support from (TPC) for teens throughout the country seemed to be taking effect Rogers & Evans (ibid). We must of course treat these figures with caution as unfortunately due to when the Coalition Government came in to power teenage pregnancy viewed in the Office for National Statistics (ONS), statistics appears to be two years out of date according to Williams cited in Rogers & Evans (2011). Strategy and policy documents regarding services and practices to reduce teenage pregnancy in general are available, but there is little on looked after children and young people specifically.

Teenagers who become parents are known to experience more educational, health, social and economic difficulties than young people who are not parents Knight et.al (2006). Consequently, CIC are more likely to be exposed to greater social deprivation and disadvantage. These outcomes have been demonstrated to be more focussed in the case of LAC who become parents Knight et.al (2006). As a result this is because LAC are more likely to be unemployed, have more mental health problems and expected to have little support Knight et.al (ibid). 

Some of the difficulties that may arise particularly LAC who pregnant feel a huge amount of pressure to leave school, feel pressures of their peers, they might have to re-locate to a centre for pregnant school girls and young mothers, according to Shaw et.al (2006). LAC who are pregnant usually ended up with no qualifications, little income and limited possibility of accommodation. Shaw et.al states that having a baby maybe seen as one way of demonstrating that they are mature and worthy of the same status as peers who gain qualifications and study in further in to higher education or work Shaw et.al (2006). 

Parenthood may be a positive aspiration for LAC with few alternative opportunities. For example, having a baby may help LAC escape from their continually disrupted life style providing stability and a sense of purpose or direction in their lives, according to Wade (2008). While most young people in general become pregnant because they think it will not happen to them, LAC are more likely to refer to the reason for pregnancy as having someone to love Wade (2008). Research has shown that LAC of both sexes are often keener to want a baby by the time they are 20 than young people living with their families DCSF & DOH (2010). More generally it seems hard to deny that LAC perceive parenthood as an opportunity to compensate for their own negative experiences of family relationships and being parented Wade (2008).

Recent research by Gilligan et.al (2012) has demonstrated LAC is more likely to become sexually active earlier than other groups of children. Apparently a quarter of young women leaving care are either pregnant or already mothers. Pregnant LAC is less likely to choose abortions or adoption because of personal experiences, Gilligan et.al (2012).

We must also consider the advice from principle sources that LAC is receiving on sexual health and contraception for young people is schools.  Research has highly pointed out that the inadequacy of educating ‘sex and relationship education’ (SRE) seems to be failing to stop teenage pregnancy, especially among LAC, as claimed by DCSF & DOH (2010). DCSF & DOH (2010) clearly states that care-based programmes have been found lacking to support LAC.

Other reviews have established that there is good evidence that SRE, especially when linked to contraceptive services, can have an impact on LAC knowledge and attitudes and can delay sexual activity and reduce pregnancy rates National Fostering Agency (NFA) (2009). However, these findings are based from non-governmental studies, so it best and it is wise to treat these findings with caution. Furthermore, LAC are known to have low levels of school attendance and therefore SRE in schools alone is not enough, as claimed by NFA (2009).

It is not unreasonable to suggest that? Surely there is no hard core evidence to prove that SRE programmes lead to earlier sexual activity Wade (2008). It is possible that there is no strong evidence for the effectiveness that SRE has on encouraging LAC, but there still is no evidence that suggest that SRE are effective in reducing teenage pregnancy, argues Wade (2008).  After reading Wade (ibid) research it is only to be expected that some LAC agree that SRE based in school is not helping them and they find the advice that they are receiving inadequate, as claimed by Gilligan et.al (2012). 

Next there is another programme designed to also reduced the rates in teenage pregnancy which is called Teenage Pregnancy Strategy (TPS) programme, the programme is set out to increase entry into education, training and employment for young parents DCSF & DOH (2010). It is important to recognise that talking about sex and relationships is vital in building self-esteem, exploring values and attitudes, developing skills such as assertiveness and negotiation, and making informed decisions about behaviour, relationships and sexual  especially for LAC’s health Barn & Mantovani (2007). 

It is now clear that the majority of children perceive their mother to be the most trusted source of information about puberty, sexual feelings, sex and relationships Barn & Mantovani (2007). LAC may have less opportunity to obtain such information from their mother or fathers, carers, siblings or a significant adult because they may have little contact with their parents TACT (2012).  However for many LAC who do maintain contact, their parents are often not good ‘role models’ for learning about relationships or parenting, according to Dominelli et.al (2012).  It may seem surprising to say that there is a lack of support for LAC when it comes to educating them on sex and relationships, especially pregnancy and parenthood it is not considered as a high priority or routinely provided within the care system or by carers Barn & Mantovani (2007).  It is difficult to see but for LAC to access information and advice while they are in care, boils down to the relationship between them and members of staff or foster carers Dominelli et.al (2012).

Further Recommendations 

Without a responsible adult interest whether that be foster carers, a relative, teachers, social workers care staff etc., LAC will lose out on their Educational Attainment Jackson (2010).  Encouragement, support and practical help focuses LAC to feel that their wanted and their appreciated in the education environment and not repeatedly reminded of what traumatic experience they have experienced Wade (2008).  

It is a lot easier for LAC to fall into the role of behavioural issues to seek attention which leads them in to a very dark hole or bad place in school Berridge (2011).  Without an interested adult to speak up for them, to help solve their problems and find solutions, it is easy to see why  dealing with the LAC issues becomes the focus of the school, and Educational Attainment slips down the agenda NSPCC (2011) .

The absence of an ‘interested’ responsible adult can reflect to be a significant loss for any LAC especially in education and other services, where the voice of the LAC may easily be lost Barnado’s (2012). Therefore future recommendation for LAC Educational Attainment needs to be seriously considered, there has been so many programmes put into place that work and then they don’t work. Furthermore the blame then goes on the parents, local authorities, government, teachers, social worker, even the LAC Gilligan et.al (2012). The question that needs to be asked is, who is really taking responsibility for this whole mess? This leads us back to square one again. LAC needs stability and consistent love and guidance from whoever is responsible.  They need reassurance on a constant basis, whether they are behaving badly in schools, or if they become a teenage parent and being disrespectful in general Dominelli et.al (2012). Evidently, we can acknowledged that school is sometime not the best learning environment for some LAC but teachers need to be prepared to be creative in finding alternative solutions which are designed around the needs of the LAC ensuring the focus remains on the LAC and meeting their needs Axford (2010).

Leading on from this discussion the Government need to start recognising that being a teenage parent isn’t always a bad thing TACT (2012). Agencies need to be constantly encouraging pregnant LAC and raise their aspirations, so whether they decide to return to EET when their child is 8 months old or 6 years old, the opportunities should be the same for them TACT (2012). 

Further to this a majority of the staff need training on how to be loving and consistent and not be attached to the LAC behaviour; they need to be more focused to the outcome of what they can achieve through their journey of Educational Attainment.  As a qualified counsellor I am aware, that a lot of people who have experienced issues in their lives, tend to go into the same line of work so that they can help the same people to help themselves.  From being concerned from a LAC point of view, if a responsible adult has not really dealt with their issues, how can there effectively help LAC? As this would be a constant reminder of what they have experienced.  This is sad case for LAC as part of the shift in Educational Attainment will not take place fully, if local authorities are not willing to look from a wider perspective. Essentially it would be helpful for teachers to be trained in issues relating to looked after children, particularly in relation to dealing with attachment, trauma and how to make an assessment accurately.

Conclusion 

This study has demonstrated LAC does suffer high levels of needs among the Educational Attainment compared to other children. There was recognition amongst service providers that Educational Attainment levels were particularly poor for LAC who is looked after by the care system. It was suggested that better support was needed for LAC and their parents; while it was recognised that providing support to parents to help them engage with school was important as well. 

It looked at evidence that can influence a LAC Educational Attainment at school, for example, behavioural problems, attendance, exclusion, poverty etc. It also highlighted how the local government have basically  fallen short in the problematic issues, that LAC are facing  and on agreeing how best to implement these policies, in terms of considering a  long-term vision for the Educational Attainment of LAC. 

Professionals are the key source for improving LAC well-being. Furthermore, it has also shown the concerns for Educational Attainment for teenage pregnancy in LAC. It is clear therefore that, for the Educational and Attainment of LAC to improve, it requires all agencies to work together; surely having a group of professionals dedicated to improving the education of LAC can only make the situation better. It is important to note that, a failure to recognise LAC human rights can get in the way of change.

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