Children in care in education: Who is entered for exams and who reaches critical thresholds of success at age 16?

Abstract

Being entered for exams and reaching key educational thresholds, for example 5 A* to C grades (including English and Mathematics) at GCSE, are important markers of participation and success in secondary education. However, little is known about the prevalence and make‐up of children in care reaching these thresholds. Using secondary data analysis, we compared the proportions of children in care, children ‘in need’ and children in the general population who achieved four key thresholds, including exam entry and 5 A* to C grades, including English and Mathematics. We then focused on children in care and examined factors that predicted exam entry and achieving 5 A* to C grades, including English and Mathematics. Children receiving social care interventions were less likely than children in the general population to be entered for exams or to reach important educational thresholds. For children in care, several socio‐demographic, care and educational factors predicted their likelihood of success. No children with an autistic spectrum disorder or who had ever been permanently excluded were recorded to have achieved 5 A* to C grades, including English and Mathematics. Children with poor attainment at Key Stage 2 were also at significant risk of not achieving this threshold. Practitioners and policymakers should consider the modifiable risk factors for poor educational performance and be aware of groups of children in care who are at significant risk of not achieving a minimum standard which could open doors for their future.

‘They are always in the top of our mind’: Designated Teachers' views on supporting care experienced children in England

“…Consequently, some children's needs may be misattributed and therefore not supported in the most appropriate way. It is important that professionals and researchers recognise autistic CEC as a distinct population (Green et al, 2016) yet there is a paucity of empirical research in this area (Davidson et al, 2022), suggesting that further exploration is needed to understand what is happening on the ground to impact on children's poor outcomes (O'Higgins et al, 2021). With regards to addressing issues of potential misdiagnosis, the Coventry Grid is a clinical tool designed to aid clinicians in distinguishing between attachment disorders and autism (Moran, 2010, 2021) and there is scope for future research on the potential usefulness of this tool for educational professionals in non‐clinical settings.…”

“…Within the population of LAC, children with a SEND perform worse than LAC without any SEND, and children with SEND that are not looked after (Geenen & Powers, 2006). Physical disabilities, moderate learning difficulties, severe and profound learning difficulties and autism have been associated with poorer academic outcomes than other SEND amongst CEC (Freeman, 2016; O'Higgins et al, 2021; Sebba et al, 2015). Indeed, O'Higgins et al (2021, p.1536) identified autistic children who have ‘ever been permanently excluded and those who have low KS2 [Key Stage 2] scores’ as requiring particularly ‘urgent support’.…”

“…Physical disabilities, moderate learning difficulties, severe and profound learning difficulties and autism have been associated with poorer academic outcomes than other SEND amongst CEC (Freeman, 2016; O'Higgins et al, 2021; Sebba et al, 2015). Indeed, O'Higgins et al (2021, p.1536) identified autistic children who have ‘ever been permanently excluded and those who have low KS2 [Key Stage 2] scores’ as requiring particularly ‘urgent support’. Similarly, given the very poor outcomes for autistic LAC amongst the already poor outcomes of CEC in general, Green et al (2016) argued it is vital to appropriately consider whether a LAC may be autistic, and for their support and educational planning to be informed by an autism‐specific lens.…”

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

“…The social aspects of adoptees’ school experiences are under‐researched (Paniagua et al, 2020). Although much is known regarding experiences and outcomes for children in and on the edge of care (Barratt, 2012; Midgen, 2011; O'Higgins et al, 2021) few studies focus on the needs of children adopted from care (Howe, 2009; Novara et al, 2020). Socialisation is the transition from child to responsible adult as influenced by society (Berridge, 2017).…”