Supporting the educational transitions of looked after children at Key Stage 4: the role of virtual schools and designated teachers

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -There has been little research on the education of looked after children over the current school leaving age of 16, although the underperformance of this cohort at Key Stage 4 (age 14-16) has been the subject of considerable academic commentary. This paper aims to contribute to understanding of the ways in which looked after young people nearing the end of compulsory education can be supported and encouraged to continue in education and training. Design/methodology/approach -Interviews were undertaken with 12 designated teachers for looked after children and four virtual school heads, as part of the first stage of a three-year longitudinal study following 20 looked after children in England from years 11-13 (ages 15-18). Findings -Participants identified particular challenges in ensuring a successful educational transition for looked after young people in year 11 and expressed concern at the cumulative effect of multiple transitions at this stage on young people's lives. There appears, however, to be an increasing focus on and commitment to giving young people a "second chance" to acquire qualifications commensurate with their potential post-16. The comparative advantages and disadvantages of school and further education colleges for this cohort at Key Stage 5 are considered. Practical implications -The implications of the forthcoming extension of the school leaving age for professionals supporting looked after young people post-16 are discussed. Originality/value -The designated teacher for looked after children became a statutory role in 2009, and to date there has been little research on the role of these professionals, or the work of virtual schools.

Patterns of participation in higher education for care-experienced students in England: why has there not been more progress?

“…• Because care-experienced students tend to start HE later, efforts to increase their participation need to focus more extensively on alternative and 'second chance' pathways into HE (Driscoll, 2013b), rather than assuming a linear and unbroken progression from school/college. This is of particular relevance to HEI outreach practitioners, charities and local authority leaving care teams.…”

The role of the Virtual School in supporting improved educational outcomes for children in care

“…Transitions in education were the focus of research by both Driscoll (2013) and Drew and Banerjee's (2018) studies. Driscoll interviewed 12 designated teachers and four VSHs focusing specifically on the support provided at 16 years of age, at that time the statutory school leaving age in England.…”

“…One VSH described the Virtual School staff accompanying young people on university 'taster days'. Both Driscoll (2013) and Brady and Gilligan (2018) note the importance of providing these second chance activities in relation to subsequent employment.…”

Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?

“…Within the school context, there is also a lack of research into DTs and their working relationship with VSHs. One study, focussed on joint working to support students at the end of secondary school, found that provision and experience of DTs varied greatly within a small sample (Driscoll 2013). Therefore, further research into how best to consolidate and ensure consistency and best practice in these relationships, especially as children transition between schools, is required.…”