Most common reason
66% of looked after achieved one GCSE or GNVQ as apposed to 99% achieved gradeone gCSE
14% as apposed to 47% 5 GCSE or GNVQ * Banardos 2006 33 had been in more than 4 placements * Nearly half had attended 6 or more schools * Over half had been bullied
Children 10 times more likely to be excluded only 1% university
Attainment - Cotton and heath ( 1994) suggest more behaviour problems. The 3’r’s below national average
Child abused children even lower scores
Jackson 94 attinment levels consistently low on cognitive measures and high on behavioural disturbance. Children in care come from deprived backgrounds.
Ofstead the education of children looked after by Loca authorities 1996, low evidence of cooperation between home and school. Lack of understanding between different organisations such as LEA, Schools and social services.
Ofstead 2001 found that children are placed at distances from their parents.
50% of some schools of secure accomodaiton come from looked after children.
Ofstead (1996) report suggested that attainment was effected by lack of help at home.
Jackson (1994) study suggests that children in care are more likely to come from deprived backgrounds. This study also suggested that children in care have more behavioural disturbance and low cognitive levels. * In some establishments, up to 50% of those places in secure accommodation come from a looked after background
Ofstead report in 2001 says
Children are placed too far away from their familes and friends and this imacts their ability to form a support network of people who can help them. Continued support from a social worker can improve attainment.
19% in care have 6-9 placements to live in their lifetimes as a child says Fletcher-Campbell and Archer 2003
The social exclusion unit and office of the deputy prime minister found out in (2003) that,
An unstable home environment will lead to poor attainment as the child will worry more about where he or she is stationed, the child will have no security. The time between moving between schools can be disruptive to learning. Home and parental help is now a major contributor to results and this help will not be as readily available by carers because familiarity with the way a child learns is impeded by a high number of foster carers. Foster carers and residential care home staff will not be equipped or may not be knowledgeable enough to help with studies.