Understanding educational outcomes for children in care in England: a geographical perspective

Many children currently within state care in England face an uncertain future. Latest Department for Education (DfE) statistics have shown that in 2009, only 15% of children in care (or ‘looked after children’) achieved five or more ‘good GCSEs’, compared to 70% of all children in England (DfE 2011a). Over half will emerge from care with no qualifications whatsoever, and only a very small number (one percent) will continue on to higher education (Millar 2006). This PhD project will explore the reasons underpinning these outcomes, with particular attention paid to geographical factors. These might include the fact that children in care frequently move between care placements, schools and neighbourhoods. Very little is presently known about the impacts of frequent relocation upon academic outcomes. The study will utilise qualitative research techniques (primarily in-depth interviews). It will necessitate working alongside schools and local authorities within the West Midlands and South Warwickshire regions to establish measures already in place to ensure that looked after children achieve their potential educationally, and to consider why these measures are not succeeding. These will include ‘designated teachers’ (introduced in 2008), and the piloting of ‘virtual school heads’ (in 2009). Local authorities and designated teachers will provide initial points of contact for the researcher. Rural-urban differences will also be taken into account. The researcher will work with a number of young people (aged 15 – 16), accessed through local authorities (the ‘corporate parent’), to consider their experiences of education. Few young people have been given a voice in debates around their educational outcomes (Holt 2004); the project will engage them directly as they make the significant transition out of secondary school.