ALNCo stands for Additional Learning Needs Coordinator
CiC stands for Children in Care
CLA stands for Children Looked After
DT for CLA stands for Designated Teacher for CLA
FC stands for Foster Carer
EP stands for Educational Psychologist
IRO stands for Independent Reviewing Officer
KA stands for Key Adult
LA stands for Local Authority
LAC stands for Looked After Children
LACE Coordinator stands for LACE Education Coordinator
LACE Team stands for LAC Education Team
PEP stands for Personal Education Plan
PR stand for Parental Responsibility
SEN stands for Special Educational Needs
SGO stands for Special Guardianship Order
TA/LSA stands for Teaching Assistant / Learning Support Assistant
SW stands for Social Worker
Every local authority in Wales must have a specialist practitioner (the LAC Education Coordinator) whose major responsibility is to advocate for CLA and promote awareness to alter culture and engrained attitudes. The LACE Coordinator plays an important leadership position within the local government, and a collaborative approach is required. Their tasks are many, but they include the following:
All CLA are required to have an individual plan known as a PEP. This is an individual plan that outlines their educational requirements, as well as objectives for improved achievement and overall educational success. For example, young children may have a preschool PEP that identifies appropriate educational possibilities, such as access to a nursery or other high-quality early childhood care. This is not universal, however, and is decided by the LA in which the CLA is located. This might be a post-16 PEP for older young people to help with transition and support as they continue their education and lifetime learning.
The PEP supplements Care Plans but with a particular emphasis on encouraging and prioritizing education. The PEP planning process debate has proven to be critical to its success. Several contributors to the PEP are responsible for supplying and analyzing the information included within it and being solution-focused in encouraging education, thereby establishing high expectations of progress and prompt solutions to recognized needs. The PEP serves as a record of progress toward identified developmental and educational needs (both short and long-term) and serves as some kind of accountability. In part titled "The Whole School CLA Friendly Approach," we will go over PEPs and how to make them effective and valuable papers.
Wales had 5615 children in care at the end of March 2015, with significantly more males (3020) than girls (2595). The majority of the children were between the ages of 10 and 15.
The great majority (91.1%) were white, with the rest being mixed race, Asian or British Asian, Black or Black British, or members of other ethnic groups. A disproportionate percentage of these children had recognized extra or special educational requirements. In 2011, 21% of LAC in Wales had SEN statements, compared to 3% of all children.
Over time, the trend implies that the difference between LAC and those not in the care system expands across students' educational paths. As in England, overall outcomes have improved, but non-LAC results have also improved, implying that the achievement gap has not closed and has expanded at several Key Stages:
193 of the 427 care leavers who turned 19 for the year ending 31 March 2014 were Not in Education, Employment, or Training (NEET), accounting for 45% of this group. 2015a Welsh Government.
Mannay et al. found that 29% of young people leaving care had no credentials at all, compared to 1% of the non-CLA population (2015).
As previously stated, CLA have poorer results than those who are not in the care system: a fact that is consistent both worldwide and domestically. At the same time, it has been obvious that this is not true for all CLAs. Two recently completed key studies have helped us better understand which characteristics have the greatest detrimental influence on outcomes. The most intriguing conclusion of the study is that we now know that the longer a kid is in care, the better the prognosis. Mannay et al. found that 33.4% of young people in care for more than 6 years received 5 A*-C GCSEs, while 20.5% of CLA in care for less than 18 months had 5 A*-C GCSEs (2015). So the issue is not being in care per se, but rather some of the related circumstances.
Why do CLA do worse than their peers? The following elements, according to the research, can have a negative influence on CLA outcomes:
Throughout this resource, we will look at some of these in greater depth to ensure that those elements under our control as educators are handled to the greatest extent feasible.
We must have extremely high expectations of all education experts who will come into contact with our CLA: