Young people in care are being failed academically due to inconsistent policies locally, unclear national expectations and a lack of staff training.
However, the Ofsted report found that school and college leaders and staff were doing their best to support young people’s individual needs, despite not having the appropriate resources.
The study recommended clearer national expectations, better virtual school provision, and enhanced training for staff needed to ensure no child in care falls through the cracks.
‘Lottery’ effect
Some of the schools and colleges participating in the research said access to resources and virtual school provision often depended on which local authority a child was placed under, creating a ‘lottery’ effect.
Further education providers, meanwhile, highlighted that Personal Education Plan (PEP) meetings were sometimes not held beyond age 16, reducing oversight and support for older learners.
These inconsistencies caused delays and limited interventions to support for children in care.
Despite these difficulties, the leaders of most of the schools and colleges visited demonstrated a “deep understanding of each learner’s circumstances”, the report said.
They used flexible and inclusive approaches to support individuals’ specific needs, often adapting policies to reflect young people’s emotional and behavioural challenges.
Well-trained staff
Support was most effective when staff were well trained, the study said. Leaders who invested in specialist professional development – particularly in understanding the needs of care-experienced children and the impact of issues such as trauma – were better equipped to create supportive environments.
Researchers found that effective communication was essential to timely and coordinated support for children in care, including collaboration between leaders and staff in schools and colleges, as well as regular engagement with carers, social workers and virtual school headteachers.
Virtual schools were widely valued by schools and colleges for their role in providing funding, training and specialist advice.
Understanding how leaders meet the needs of vulnerable children is a golden thread running through all our education inspections
The research, carried out during the 2024/25 academic year, explored how mainstream schools and colleges help support the 81,770 children and young people currently in local authority care in England.
Its recommendations include:
· Ongoing specialist training for school and college staff, to better understand and respond to the needs of children in care. Training should be continuous rather than one-off, with regular refresher sessions
· A standardised national approach to PEP formats, funding approvals, and virtual school provision to reduce delays in support
· Improved collaboration between education providers and local authorities, through shared protocols and expectations. Information co-produced with learners should also be shared with staff to keep them informed about learners’ needs and circumstances
· Local authorities should ensure ongoing support for care-experienced young people beyond 16, including effective PEPs
· Extra support for colleges for mentoring, emotional support and academic help, alongside early transition planning with clear routes into education, employment or training
Consistent, national approach needed
Sir Martyn Oliver, His Majesty’s Chief Inspector, said: “Children in care are one of the most vulnerable groups in society, and we know there are significant disparities in their academic and personal achievement compared to their peers.
“While this report highlights the fantastic work some schools and colleges are doing to support these children’s progress, it’s also clear that we need a more consistent national approach to local authority support and practice.
“Understanding how leaders meet the needs of vulnerable children is my top priority, and a golden thread running through all our education inspections under the renewed framework.
“I hope this report’s findings help leaders and decision-makers understand how children in care are best supported in their education, so that no child falls through the gaps.”
