PRESS RELEASE- New Ofsted report warns of barriers to academic progress for children in care, despite positive work of schools and colleges

A new Ofsted report, published today, describes the challenges some schools and colleges face in supporting children in care to reach their potential, due to inconsistencies in local authority practice, unclear national expectations, and a lack of training for staff.

The research found that education settings generally work hard to provide inclusive and supportive environments. Many schools ensure that children in care receive tailored support, including access to trusted staff members or mentors and targeted interventions that address both learning and emotional wellbeing. These approaches help create stability and consistency for children who may experience significant disruption in other areas of their lives.

However, the report also identifies systemic challenges that can limit progress. These include inconsistencies in local authority practices, frequent changes in professionals such as social workers, and variations in the support provided by virtual schools. Such changes can disrupt continuity and make it harder for children in care to achieve their full potential.

To address these issues, the report highlights the importance of stronger multi-agency collaboration, clearer national expectations, and ongoing training for education staff. In particular, training that improves understanding of the complex experiences of children in care, including trauma, bereavement, and mental health needs can strengthen the support provided in education settings.

Overall, the findings reinforce that schools and colleges play a vital safeguarding role. When education professionals work collaboratively with local authorities and other partners, children in care are more likely to experience stability, feel supported, and make meaningful academic and personal progress.

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