Greater focus needed on educational progress for care experienced learners

Schools, pupil referral units and local authorities show a strong commitment to supporting care-experienced learners but need to do more to understand how their support improves educational progress and achievement, according to a new Estyn report, published today.

The report, Known, Included and Ambitious: Promoting the Education of Care-Experienced Learners, examines how effectively maintained schools, PRUs and local authorities in Wales improve the educational experiences, well-being and aspirations of care-experienced learners aged 3 to 16. It considered the experiences of children who were looked after, adopted from care, living in kinship care, subject to special guardianship orders (SGO), or children who were previously looked after.

The report finds that care-experienced learners are most likely to thrive when they are known and understood as individuals, included fully in education and supported by adults who remain ambitious for their learning and future.

It shows that many staff know care-experienced learners well and help them feel safe, included, and supported. The strongest providers combine this with ambitious expectations for learning and future opportunities.

A central finding was that providers are generally more successful at describing the support they offer than demonstrating its impact on learners’ progress, attainment, and longer-term outcomes. Attendance, behaviour and well-being are often monitored more consistently than educational achievement.

Schools, pupil referral units and local authorities are generally better able to identify and monitor children who are currently looked after. Support is less consistent for learners who are adopted from care, living in kinship care or under special guardianship orders, or who were previously looked after. This limits providers’ ability to identify emerging needs, intervene early and evaluate outcomes for these learners.

The report also highlights the importance of maintaining educational continuity during placement or school changes, including continuity of trusted relationships and Welsh-medium education where appropriate.

Learners consistently highlighted the importance of trusted adults who listen, understand their circumstances, and provide consistent support. Although many providers seek learners’ views, these do not always influence decisions about their education. Learners also highlight the need for privacy and careful handling of personal information, so that they do not feel singled out because of their care experience.

Owen Evans, His Majesty’s Chief Inspector of Education and Training in Wales, said:

“There is much to recognise in the commitment of staff who help care-experienced learners feel safe, valued and included. The strongest practice combines this support with high expectations for what each learner can achieve.

“We need a clearer understanding of which approaches help learners make progress and achieve well. Listening to learners, understanding their individual circumstances and maintaining continuity in their education are essential to helping them benefit from future opportunities and evaluate the impact of support on their progress and outcomes.

The report recommends that schools and pupil referral units set ambitious expectations for care-experienced learners, ensure fair access to learning and future opportunities, and assess how well support helps them progress.”

Local authorities should strengthen how they monitor educational outcomes, scrutinise the impact of support and work with partners to maintain continuity when placements or schools change. Estyn also recommends that Welsh Government clarify national expectations and review whether guidance, funding and accountability arrangements support consistent and equitable provision, while respecting learners’ and families’ choices about disclosure and confidentiality.