Rationale and Vision

Rationale

Contained in the One Wales strategy document is the commitment to maximise the well-being and learning potential of Looked After Children (LAC) and to raising standards. A plethora of reports, media releases and relevant literature identify that at 16, the attainment for children who are ‘looked after’ has remained well below the attainment of those in mainstream education in Wales for a number of years.

The mental challenge of coping with events that have led to the path of being in care and the resulting complexities of the young people’s lives impinge significantly on the pace of educational attainment. The Success Framework, represented diagrammatically below, identifies pivotal ascending factors in raising attainment and measuring the pace of progress.

Each of the components of the Success Framework is multi-faceted and influential on progress but linked together they provide a cohesive structure for self-development. In essence, attainment is accomplished by progressing through the seven stages of learning. Several aspects of teaching provide the activation, momentum and the curiosity to further engage. The conduit between teaching and learning is assessment - ‘of learning’ and ‘for learning’. The pace of progress is communicated and enabled by recording and reporting information to relevant supportive networks such as parents and professional agencies. Attainment is accelerated by consistent attendance and restricted if attendance is poor. The environment, whether it be at home, in the classroom or in a place of employment, is a cornerstone for personal security, growth and stimulation. Behaviour is an expression of emotional wellbeing.

For the Looked After Child (LAC) there is instability in the foundation layer of the Success Framework. With regard to attendance there is a loss of continuity in education during transition phases, which are more significant for out of county and cross border placements. Accessing education can be difficult during any placement changes with admission processes at varying rates of efficiency in all authorities in Wales. The environment, both from the home and educational perspectives presents many challenges to the Looked After Child such as fundamental survival, security, self-worth and aspirations. Behavioural traits emanate from the need to express emotion regarding some aspect of any child’s life notwithstanding having ‘looked after’ status. It is with no surprise that challenging behaviour is exhibited as a result of the emotional traumas that LAC experience.

It is evident that for some LAC there is gravitation and cyclical return to stabilising the foundation layer of the success framework and being secure enough to move beyond the pre-stages to learning towards deeper learning and success. A cultural change to the approach of the education of Looked After Children will improve access to opportunities and life experiences that in return raise self esteem and self worth, significantly impacting on the quality of life experienced by those in care. The cost of this responsibility, which falls on us all as corporate parents, is an investment of time, the willingness to receive appropriate training and the motivation to influence change. The aim must be to provide consistency of support across the Local Education Authorities with more clearly defined reciprocal arrangements of access to support. Graphically we are aiming to minimise the peaks and troughs in an individual’s learning curve.

Vision

Three pervading themes in all developments to enhance the educational outcomes for LAC emerge as ACCESS, CULTURE and TRAINING. Inevitably some aspects will fall under more than one category as the themes are inextricably linked. A mission statement of ‘ACT on LAC’ will pervade all associated work with Looked After Children for the foreseeable future. In keeping with an educational focus, all time related references will be assumed as academic years beginning September 1st and ceasing on August 31st.