Quality statement 7: Support to fulfil potential

Quality statement

Looked-after children and young people are supported to fulfil their potential.

Rationale

Looked-after children and young people should enjoy the same opportunities as their peers. Like other children and young people, they should receive support to recognise, develop and achieve their full potential.

Stable education that is built on high aspirations and encourages individual achievement is central to improving immediate and long-term outcomes among looked-after children and young people. This includes encouragement and support to progress to further and higher education or training.

Taking part in activities that promote wellbeing and participation in the wider community provides an opportunity to meet and interact with others and can help improve social skills and self-esteem.

Quality measure

Structure:

a) Evidence of local arrangements for the designated teacher to engage with the child or young person's social worker and carer in developing and monitoring their education plans.

b) Evidence of supportive pathways into further and higher education and training.

c) Evidence of supportive pathways into creative arts, physical activities and other hobbies and interests that support wellbeing and build self-esteem.

Outcome:

a) Feedback from looked-after children and young people that they feel supported to access education, training or employment that is right for them.

b) Educational attainment among looked-after children and young people.

c) Education, employment or training status among looked-after children and young people.

What the quality statement means for each audience

Looked-after children and young people are supported to develop and fulfil their potential by those working with and caring for them.

Carers of looked-after children and young people ensure that they encourage looked-after children and young people to develop and fulfil their potential.

Local authorities and other commissioning services ensure they commission services with local arrangements to encourage looked-after children and young people to develop and fulfil their potential.

Organisations providing care ensure systems are in place to encourage looked-after children and young people to develop and fulfil their potential.

Social care, education and healthcare staff support looked-after children and young people to develop and fulfil their potential, including monitoring educational plans and supportive pathways to education and activities to support and encourage overall wellbeing and self-esteem.

Source guidance

NICE public health guidance 28/SCIE guide 40 recommendations 24, 42, 44 and 46.

Data source

Structure: a), b) and c) Local data collection.

Outcome: a) Local data collection and the Children's Commissioner for England State of the Nation: children in care and care leavers survey.

b) Data collected through the Children looked after return (SSDA903) and reported in the Department for Education Statistical first release: outcomes for children looked after by local authorities in England include information on the percentage of children in care reaching level 4 in English at key stage 2, children in care reaching level 4 in maths at key stage 2 and children in care achieving 5 GCSEs at grades A* to C (or equivalent) at key stage 4 (including English and maths) and the percentage of young people who were looked after at age 16 and were in higher education at age 19.

Data collected through the Early years foundation stage profile (EYFSP), including the percentage of children achieving each point on the 13 EYFSP assessment scales, the percentage working securely in each assessment scale and the percentage achieving a good level of development.

Data will also be collected against Marmot review indicator 7: 'Children achieving a good level of development at age 5'.

c) Data collected through the Children looked after return (SSDA903) and reported in the Department for Education Statistical first release: outcomes for children looked after by local authorities in England include information on the percentage of young people who were looked after at 16 and who were not in education, employment or training at 19.

Definitions

Designated teacher

Department for Education statutory guidance The role and responsibilities of the designated teacher: statutory guidance for school governing bodies sets out the responsibilities of designated teachers in working to promote the educational achievement of looked-after children.

Supportive pathways into higher education and training

NICE public health guidance 28/SCIE guide 40 recommendation 44 sets out support that helps young people in care to access higher education and training. This includes information and personal support before and during the application process, information about bursaries, good quality accommodation, returning to care where possible, and continued support after leaving education.

Information may also be provided about further and higher education institutions that attain the Frank Buttle UK quality mark. This recognises further and higher education institutions that provide additional and targeted support to students who have been looked after.

Context for this quality statement

This section signposts practitioners to regulations, statutory guidance and national minimum standards for looked-after children and young people that are of particular relevance to the NICE quality statement and its associated measures. As the legislative framework in relation to looked-after children and care leavers is complex and cross-cutting, this should not be viewed as an exhaustive list.