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A REPORT ON A PINS SEMINARNovember 2011

THE EXPERIENCE OF LEARNING AND EDUCATIONAL OUTCOMES FOR LOOKED AFTER CHILDREN AND YOUNG PEOPLE: How are we doing? What now? Can we do better?

PINS LAAC Education Seminar Report

ABOUTTHESEMINARWithnearly16,000lookedafterchildrenandyoungpeopletheexperienceoflearningandeducationaloutcomesfortheselearnersremainsasignificantchallengeinScotland.Thechallengesincludepooreroutcomesintermsofschoolattendance,exclusion,attainmentandpositivepostschooldestinations.ThePINSseminarconsideredthestorysofarandhasidentifiedprioritiesforactionbyexploring:

• Policy:Speakersanddelegatesidentifiedcurrentpolicyimperativesandfocusedonwhattheymeantotheeducationofthelookedafterchild.

• Practice:Speakersanddelegatesexploredtheirownpractice.• Thelearner’sperspective:Theseminarheardfromyoungpeoplevia

DVDandpersonalpresentations.

Speakersincludedcolleaguesfrombackgroundsinpolicyandservicedeliverywhoaddressedthekeyissuesofschoolculture,thelearner’sexperienceandevidencingimpact.SpeakerscamefromtheScottishGovernment’sLookedAfterChildrenPolicyTeam,theImprovingLearningOutcomesActivityHub(partoftheLookedAfterChildrenStrategicImplementationGroup)andtheCentreforExcellenceforLookedAfterChildreninScotland(CELCIS)aswellastheagenciesBarnardo’sScotland,WhoCaresScotlandandNorthLanarkshire’sInclusionSupportBase.Thisreportpresentsthekeymessagesfromspeakersandfromdelegates.FurthermaterialfromtheseminarisalsoavailableonthePINSsite;thisincludesspeakersPowerPointpresentationsandcasestudiesusedasexamplesofpractice.OnthePINSsiteLAACpagesthereisalsomoreinformationaboutPolicyandPracticeinthiskeyarea.Followthelinksfromwww.pinscotland.org


12MESSAGESFROMTHESEMINARSPEAKERSOur speakers identified a number of themes and challenges which thevoluntarysectorandothers involved inmeeting theneedsofvulnerableandexcludedyoungpeoplemustconsider.PowerPointpresentationsareavailableonthePINSsite.

1. TheimpactofbroaderlifeexperienceOur speakers reminded us about the impact that family and socialcircumstances have on looked after children and young people. MorayPatersonsaid:“Weknowthatthelifechancesofayoungpersonarelikelytobe adversely impacted by experiences prior to and after their experience ofcare.Thesearethechaoticanddestabilisinginfluencesthatledtothembeingtakenintocareinthefirstplace”.

2. Identifyingtheneedsoftheindividual

Ourfailuretoimpactonpooreducationaloutcomesreflectsgreaterproblemswithourapproachtolookedafterchildrenandyoungpeoplewherethereareweaknessesinidentifyingindividualsupportneedsandalackoffocusonoutcomes.InadditiontherearenowfewersupportstaffinScotland’sschoolsthantherewere3yearsagoandschoolsarenotalwayssufficientlyawareofrelevanttrainingmaterialsorconfidentinaddressingtheneedsoflookedafterchildrenandyoungpeople1.

3. Theroleofcorporateparent

Acrossspeakerstherewasadesiretoseeusfulfiltheroleofcorporateparentmoreeffectively.CarolKirksaid:“Thesechildrenneedpushycorporateparents”.

4. WorkingtogetherImprovingtheexperiencesandoutcomesforlookedafterchildrenandyoungpeoplerequiresacollaborativeandinclusiveapproachtopartnershipworking.DrGrahamConnellyreferredbacktoanearlierPINSseminarwhereProfessorChrisHuxham2remindedusthat:“Partnershipsarebynatureinefficientitisonlysensibletocollaborateifrealcollaborativeadvantagecanbeenvisaged‐achievingcollaborativeadvantagerequiresagreatdealofenergy,commitment,careandresource”.

1SeetheScottishParliamentSPICeBriefingfortheEducationandCultureCommittee25.10.112MoreaboutProfessorHuxham’sinputtoPINShere:http://www.pinscotland.org/assets/events/pdfs/chrisoct06.pdf


5. StigmaThestigmaexperiencedbythelookedafterchildremainsasignificantissueinScotland–inschoolsandinothersettings.

6. LookedafterathomeandinkinshipcareInbothpolicyandpracticeweneedtore‐focusontheneedsofchildrenandyoungpeoplewhoarelookedafterathome.DrGrahamConnellysaid:“Ourserviceshavebeengeareduptosupportchildrenlookedafterawayfromhome”.CarolKirkalsoidentifiedtheneedto“payattentiontoawidernumberoflookedafterchildren,includingthosewhohaveeverbeenlookedafteratsomepointintheirchildhood”.

7. SchoolcultureThecultureofaschoolmatterstoeverychildbutnonemoresothatthechildwhoislookedafter.DrGrahamConnellysaid:“Weshouldbeworkingtowardacultureofattendanceandschoolsthatarewelcoming,supportive,stimulatingenvironments”.

8. ExpectationsSpeakersemphasisedtheimportanceofexpectations;thatwemustmovebeyondconversationsorperceptionsoflookedafterchildrenandyoungpeopleas“hopelessandhelpless”.Itwasidentifiedthatthisneedspracticalapproachessuchassharingpositivestoriesaboutourimpactonyoungpeople’slivesandeducationalexperiences.

9. Post16Theimportanceofremaininginvolvedwiththelookedafterchildbeyond16wasemphasisedbyspeakers.Ineducation,housingandpersonalsupportthe16,17and18yearoldlookedafteryoungpersoncanbeveryvulnerable.CarolKirksaid:“FurtherEducationandHighereducationisaviableoptionbutweletgooftheseyoungpeoplefartooearly,fartooyoung,andwithoutthesupporttheyneed”.


10.UsingevidenceWealreadyhavegoodevidenceaboutwhatworks,weneedtorevisititandapplythelearning.ForexampletheworkofHelenHapperandcolleagues3remindsusthatinordertoplanforsuccesslookedafterchildrenandyoungpeople(likeothers)needtohavepeoplewhocareaboutthem,theyneedtoexperiencestability,toknowtherearehighexpectationsofthem,andtheyneedtoreceiveencouragementandsupportandbeabletoparticipateandachieve.

• ThepracticeprofilefromBarnardo’sScotlandprovidedanexampleofaninnovativeapproachtosupportandmentoringandtheneedtocreateopportunitiesforthoseininitialprofessionaleducation/trainingtolearnabouttheexperiences,needsandrightsoflookedafterchildrenandyoungpeople.AndyVirasamisaid:“Youngpeopleactivelylookforsomeonewhowillgothatextramile–aguardianangel”.

11.Anewresource

Scotland’sapproachtotheissuesidentifiedwillnowbenefitfromtheworkoftheCentreforExcellenceforLookedAfterChildreninScotland(CELCIS);formoreaboutthesupportonoffervisitwww.celcis.org

12.Thelearner’sexperience

Finally,ourLAACteachersfromNorthLanarkshireprovidedanimportantperspectivewhentheyremindedustoconsidertheexperienceofschoolfromtheperspectiveoftheyoungpersonbyaskingwhetherwecantrulyapplyeachofthesestatementstotheschoolexperienceofthelookedafterchild/youngpersonweworkwith:

Icanbelonghere:myschoolhasaninclusiveethosIcanachieve:myschoolfindswaysformetoachievesuccessIcanfitin:myschoolfindswaystoreinforcemysenseofnormalityIamunderstood:myschoolhasadultswhoaremindfulofme

3Happer,H.(2006).Celebratingsuccess.Edinburgh:SWIAhttp://www.scotland.gov.uk/Resource/Doc/129024/0030718.pdf


10 MESSAGESFROMTHESEMINARDELEGATES Reflecting on what they heard from speakers delegates also considered theeducational experience and outcomes for looked after children and youngpeople.

1. ConnectionswithPolicyDelegatesidentifiedtheneedforprofessionalsinthefieldtobebetterinformedaboutthecurrentpolicycontextanddevelopmentswhichhadbeenpresentedintheseminar.Specifically,approachestoimprovingoutcomesforlookedafterchildrenshouldbelocatedwithinGIRFEC.

“UseGIRFEC!It’sinconsistentlyappliedandunderstood–ensurethisconnectioninthenewChildren’sBill.”Seminardelegate“SomanytimesIhavebeenatmeetingswherethereistheyoungpersonandaround7to10adultsallinvolved…itbecomesallaboutmiscommunicationandmanagingrelationships.Whatabouttheyoungperson?Thereneedstobeaconsistentlinkperson,acasemanager.”Seminardelegate

2. Earlyinterventionandprevention

Delegatesrecognisedthevalueofearlyinterventionandpreventionandemphasisedthatearliestinterventionwasanapproachthroughoutthelifeofachild/youngperson,notjustanapproachintheearlyyears.Delegate’slocatedpoorereducationaloutcomesinthecontextofotherissuesimpactingnegativelyonlookedafterchildrenandyoungpeopleincludinghavingaparentinprison.


3. Professionaltraining,awarenessandskillsAcrossprofessionalgroupsthereisaneedforbetterawarenessoflookedafterchildrenandyoungpeople’sexperiences,needsandrights.Thisneedstobeaddressedininitialtrainingandincontinuingprofessionaldevelopment(CPD).Trainingmustalsoaddressthevaluesandskillsbaseforourprofessionalpractice.

“Emphasise understanding of child development and the effect of trauma and abuse in teacher education and CPD”.Seminardelegate “Too much is still left to the discretion of Local Authorities and individual schools to determine what approaches (pedagogic and value‐based) their staff will take. We need a clearer national lead and associated resources to promote and support CPD approaches and ways of working that have proven success”.Seminardelegate“More training required… very powerful to use personal experience of children in that position and to use good examples of young people who have been successful learners and had positive outcomes – what was it about their experience that has worked?”.Seminardelegate

“We need to get it right at grass roots level, national drivers are supporting the need to support educational outcomes for looked after children yet staff in school – teaching and non‐teaching –still have a lack of understanding about the issues these children face in school and who best to offer support. School staff need to be skilled up”. Seminardelegate

Theroleofteachersandthekindsofinformationtheyneedaboutthechildtheyteachwasofinteresttodelegates.Asharedviewwasthatteachersneedtoknowifachildislookedafterbuttheyneedmoresupportandtrainingtoconsiderwhatthisknowledgemeanstothemandhowitisappliedtotheirinterfacewiththeleaner.Trainingforteachersshouldensurethattheydonotsee‘beinglookedafter’asthedefiningcharacteristicofthechild.

Thereshouldalsobeopportunitiesforprofessionalsandforallchildrenandyoungpeopletolearnaboutwhat‘beinglookedafter’meansandwhyprejudiceandstigmaneedchallenged.Delegatesrecognisedtheexperiencesoflookedafterchildrenandyoungpeoplewhentheytalkedaboutdiscrimination.


4. CareplanningCareplanningneedstoinvolvedthoseprofessionalsdirectlyinvolvedinthechild’slearninginordertogiveitacentralplace.Inadditionprofessionalstaffinvolvedinsocialwork,childrenandfamiliesworkandresidentialprovisionneedtounderstandmoreaboutthecentralityandimportanceofthechild’seducationalexperienceandwhattheirroleisinsupportingit.Betterawarenessortrainingmightalsoextendtocarersthemselves.Thoseagenciesandworkerswithresponsibilitiesforcareplanningneedtoensuretheyutilisetheroleandresourcesofthe3rdsectoragenciesinthecommunity;thisshouldextendtoplanningaroundeducationaloutcomes.Thiswouldproveparticularlyusefulattheanypointoftransition.

“We need to challenge the idea that work with LAAC children and young people sits only within Education and Social Work”.Seminardelegate

5. Corporateparenting

DelegatesrecognisedtheprogresswhichsomeLocalAuthorities,includingelectedmembers,hadmadeintheircommitmenttotheirresponsibilitiesascorporateparents–butidentifiedthatinsomeareasprogresshasnotbeengoodenough.ItishopedthatInspectionprocesseswillbeabletoidentifywhereprogressismadeandwhereitisnot.

“I love the idea of corporate parents with sharp elbows! The message should always be – would you want this for your child?”Seminardelegate

Delegatesidentifiedtheimportanceofthecontinuedroleofthecorporateparentpost16withconcernsthatlookedafterchildreninScotlandcanstillbecutofffromsupportandresourcesatthisage.

“The role of the corporate parent shouldn’t end at 16 – every young person should have the right to on‐going parenting if they wish. Aspirations and expectations for looked after children should be the same as for children in family settings”. Seminardelegate“Young people who are looked after away from home in a residential school should not have to fight for services when they reach the minimum school leaving age. Often staff or carers have to invoke services of Who Cares or Children’s Rights Officers”.Seminardelegate


6. Post16Thesuccessoflookedafteryoungpeopleinfurther/highereducationisjeopardisedbycutsbothintermsofresourceswithineducationalestablishmentstosupportthembutalsointhepersonalsupporttheyreceiveoutwithcollege/universitywhichinturnsupportstheireducation.

7. Theneedsofthoselookedafterathome/inkinshipcare

Delegatesrecognisedthedataonpooreroutcomesforchildrenandyoungpeoplelookedafterathomeandidentifiedtheneedtorefocusattentiononthisgroup.

8. TakingresponsibilityDelegatesemphasisedtheimportanceofeachandeveryindividualtakingbothprofessionalandpersonalresponsibilityforeachandeverylookedafterchild/youngperson–itisindeedallourjobstomakesureeachchildisalright.

“Resources are important as is funding but it’s about creating a culture of understanding and care so that those involved in supporting looked after children and young people offer support and challenge to one another but also take personal responsibility for their part in the support package.”Seminardelegate

9. Resources

Resourcesareakeyissue.Thecurrentcontext,whichseesservicesacrossthecountryandacrosssectors,experiencecutswasamajorissuefordelegates.Onedelegatesaidthatwhile“inordertomeetneedsandoutcomesweneedresources”itisimportantthatweidentifytheoutcomeswepursue“basedonneedsratherthanfinanceavailable”.Inrecognitionofthesqueezeonservicesthiskeyissuewasdescribedbyonedelegateasfollows:“Theneedsofthechildarefirstandforemost,therefortheresourcesneedtomeettheneeds”.Forsomedelegatesthiscouldonlybeachievedwithtargetedfunding.Onedelegatesaid:“Weneedspecifictargetedfundingwhichwillallowustodevelopandcontinuetoimproveonperformanceinthisarea”.Therearerealconcernsthatprogressmadewillbeunderminedbyresourceshortfalls.

“WillfundingpressuresonLocalAuthoritieshaltthemodestprogressthathasbeenmadeintermsofcarryingoutthekindsofinitiativesthatcanhavepositiveresults?”Seminardelegate


10.ListeningtopersonalexperienceandactinguponwhatwehearDelegatesidentifiedtheimpactontheirawarenessandlearningwhichtheinputfromyoungpeoplehadmadeattheseminar.Thisreinforcedtheimportanceoflisteningtothedirectexperiencetheycanbringnotonlyateventsbutindaytodaypracticeandreflection.Somekeypointshighlightedbydelegatesincluded:

• Intheirpresentationstheyoungpeoplediscussedexperiencesofstigmaandofbullying;youngpeoplesawtheneedforprofessionalpeopletotacklesuchexperiencessensitivelybutdecisively.Theyidentifiedtheneedtoincreaseawarenessamongstprofessionalsandotheryoungpeopleaboutwhyanyformofprejudicehurts.

• Youngpeopleidentifiedtheimportanceofhavingtheimpactofbeinglookedafterunderstoodwhilststillbeingseenasayoungpersonandasanindividual.


FINDOUTMOREABOUTPINSANDGETINVOLVEDOverseveralyearstheNetworkhasgrownandthroughthePINSon‐lineresourceandaseriesofseminarsandworkshopsabodyofknowledgehasbeenbuiltwhichcaptureswhatweneedtodo,inpartnership,tomakeadifference.PINShasawebsiteatwww.pinscotland.org.MembershipoftheNetworkisfreeandregistrationisviathePINShomepage.PINSissupportedbytheScottishGovernmentandmanagedjointlybytheScottishGovernment(LearningDirectorate)andvoluntarysectoragencies.OnadaytodaybasistheNetworkisfacilitatedbytheTASCAgency.Checkoutourotherrecentseminarreports

• ThevoluntarysectorsconnectiontotheGIRFECagendahttp://www.pinscotland.org/assets/main‐pdfs/pins‐girfec‐implementation‐report.pdf

• ThevoluntarysectorsroleintheMore Choices More Chancesand16+ Learning Opportunities agendahttp://www.pinscotland.org/events‐mcmc‐agenda.html

ContactPINSColinMorrisonE:[email protected]:01315553527Thankstotheseminarspeakers

• MorayPaterson,LookedAfterChildrenPolicyManager,TheScottishGovernment

• CarolKirk,ChairLACSIGImprovingLearningOutcomesHubandDirectorofEducationServicesatNorthAyrshire

• GrantGilroy,NationalResourcesManagerWhoCares?Scotland• DavidWoodierandLorraineTogneriLAACTeachers,InclusionSupport

baseandyoungpeoplefromNorthLanarkshire• AndyVirasami,DevelopmentOfficer‘Strive’,Barnardo'sScotland• DrGrahamConnelly, Research&QualifyingCourses’Manager,Centre

forExcellenceforLookedAfterChildreninScotland(CELCIS)

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