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A troubling investigation has unveiled that numerous children in care are being left without schooling for extended periods, sometimes reaching months or even years. The findings, which highlight systemic issues within the education system, reveal that many local authorities are struggling to secure placements for looked-after children, with some individuals facing rejection from as many as 14 schools.
The Struggle for School Places
The predicament faced by children in care is underscored by a report from the Children’s Homes Association (CHA), which indicates that a significant number of care providers across England and Wales are encountering challenges in obtaining school placements. As of January, nearly half of the children in care at one Lincolnshire home were out of mainstream education. The legal obligation for councils to prioritise looked-after children in school applications appears to be faltering, as many providers report an alarming trend of rejections.
Tyler, a 16-year-old boy, exemplifies this frustrating reality. Despite his eagerness to pursue his GCSEs, he has not been listed to sit for any exams, having received only minimal educational support over the past three years. After applying to 14 schools, he was turned away repeatedly, often due to concerns over his education, health, and care plan (EHCP), which outlines the specific support he requires. Reflecting on his situation, Tyler lamented, “Why should I care about my education when no-one else does?” His key worker, Alex, expressed deep concern over the long-term implications of his extended absence from school, highlighting the challenges Tyler will face in securing employment without any qualifications.
Systemic Failures and Underfunding
The difficulties in securing school placements for children in care are attributed to a combination of chronic underfunding in schools and a lack of adequate resources. The head teachers’ union has pointed to financial constraints that prevent schools from accommodating children with complex needs, while local councils are calling for enhanced powers to compel schools to accept these vulnerable students.
Katie, another teenager in a children’s home, has not attended school for over four months after being asked not to return, with no clear reasons provided by her school. Her key worker has expressed frustration at the lack of support for Katie, claiming she was “set up to fail” at a school that was only willing to accept her after pressure from the local authority. Both Tyler and Katie’s experiences highlight a broader issue: schools may feel compelled to reject students based on behavioural challenges, despite government guidelines stating that looked-after children cannot be denied placements for such reasons.
Legislative Change on the Horizon
In response to these alarming trends, the Department for Education has announced plans to extend local authorities’ powers to include academies, which constitute 82% of secondary schools in the UK. This move aims to facilitate quicker access to school placements for children in care, addressing the current constraints that hinder councils from ensuring education for all looked-after children.
Julie, the managing director of the children’s homes, remains sceptical about whether legislative changes will adequately address the systemic issues at play. She argues that existing bureaucratic hurdles and a complex, lengthy application process further exacerbate the difficulty in securing placements, leaving children in limbo. “When you knock on the door, schools can say ‘no’… if we appeal and win, we’ve got the child starting with a black mark against them because the school didn’t want them,” she stated.
The Wider Implications
Recent research indicates that of the over 50,000 children in care in England, more than 1,300 are currently missing from school. This alarming statistic underscores the reluctance of mainstream schools to accept children with complex needs, creating a cycle of educational disadvantage. Dame Rachel de Souza, the children’s commissioner, has called for a more collaborative approach between councils and schools, emphasising the urgent need to address the long waits many children face as they await school placements.
Why it Matters
The plight of children in care who are left without education reflects broader societal issues, including the systemic failure to support some of the most vulnerable members of our community. The implications of prolonged absences from education are profound, affecting not only the individual children’s prospects but also society as a whole. Ensuring that every child has access to a quality education is not just a legal obligation but a moral imperative. Immediate and effective action is required to prevent further educational neglect and to support children in care as they strive for a brighter future.
