‘Supported, but not expected to succeed’ – How Schools Can Improve Outcomes for Children in Care

Tuesday 18th November, 2025

Supporting Looked After Children in school is essential to their wellbeing, development, and long-term success. Children who are looked after may have had an experience of instability, trauma and Adverse Childhood Experiences (ACEs), and disrupted education, which can affect their confidence and ability to learn. Schools play a crucial role, not only in academic support, but also in providing emotional security and a sense of belonging.

According to research conducted by the Department for Education, Looked After Children are much more likely to have Special Educational Needs (SEN) than their peers. The same research found that the types of SEN most strongly associated with poor outcomes among children in care include severe/profound learning difficulties, Autism Spectrum Disorders (ASD), and moderate learning difficulties.

Looked After Children with ASD or severe/multiple learning difficulties performed very poorly at GCSE level compared to peers not in care. Oxford University also found when analysing the National Pupil Database that being male and having emotional and behavioural difficulties were also associated with lower attainment for Looked After Children.

Research in Wales with care-experienced young people (aged 6–27) shows that many feel alienated by the educational system. Some report being positioned (by teachers or policy) as ‘supported, but not expected to succeed’ due to their care background.

‘The consequences of being labelled 'looked-after'’ by Dawn Mannay et. al, published in the British Educational Research Journal, 2017.

So, how can schools help to improve outcomes for Looked After Children?

• Personalised, consistent, and comprehensive support: Early identification and intervention, and investing in staff training, and investing in staff training to prepare them for addressing a wide range of learning challenges, including SEND.

• Strong pastoral support and stable relationships: Staff trained in trauma-informed practice, and a designated teacher for Looked After Children who advocates for them and meets with them regularly, and resilience building interventions.

• Personalised academic support: Early assessment when the child joins the school to identify gaps, one-to-one or small group learning – making the most of Learning Support Assistants, inclusive and adaptive teaching strategies that meets the child’s needs without singling them out, and monitoring progress closely through education plans.

• Enabling environments: Predictable and consistent routines and timetables, safe spaces, classrooms that inspire learning and creativity (but are not too overstimulating), and responsive and supportive staff.

• Partnership working: Sharing information sensitively and appropriately with other professionals, an effective working relationship with social services, health services, and other professionals (speech and language therapists, for example), and a good relationship with carers and practitioners at residential care settings.

• Inclusive school culture and ethos: Effective anti-bullying policies and procedures, zero tolerance on discrimination towards Looked After Children, building a warm, welcoming, and respectful community at the school, and celebrating diversity.

• Supporting transitions: Looked After Children have often had multiple transitions, some of which may have been traumatic, and may need more support than other pupils when facing transitions at the school (such as moving from primary school to secondary school). Schools need to transition plan, ensure rapid transfer of records, check in more regularly with the child, and share information (as appropriate) and support plans and/or strategies with the new school.

• Raising aspirations for Looked After Children: Teaching staff should have high aspirations for Looked After Children, and provide clear pathways for further education, training, and entering the workforce.

Schools play a major role in improving outcomes for Looked After Children. Research shows that consistent support, high expectations, and strong relationships can significantly narrow attainment gaps and improve wellbeing. If you would like to learn more about supporting children in care, you may wish to take our course on ‘Children in Care / Looked After Children in Education’.