The report Failed by the System outlines views on the educational experiences of young people who have been in the care system and highlights the lack of support and aspirations for them.
The educational under- achievement of looked-after children is well documented. What is more difficult to quantify is the impact of proper support, encouragement, attitudes, assumptions and aspirations on their education.
Much of the review of looked- after children's educational achievements has concentrated on exam results. Failed by the System gives the views of young people who have left care and school, and focuses on what they believe would have helped them do better. However, the failure of the system to enable looked-after children to realise their educational potential should not focus solely on their teenage years.
Whether children enter care as infants or as teenagers, the reasons are varied and frequently complex. The role of the primary carers, whether foster parents or residential staff, is very much aimed at building relationships with the child and the family, and assisting them to deal with the breakdown that has occurred.
During this time the child's educational needs can be overlooked. They may move several times in care or return home, and the professionals and agencies involved may change around during this process.
At a time of change, a nursery or school placement can offer the child important stability. This requires staff to understand and be able to manage the behaviour that may result as an impact of being 'in care'.
Nursery staff indeed have a vital role to play in these situations. They can help ensure that the aspirations held for these children are equal to those held by parents for their more privileged offspring.
