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Explore factors affecting educational outcomes of Looked After Children (LAC) and strategies to improve placement stability, caregiver involvement, and literacy skills. Learn about the importance of communication and support between schools, carers, and social workers.
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County-wide Paired Reading ProgrammeHampshire Children’s Services Workshop for the NationalVirtual School Virtual Head Teachers conference 21 March 2014 (LAC Lead) Julia Alfano Educational PsychologistHampshire Children’s Services
Theoretical background • In 2006, 6000 young people left the care of the state in the UK. Of these, 4,500 left with no educational qualifications (Sergeant, 2006) • In 2003, the social exclusion unit reported children in care were ten times more likely to be excluded from school than other children • In 2007/08, 66% of Children Looked After (CLA) obtained at least one GCSE/GNVQ on leaving school. This compares with 99% of all children in the general pupil population (DCSF, 2009) • Only 14% of CLA leave care with five or more GCSE’s; their contemporaries leave with 65% (DCSF, 2009) • 16% of care leavers are unemployed by September of leaving school compared to 4% of all school leavers (DCSF, 2009)
Theoretical background • Two crucial factors are needed in order for a child to do well in education: • Placement stability • An environment which encourages studying (Stein, 1997) • Children require an environment in which education is supported and encouraged in order to achieve academically (Jaussen et al, 2003) • Problems we encounter with children in care– • Placement instability – home and school • 2006 – 40% of foster carers in England and Scotland did not have formal educational qualifications (Sergeant, 2006) • Many do not attend parents’ evenings • Limited contact between child’s social workers, carers and teachers
Theoretical background • The early experiences of CLA are often marred by neglect or abuse (Department for Children, Schools and Families, 2001) • These children continue to lack stability in their home and school placements (Fletcher-Campbell & Archer, 2003) • This is not to suggest that poor academic outcomes are inevitable for CLA rather that special attention might be needed to ensure they are properly supported during their school careers (Jackson, 1998)
Factors contributing to the education of Looked After Children Placement stability: • Supportive home environment that encourages studying • Better communication between school, carers and social workers (Martin & Jackson, 2002)
Placement stability • Placement stability of children in care is often poor, both in terms of care and educational placements. For example, Fletcher-Campbell and Archer (2003) found that a quarter of the young people in care in their study had six or more care placements, where a third had had three or more education placements while at secondary school.
Attitude to education • Limited contact between key adults involved in supporting the education of CLA • Social workers, carers and teachers often do not communicate regularly • Education seen as a low priority for some foster carers. For example, in a study by Barnardo’s (2006) 39% of children in care responded that no-one attended their school’s parent’s evenings compared to 4% of those parents of children not in care
Attitude to education • 47% of children in care responded that they had never been praised for doing well at school compared to 3% of children not in care • Sinclair (1998) suggests such findings are exacerbated by • Placement instability • Turnover of carers • Time pressure on social workers Therefore children have no key adult to which they have a strong attachment to and who will take an interest in and support educational progress • The low priority ascribed to education of foster carers may consequently result in low expectations in the part of children (Firth & Horrocks, 1996)
Paired Reading – why we chose it In order for children in care to improve literacy they need to: • Placement stability • Supportive home environment encourages studying • Better communication between school, carers and social workers
Promoting Carer Involvement The programme aimed to: • Provide carer interest and involvement for children in their care as this is a fundamental part of supporting looked after children’s academic progress. The programme was aimed at all children in care, regardless of reading age for the following reasons: • Children in care may be behind in literacy as a result of lack of adult involvement (Jackson, 1994) • Reading ability is linked to future educational success (Jackson, 1987) suggesting that the establishment of good levels of literacy may facilitate success in other areas. • Positive relationships are linked to educational success for all children regardless of ability.
Promoting social worker involvement The programme aimed to: • Promote understanding of carers and social workers of the wider benefits of literacy • Improve communication between schools and carers
Key Points – why we chose Paired Reading Paired Reading was chosen as it aimed to: • Encourage a supportive home environment that encourages studying • Develop better communication between schools, carers and social workers • Promote carer interest and involvement in the education of children in their care • To encourage school staff to support carers in providing carer interest and confidence • Develop better relationships between carers and children
Paired Reading Interventions How does it work? • Parents and carers are taught a specific way to read with children and young people • It does not involve breaking up of words, but it focuses on reading together, and when the child feels confident enough, reading alone or out loud with the parents
Paired Reading interventions • Although many interventions have been found successful in raising literacy levels of children in care, we wanted to focus on the role of the carer so they also become engaged in the child’s education from an attachment through the process of the shared reading • This would facilitate success in all other areas, not just educationally
Paired Reading – how does it work? • Paired reading involves a cycle moving from reading together to reading alone, ensuring the child receives as much help as necessary • The process is designed to be interactive and motivating • The child selects their own reading material and is supported by their partner through discussion questioning and correction where necessary
Paired Reading – how does it work? • It works pedagologically as the child: • Gains extra practice in reading • Receives feedback on their performance • Experiences modelling of correct reading by their partner • Receive positive reinforcement increasing their self confidence • Experience reading in a motivating way gaining attention form a key adult • These factors lead to reading fluency and competency as well as relationship building
Evidence base for Paired Reading • A number of studies have found paired reading improves literacy (Topping and Lindsay, 1992. Brooks, 2007) • Menmuir (1994) studied the intervention with CLA however the data collected was subjective and just focussed on foster carer view, not reading ability so we wanted to improve on this
Participants • The work in Hampshire has run for 5 years – 2008-2013. • This work has been replicated in Sweden (7 municipalities) results have shown to improve language (expressive) and general cognitive ability and motivation for learning.
Materials and evaluation/study design • Ratio gain – Ratio gain is calculated in order to assess a child’s rate of progress across time. Ratio gain is defined as the number of months progress made in literacy, divided by the number of months on an intervention. It therefore refers to the average amount of progress made for each month that the child has participated in the intervention. A ratio gain in reading age of 1.40 indicates educationally significant impact on literacy. A ratio gain of more than 2.00 indicates ‘Extra good progress’ (Brooks, 2007) • Myself as a learner scale • Reading self concept scale
Carers also reported increases in their child’s confidence and interest in reading • Taking part also enabled them to share one-to-one time with their child • Child enjoys looking at books together and discussing the story and topics covered • Spending time with child seeing him enjoy books so much • Carers also reported improvements linked to the valuable one-to-one time spent with the child “Spending quality time one-to-one and getting to know more about her reading ability”
Feedback from carers We have thoroughly enjoyed participating in the Paired Reading programme. I feel it has been very beneficial to [child’s] confidence and enjoyment of books It has given us time together enjoying what we both like and [child] has got a lot more confident with his reading A huge positive was being able to watch and help [child’s] enjoyment as confidence with the books grew. He now selects books that he would have not had the confidence to attempt previously. The one-to-one time that the Paired Reading scheme required has definitely been very rewarding. Knowing together we have helped improve his reading and his confidence. The only difficulty we experienced was within the first couple of sessions that [child] was to engage and participate willingly. However, when he realised that he had a choice and that each book was exciting and different and that there was no negativity within the sessions he then participated very willingly. Although [child] still struggles with the text, his confidence with books has soared. He is no longer afraid or embarrassed to try and therefore finding a new enjoyment and respect of books.
Results Impact on literacy • Repeated 5 years in a row: • Significant improvements in reading age • A ratio gain of between 2 & 3 • This meets both Brooks’ (2007) and the DfES’ (2003) criteria for effective literacy intervention • Suggest that these interventions offer a useful way of enhancing the literacy of looked after children • Poor academic performance of these children is not inevitable – can be improved with targeted support
Results Impact on other areas • Qualitative comments suggest that the results extended beyond literacy per se • Confidence One-to-one time/relationships • Attachment and the building of good relationships are linked to success in all areas in life, not just educational achievement. This programme is not just about literacy • Improvements in reading self-concept • Motivation for learning
Final points • LAC come from backgrounds of abuse and neglect • LAC have experienced turbulence in their home and school placements • LAC often lack consistent adults support in their education • All these above points have affected their educational achievement • A small short-term intervention like paired reading can have such an impact on literacy and improvements in the bonds and attachment to their carers – which is linked to success in many areas of life, not just education
Final points • The past trauma and lack of placement stability can be alleviated with carer support • The programme also improved the links between carers, teachers and social workers • Social workers attended joint training with teachers and foster carers • Teachers liaised with carers on a weekly basis using the monitoring sheets • This raises the profile of looked after children in schools
This programme encourages the key adults in the child’s life to communicate • It reinforces the need to encourage foster carers and social workers to value education • This work also is so valuable as improvements in reading is associated with other positive outcomes such as overall learning, self-confidence, motivation and improved relationships with carers
