Children in Care - The Importance of Education

1. Children in Care - The Importance of Education

2. When Does a Child Become Looked After There are 2 two primary routes into becoming a child in care: 03 02 05 01 04 These powers are governed by Section 46 of the Children Act 1989. Under this law, the police have the power to remove children to a safe location for up to 72 hours to protect them from "significant harm". Police do not require a court order to take such a step. where a child has been removed from the parents or carers under an Emergency Protection Order and is then potentially subject to an Interim Care Order and care proceedings; (a)that the child concerned is suffering, or is likely to suffer, significant harm; and (b)that the harm, or likelihood of harm, is attributable to— (i)the care given to the child, or likely to be given to him if the order were not made, not being what it would be reasonable to expect a parent to give to him; or (ii)the child’s being beyond parental control. (a)there being no person who has parental responsibility for him; (b)his being lost or having been abandoned; or (c)the person who has been caring for him being prevented (whether or not permanently, and for whatever reason) from providing him with suitable accommodation or care. Where a juvenile has been remanded in care and refused bail; and where a juvenile is subject to a Supervision Order which includes a provision that they reside in Local Authority. Police Protection Remanded Emergency Protection Order Section 20 Children Act 1989 Section 31 Children Act 1989

3. Before Becoming a Child in Care

4. Adverse Childhood Experiences (ACEs) ACEs describe a wide range of stressful or traumatic experiences that may occur as a child is growing up, this can include:- • Domestic violence • Drugs and/or alcohol abuse • Familial mental health issues • Physical abuse • Emotional abuse • Sexual abuse • Neglect • Loss due to separation or divorce of parents • Loss due to bereavement • Incarceration of a family member Unfortunately ACEs are extremely common. In 2014 an ACE study by Bellis et al found that nearly 50% of all people living in the UK have experienced at least one ACE - and 9% have experienced four or more. This is the equivalent to three children in every class of 30.

5. Trauma Experienced Before Coming into Care? Trauma can be defined as an exceptional experience in which powerful and dangerous stimuli overwhelm the infant and young child’s capacity to regulate emotions. He or she is left to struggle with a state of intense fear, helplessness, loss of control and fear of annihilation. • This leads to problems of relating and learning in the form of aggression, hyperarousal, emotional withdrawal, attention problems and psychiatric diagnoses. • Such problems can have an enduring effect on development and may substantially alter the child through changes in brain anatomy and physiology.

6. Lack of resilience • Poor communication skills. • Poor ability to cope with stress. • Poor relationship building skills. • Lack of role models outside the family. • Difficult temperament / regulatory disorder. • Needs security to meet developmental challenges.

7. Children who grow up in local authority care, ‘looked after’ under the Children Act 1989,are 4 times more likely than others to require the help of mental health services. 9 times more likely to have special needs requiring assessment, support or therapy. 7 times more likely to misuse alcohol or drugs. 66 times more likely to have children needing public care 60 times more likely to become homeless 50 times more likely to wind up in prison (cited Cameron, R.J. and Maginn, C. 2009 p.90) Achieving Positive Outcomes for Children in Care

8. “I couldn’t like that child”, or “I would never approve of what they have done” • Unconditional positive regard refers to accepting and supporting another exactly as they are, without evaluating or judging them. If you were lucky enough to have had a healthy childhood and good parenting, your parent or guardian loved and accepted you regardless of how you behaved or what you did. If you made mistakes, or had a temper tantrum, it was okay. When you were a teenager with wildly different opinions to your parent, that was entirely acceptable. You were trying out new things and discovering who you are, and you were offered unconditional positive regard.

9. Independent Reviewing Officer • In 2002 a judgement recognised that some children with no adult to act on their behalf may not have any effective means to initiate a challenge. In response, the Government made it a legal requirement for an IRO to be appointed to participate in case reviews and monitor the local authority’s performance. • The IRO’s primary focus is to quality assure the care planning and review process for each child and to ensure that his/her current wishes and feelings are given full consideration. • Every IRO should feel confident in his/her role and personal authority and understand his/her responsibilities to monitor and review the child’s case and, where necessary, challenge poor practice. Statutory requirements “the child’s educational needs, progress and development and whether any actions need to be taken or are likely to become necessary before the next review, in order to ensure that the child’s educational needs are met and not neglected (this should include consideration of the current PEP);”

10. ”Looked after children deserve the best experiences in life, from excellent parenting which promotes good health and educational attainment, to a wide range of opportunities to develop their talents and skills in order to have an enjoyable childhood and successful adult life. Stable placements, good health and support during transition are all essential elements, but children will only achieve their potential through the ambition and high expectation of all those involved in their lives.” (The Children Act 1989 guidance and regulations. Volume 2: care planning, placement and case review) Should children in care have more support in education?

11. As of May 2018(Academic year for reporting period) there were 166 schools (not including independents) in Northumberland who currently educate 52,148 children and young people • There are currently 370 children living in care, in Northumberland. This 0.71% of the schools population

12. What ASPIRATIONS do Children in Care Have? Research revealed that most Children in Care have ASPIRATIONS that are similar to other young people. • Loving family • Good job/career • Financial security • Nice home However most of the young people express a high level of fatalism and they did not feel in control of their lives. Most did not express confidence in achieving their ASPIRATIONS.

13. How to improve outcomes • Plan • Monitor • Review • Change If we do this effectively and timely, we learn how to keep in step together with the child. We can liken this to the dance of attachment, a two way process. What influences the dance • The behaviour of teachers • The behaviour of the child • The environment

14. If we get the dance right? • October 2016, child begins to live in care and moves out of area. • ESLAC explored various sources of Education Provision for the child including The Learning Zone, contact made with the Virtual School in that area. Fair Access Panel, In Year Transfer completed but schools refused to accept the child on roll. Head of Virtual School, quoted - The area has no secondary schools under local authority control – they are all academies and I have had to seek direction to obtain CLA places, as have other authorities. The DFE guidance states that VSHs should not enter into prolonged negotiation with schools in order to obtain a place and use power of direction where appropriate. This will be your fastest route to resolution in my view. • It was at this point that it was being considered if direction by the Secretary of State should be made for them to direct a school to take the child but why should a child be put into this position to go somewhere where it is evident that they did not want them in the first place and this would not have helped the child’s levels of anxieties. • November 2017, Tuition was put in place for English, Maths and Science. Tutors were often changed due to concerns, commenting on them when their legs would shake with anxiety or their methods of Tuition. • Accessed Work Experience for one day a week at Kirkley Hall and more currently at a local vets. • ESLAC managed to work with Ashington College to allow the child to travel one day a week to study Triple Science one day a week and complete all of the practicals. • August 2018, 5 Grade 7's (A) and a Grade 5 (B) and their dedication to their studies and we still have their Music Grade 5 to come later this year.

15. If childhood exposure to Harm carried a Government warning then perhaps more would get done! “Interpersonal harm, especially harm experienced by children, is the largest single preventable cause of mental illness. What cigarette smoking is to the rest of medicine, early childhood harm is to psychiatry.” Sharfstein, S. (2006) New task force will address early childhood violence. Psychiatric News, 41, 3. https://www.youtube.com/watch?v=L79t3fPHvlI#action=share