Finding a positive educational identity Research with young people in the care system about what helps and hinders enj

1. 1 Finding a positive educational identity Research with young people in the care system about what helps and hinders enjoyment and achievement  1. Title This presentation reports on the methods and findings of a small scale study in one outer London local authority of educational experiences among young people ‘looked after’ by the authority. (Children ‘looked after’ include those accommodated on a voluntary basis under CA89 s20 and young people who are subject to a compulsory care order under CA89 s31. ‘In care’ is a legal term that refers only to young people who are subject to a care order but the term will be used more generally in this article to refer to young people ‘looked after’ away from home. Legal status will be specified where it appears to have been particularly significant for their experience.)1. Title This presentation reports on the methods and findings of a small scale study in one outer London local authority of educational experiences among young people ‘looked after’ by the authority. (Children ‘looked after’ include those accommodated on a voluntary basis under CA89 s20 and young people who are subject to a compulsory care order under CA89 s31. ‘In care’ is a legal term that refers only to young people who are subject to a care order but the term will be used more generally in this article to refer to young people ‘looked after’ away from home. Legal status will be specified where it appears to have been particularly significant for their experience.)

2. 2 2. Content Before describing the aims, methods and findings of the research, I will outline briefly some of the background concerns about the education for children in care and recent legal and policy reforms. 2. Content Before describing the aims, methods and findings of the research, I will outline briefly some of the background concerns about the education for children in care and recent legal and policy reforms.

3. 3 3. Policy Background Concerns about the education achievements of children in public care are not new (Page and Clark, 1977) but it is only comparatively recently that a committed / sustained programme of reform has been pursued in the UK. The impact on policy of sustained campaigning involving organisations, such as the National Association of Young People in Care (NAYPIC) in the 1980s and the Who Cares? Trust in the 1990s, should not be underestimated. On the hand, it can also be argued that the issue of poor educational performance among looked after children gained increased significance in the context of wider New Labour ideas about children, parenting and the function of education for economic prosperity. The Government’s Objectives for Children’s Social Services (Dept of Health, 1999b) included specific objectives and performance indicators that related directly or indirectly to educational outcomes for looked after children. Guidance was issued in 2000 on the Education of Young People in Public Care (DfEE, 2000), parts of which had statutory authority (DoH Circular (2000) 13) including the need for a personal education plan for each looked after child, for information sharing protocols about care and education, and for placement arrangements to include educational provision. The Children (Leaving Care) Act 2000 introduced amendments placing on local authorities new duties of advice (from personal advisers) and assistance (including financial support) to looked after and previously looked after children. These provisions required the implementation of pathway plans for young people extending to the age of 21, including plans related to education, training and future career. Subsequently, section 52 of the Children Act 2004 placed an explicit duty on local authorities to promote the education of looked after children, accompanied by more comprehensive statutory guidance (DfES, 2005). This requirement was introduced against the backdrop of broader reforms designed to strengthen organisational, policy and practice links between education and other aspects of child well-being (DfES, 2003). The reform programme focused on the promotion of the five child well-being outcomes (being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being). Most recently, the Children and Young Persons Act 2008 gave legislative backing to proposals contained in the White Paper, Care Matters: Time for Change (DfES, 2007). The main thrust of the statute is to enhance the quality of care and support provided to young people in the care system. Local authorities are given powers to test new models of service provision by delegating their social work functions to independent providers. Measures to strengthen the role of the Independent Reviewing Officer (IRO) and enhance the powers of the Inspectorate are intended to increase accountability for decisions at individual and corporate levels. Specific provisions concerning to the education of looked after children include additional requirements on local authorities to minimise the disruptive impact on children’s education and training of making arrangements for care placements, give greater financial support for further and higher education (to be specified in regulations) and extend provision of personal advisors to cover 21-25 year olds. The Act also gives statutory recognition to the role of designated teacher, originally recommended in guidance issued in 2000 (now known as the ‘designated person’, a member of staff with specific responsibility for promoting the educational achievement of looked after children and those eligible for local authority support after leaving care).3. Policy Background Concerns about the education achievements of children in public care are not new (Page and Clark, 1977) but it is only comparatively recently that a committed / sustained programme of reform has been pursued in the UK. The impact on policy of sustained campaigning involving organisations, such as the National Association of Young People in Care (NAYPIC) in the 1980s and the Who Cares? Trust in the 1990s, should not be underestimated. On the hand, it can also be argued that the issue of poor educational performance among looked after children gained increased significance in the context of wider New Labour ideas about children, parenting and the function of education for economic prosperity. The Government’s Objectives for Children’s Social Services (Dept of Health, 1999b) included specific objectives and performance indicators that related directly or indirectly to educational outcomes for looked after children. Guidance was issued in 2000 on the Education of Young People in Public Care (DfEE, 2000), parts of which had statutory authority (DoH Circular (2000) 13) including the need for a personal education plan for each looked after child, for information sharing protocols about care and education, and for placement arrangements to include educational provision. The Children (Leaving Care) Act 2000 introduced amendments placing on local authorities new duties of advice (from personal advisers) and assistance (including financial support) to looked after and previously looked after children. These provisions required the implementation of pathway plans for young people extending to the age of 21, including plans related to education, training and future career. Subsequently, section 52 of the Children Act 2004 placed an explicit duty on local authorities to promote the education of looked after children, accompanied by more comprehensive statutory guidance (DfES, 2005). This requirement was introduced against the backdrop of broader reforms designed to strengthen organisational, policy and practice links between education and other aspects of child well-being (DfES, 2003). The reform programme focused on the promotion of the five child well-being outcomes (being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being). Most recently, the Children and Young Persons Act 2008 gave legislative backing to proposals contained in the White Paper, Care Matters: Time for Change (DfES, 2007). The main thrust of the statute is to enhance the quality of care and support provided to young people in the care system. Local authorities are given powers to test new models of service provision by delegating their social work functions to independent providers. Measures to strengthen the role of the Independent Reviewing Officer (IRO) and enhance the powers of the Inspectorate are intended to increase accountability for decisions at individual and corporate levels. Specific provisions concerning to the education of looked after children include additional requirements on local authorities to minimise the disruptive impact on children’s education and training of making arrangements for care placements, give greater financial support for further and higher education (to be specified in regulations) and extend provision of personal advisors to cover 21-25 year olds. The Act also gives statutory recognition to the role of designated teacher, originally recommended in guidance issued in 2000 (now known as the ‘designated person’, a member of staff with specific responsibility for promoting the educational achievement of looked after children and those eligible for local authority support after leaving care).

4. 4 4. Concerns about ed achievement of young people in care The Green Paper, ‘Care Matters’, highlighted some of the main concerns about educational achievement among looked after young people. 4. Concerns about ed achievement of young people in care The Green Paper, ‘Care Matters’, highlighted some of the main concerns about educational achievement among looked after young people.

5. 5 Issues and gaps highlighted by literature review 7. The project included a review of the literature related to the topic. The literature review identified some factors that have been found to be associated with low achievement among looked after children which need to be taken into account when thinking about interview topics for the current study. For example, young people’s experience of care and educational placements, school moves, the school’s ability to manage young people’s difficulties, support offered by foster carers, as well as different levels of support put in place by local authorities, have all been found to impact on looked after children’s educational achievements. The review also identified a number of issues and gaps that could be addressed by the current research as listed in the slide. The recent scoping study completed by the Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO) early in 2009 to assess the evidence base for practice that improves educational outcomes for looked after children identified some of these gaps, particularly in relation to the contribution of key actors and the focus on young people with specific learning needs.7. The project included a review of the literature related to the topic. The literature review identified some factors that have been found to be associated with low achievement among looked after children which need to be taken into account when thinking about interview topics for the current study. For example, young people’s experience of care and educational placements, school moves, the school’s ability to manage young people’s difficulties, support offered by foster carers, as well as different levels of support put in place by local authorities, have all been found to impact on looked after children’s educational achievements. The review also identified a number of issues and gaps that could be addressed by the current research as listed in the slide. The recent scoping study completed by the Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO) early in 2009 to assess the evidence base for practice that improves educational outcomes for looked after children identified some of these gaps, particularly in relation to the contribution of key actors and the focus on young people with specific learning needs.

6. 6 Interaction between care and educational experience 10. The correlation between in care status and low educational achievement can lead to assumptions about the causes. Berridge (2007) has criticised the tendency to take a simplistic approach to the problems of educational attainment among looked after children and in particular to put the blame on social work services. There are two points here. Firstly, the point made forcefully by Berridge, factors associated with low educational achievement are also associated with entry into care (eg. poverty, social exclusion - check factors cited by Berridge). Therefore, there is no simple relationship of cause and effect between care status and poor educational outcomes. There is a challenge for researchers and for those working with young people to appreciated the complexity of variables that can affect educational experiences and achievements. Secondly, responsibility for promoting positive educational experience among looked after children does not rest solely with social workers or even with direct carers (such as foster carers). Other professionals including teachers, psychologists and Connexions workers have a significant role to play. There is also a danger that in seeking to establish responsibility, the part played by children and young people, their parents, siblings, other relatives and friends will be neglected. The approach adopted by this project attempted to take account of some of these debates. 10. The correlation between in care status and low educational achievement can lead to assumptions about the causes. Berridge (2007) has criticised the tendency to take a simplistic approach to the problems of educational attainment among looked after children and in particular to put the blame on social work services. There are two points here. Firstly, the point made forcefully by Berridge, factors associated with low educational achievement are also associated with entry into care (eg. poverty, social exclusion - check factors cited by Berridge). Therefore, there is no simple relationship of cause and effect between care status and poor educational outcomes. There is a challenge for researchers and for those working with young people to appreciated the complexity of variables that can affect educational experiences and achievements. Secondly, responsibility for promoting positive educational experience among looked after children does not rest solely with social workers or even with direct carers (such as foster carers). Other professionals including teachers, psychologists and Connexions workers have a significant role to play. There is also a danger that in seeking to establish responsibility, the part played by children and young people, their parents, siblings, other relatives and friends will be neglected. The approach adopted by this project attempted to take account of some of these debates.

7. 7 Contribution of key actors -including young people 11. The second point arising from Berridge’s discussion about research in this area is that responsibility for promoting positive educational experience among looked after children does not rest solely with social workers or even with direct carers (such as foster carers). Other professionals including teachers, psychologists and Connexions workers have a significant role to play. There is also a danger that in seeking to establish responsibility, the part played by children and young people, their parents, siblings, other relatives and friends will be neglected. The C4EO scoping study found that the evidence base was weak in relation to the contribution of carers and birth families to young people’s educational outcomes. Recent studies have focused on the positive contribution of carers and professionals alongside young people. For example, Jackson et al completed a longitudinal study of students with a care background who achieved success in higher education. The research orientation might be described as a ‘strengths’ approach because it focused on identifying factors that appeared to contribute to positive educational experience for young people. [The research focused on the views and experiences of young people and those involved in supporting them – check source.] The current project sought to take account of the contribution of the variety of actors referrred to here, including a particular focus on the young person’s own contribution. Both the researchers and the local authority wanted to find out more about what contributed to positive educational achievements and outcomes. In particular, there was an interest in discovering what impact was being made by those people who were significant in young people’s lives, including professionals with formal responsibilities. 11. The second point arising from Berridge’s discussion about research in this area is that responsibility for promoting positive educational experience among looked after children does not rest solely with social workers or even with direct carers (such as foster carers). Other professionals including teachers, psychologists and Connexions workers have a significant role to play. There is also a danger that in seeking to establish responsibility, the part played by children and young people, their parents, siblings, other relatives and friends will be neglected. The C4EO scoping study found that the evidence base was weak in relation to the contribution of carers and birth families to young people’s educational outcomes. Recent studies have focused on the positive contribution of carers and professionals alongside young people. For example, Jackson et al completed a longitudinal study of students with a care background who achieved success in higher education. The research orientation might be described as a ‘strengths’ approach because it focused on identifying factors that appeared to contribute to positive educational experience for young people. [The research focused on the views and experiences of young people and those involved in supporting them – check source.] The current project sought to take account of the contribution of the variety of actors referrred to here, including a particular focus on the young person’s own contribution. Both the researchers and the local authority wanted to find out more about what contributed to positive educational achievements and outcomes. In particular, there was an interest in discovering what impact was being made by those people who were significant in young people’s lives, including professionals with formal responsibilities.

8. 8 Enjoying & achieving 12. Enjoying and achieving is one of the five outcomes at the centre of the government’s Every Child Matters policies. The relationship between these two aspects of wellbeing is important, not least because the Children Act 2004 s10 obliges relevant agencies to cooperate in promoting these two broad objectives for young people as a combined outcome (albeit reworded for the legislative purposes as ‘education, training and recreation’ CA04 s10(2)). The literature review concluded that wellbeing outcome of ‘enjoying and achieving’ should be a prominent feature of the empirical research. Qualitative research should be used to find out more about young people’s perception of their own ‘enjoyment and achievement’, together with their views on the factors that enhance these outcomes. The full description in the Green Paper (DfES, 2003, p6) refers to ‘getting the most out of life and developing the skills for adulthood’, a phrase that seems to encompass both present experience and future potential. The wording of this outcome is broad and appears to provide scope for creative and multi-faceted interpretations of both enjoyment and achievement. However, the Green Paper places greater prominence to achievement than to enjoyment (there are 7 references to enjoyment compared with 62 references to achievement. Two of the 7 ‘enjoyment’ references relate to another of the five outcomes, namely, ‘being healthy: enjoying good physical and mental health and living a healthy lifestyle’. The implication, if not the explicitly stated, of much of the discussion surrounding the five aspects of wellbeing is that they are related to the extent that positive outcomes in one area tends to promote wellbeing in other areas. It should also be emphasised that just over a third of the ‘achievement’ references relate to what government has achieved or hopes organisations and professionals will achieve.) As to the question of what else ‘enjoying and achieving’ might mean, the Green Paper (p16) refers only to statistics relating to educational attainment, unauthorised absence from school and young people not in education, employment or training (sometimes referred to as NEET). [note reference to follow up from ECM p36 - Excellence and Enjoyment and A New Specialist System: Transforming Secondary Education, no date given.] The coupling of ‘enjoying and achieving’ as a child wellbeing outcome derived from a consultation document issued by the Government’s Children and Young Person’s Unit (2001) which originally framed the outcome as ‘achievement and enjoyment’. The declared aspiration was that ‘children and young people should have the opportunity to fulfil their personal goals and ambitions, to make mature choices about their future lives, to achieve success in their academic, social and cultural development; to be recognised, to enjoy the fruits of their achievements when they begin work, and have the means to engage in constructive play and leisure pursuits for their own sake. The range of specific outcomes that are important could include: educational attainment; first employment and employability; engagement in the arts, music, sport and wider leisure activities; access to popular play and leisure facilities; engagement in community and voluntary activities; a sense of achievement and self-esteem’ (p13). This description has a different tone from that portrayed in the Green Paper discussion, citing a range of different ways of achieving wellbeing that include but go beyond education and employment and emphasising personal goals and choices. The account also implies an interactive relationship between enjoyment and achievement. It implies that achievement is more likely to be enjoyed where activity emanates from personal goals and choices. It gives emphasis to the recognition and enjoyment of achievement. Enjoyment is encouraged for its own sake, perhaps implying that the enjoyment of activity can also bring a sense of achievement. The notion of engagement is prominent, both on a personal level and in relation to a community. 12. Enjoying and achieving is one of the five outcomes at the centre of the government’s Every Child Matters policies. The relationship between these two aspects of wellbeing is important, not least because the Children Act 2004 s10 obliges relevant agencies to cooperate in promoting these two broad objectives for young people as a combined outcome (albeit reworded for the legislative purposes as ‘education, training and recreation’ CA04 s10(2)). The literature review concluded that wellbeing outcome of ‘enjoying and achieving’ should be a prominent feature of the empirical research. Qualitative research should be used to find out more about young people’s perception of their own ‘enjoyment and achievement’, together with their views on the factors that enhance these outcomes. The full description in the Green Paper (DfES, 2003, p6) refers to ‘getting the most out of life and developing the skills for adulthood’, a phrase that seems to encompass both present experience and future potential. The wording of this outcome is broad and appears to provide scope for creative and multi-faceted interpretations of both enjoyment and achievement. However, the Green Paper places greater prominence to achievement than to enjoyment (there are 7 references to enjoyment compared with 62 references to achievement. Two of the 7 ‘enjoyment’ references relate to another of the five outcomes, namely, ‘being healthy: enjoying good physical and mental health and living a healthy lifestyle’. The implication, if not the explicitly stated, of much of the discussion surrounding the five aspects of wellbeing is that they are related to the extent that positive outcomes in one area tends to promote wellbeing in other areas. It should also be emphasised that just over a third of the ‘achievement’ references relate to what government has achieved or hopes organisations and professionals will achieve.) As to the question of what else ‘enjoying and achieving’ might mean, the Green Paper (p16) refers only to statistics relating to educational attainment, unauthorised absence from school and young people not in education, employment or training (sometimes referred to as NEET). [note reference to follow up from ECM p36 - Excellence and Enjoyment and A New Specialist System: Transforming Secondary Education, no date given.] The coupling of ‘enjoying and achieving’ as a child wellbeing outcome derived from a consultation document issued by the Government’s Children and Young Person’s Unit (2001) which originally framed the outcome as ‘achievement and enjoyment’. The declared aspiration was that ‘children and young people should have the opportunity to fulfil their personal goals and ambitions, to make mature choices about their future lives, to achieve success in their academic, social and cultural development; to be recognised, to enjoy the fruits of their achievements when they begin work, and have the means to engage in constructive play and leisure pursuits for their own sake. The range of specific outcomes that are important could include: educational attainment; first employment and employability; engagement in the arts, music, sport and wider leisure activities; access to popular play and leisure facilities; engagement in community and voluntary activities; a sense of achievement and self-esteem’ (p13). This description has a different tone from that portrayed in the Green Paper discussion, citing a range of different ways of achieving wellbeing that include but go beyond education and employment and emphasising personal goals and choices. The account also implies an interactive relationship between enjoyment and achievement. It implies that achievement is more likely to be enjoyed where activity emanates from personal goals and choices. It gives emphasis to the recognition and enjoyment of achievement. Enjoyment is encouraged for its own sake, perhaps implying that the enjoyment of activity can also bring a sense of achievement. The notion of engagement is prominent, both on a personal level and in relation to a community.

9. 9 13. In the context of a review of ‘good practice’ in the education of children in residential care, Gallagher et al. (2004) developed an initial typology of educational outcomes that extends beyond academic attainment, suggesting that such outcomes should be conceived in terms of at least three ‘broad’ and twelve ‘specific’ dimensions. Three broad dimensions are: children’s receipt of education, children’s engagement with educational placements and finally their attainment. These dimensions are further divided as shown in the slide. Engagement with educational provision is presented as a key dimension. The authors suggest that outcomes in looked after children’s education should be examined with all of the above dimensions in mind. A typology of this kind may provide a useful starting point for the construction of an approach to the definition of educational achievement that accommodates both the perspectives of young people and the aspiration to devise outcome measures that can be applied universally. 13. In the context of a review of ‘good practice’ in the education of children in residential care, Gallagher et al. (2004) developed an initial typology of educational outcomes that extends beyond academic attainment, suggesting that such outcomes should be conceived in terms of at least three ‘broad’ and twelve ‘specific’ dimensions. Three broad dimensions are: children’s receipt of education, children’s engagement with educational placements and finally their attainment. These dimensions are further divided as shown in the slide. Engagement with educational provision is presented as a key dimension. The authors suggest that outcomes in looked after children’s education should be examined with all of the above dimensions in mind. A typology of this kind may provide a useful starting point for the construction of an approach to the definition of educational achievement that accommodates both the perspectives of young people and the aspiration to devise outcome measures that can be applied universally.

10. 10 Experiences of young people with specific learning needs The literature review identified the importance of acknowledging that looked after young people are not a homogenous group. There are issues related to gender, race and ethnicity, immigration status, disability and mental health that may impact significantly on educational experience. The Green Paper on reform of care services, Care Matters (DfES, 2006) acknowledged the problems surrounding the significant numbers of disabled children (over 13,000 according to Pinney, 2005) placed in residential schools who ‘do not have the statutory rights and protection afforded by being in care of the local authority’ (page ref needed). It also highlighted difficulties faced by disabled young adults and their families exacerbated by a lack of co-ordination between child and adult services (para. 1.47). However, the literature review did not unearth much discussion about young people with learning disabilities within the care system or about the more general issue of how special educational needs were addressed. The literature review identified the importance of acknowledging that looked after young people are not a homogenous group. There are issues related to gender, race and ethnicity, immigration status, disability and mental health that may impact significantly on educational experience. The Green Paper on reform of care services, Care Matters (DfES, 2006) acknowledged the problems surrounding the significant numbers of disabled children (over 13,000 according to Pinney, 2005) placed in residential schools who ‘do not have the statutory rights and protection afforded by being in care of the local authority’ (page ref needed). It also highlighted difficulties faced by disabled young adults and their families exacerbated by a lack of co-ordination between child and adult services (para. 1.47). However, the literature review did not unearth much discussion about young people with learning disabilities within the care system or about the more general issue of how special educational needs were addressed.

11. 11 15. The aims and objectives of the current project were influenced by these debates about the purposes of social research. Both the researchers and the local authority wanted to find out more about what contributed to positive educational achievements and outcomes. In particular, there was an interest in discovering what impact was being made by those people who were significant in young people’s lives, including professionals with formal responsibilities. 15. The aims and objectives of the current project were influenced by these debates about the purposes of social research. Both the researchers and the local authority wanted to find out more about what contributed to positive educational achievements and outcomes. In particular, there was an interest in discovering what impact was being made by those people who were significant in young people’s lives, including professionals with formal responsibilities.

12. 12 This slide sets out the three specific objectives of the project. The first objective was to look at previous research in more detail to understand more about what is known and not known about factors affecting children’s educational achievement. The second objective was to see whether it was possible to use existing information/data held by the local authority to understand more about possible factors affecting educational achievement among children in the looked after system. This objective is in line with the positivist approach described earlier because the purpose was to see if it was possible to identify correlations between achievement and variables such as reason for entry into care, stability of care placement and educational placement. As we will see, this objective proved unrealistic for a number of reasons. The third objective represented a more subjectivist approach by focusing on the views mainly of young people but also of people connected with them about what helped them to enjoy and achieve in education and what hindered their educational progress. The coupling of enjoyment with achievement is in line with one of the five wellbeing outcomes referred to in the reforms outlined in the Green Paper, Every Child Matters (2003). The question of the link between enjoyment of and achievement in education was identified by the literature review as one of the areas where there was scope for further research. This slide sets out the three specific objectives of the project. The first objective was to look at previous research in more detail to understand more about what is known and not known about factors affecting children’s educational achievement. The second objective was to see whether it was possible to use existing information/data held by the local authority to understand more about possible factors affecting educational achievement among children in the looked after system. This objective is in line with the positivist approach described earlier because the purpose was to see if it was possible to identify correlations between achievement and variables such as reason for entry into care, stability of care placement and educational placement. As we will see, this objective proved unrealistic for a number of reasons. The third objective represented a more subjectivist approach by focusing on the views mainly of young people but also of people connected with them about what helped them to enjoy and achieve in education and what hindered their educational progress. The coupling of enjoyment with achievement is in line with one of the five wellbeing outcomes referred to in the reforms outlined in the Green Paper, Every Child Matters (2003). The question of the link between enjoyment of and achievement in education was identified by the literature review as one of the areas where there was scope for further research.

13. 13 This slide explains how the sample group was selected. The task in the first phase of the empirical study was to develop a strategy to learn more about the views and perspectives of young people who had relatively recent experience of secondary education. It was agreed that a sample group of young people would be selected from two recent cohorts of looked after children that were eligible to be assessment for GSCE or equivalent qualifications in Year 11. The 2005 and 2006 cohorts provided a total number of 30 eligible to take part (x from 2005 and y from 2006). The proportion of young people who opted to take part was in line with expectations. The principle of informed consent was central to the research strategy. All of the young people concerned were to be aged 16 years or over at the time of the study (in fact, all were at least 17 when the empirical research commenced). All of those who took part had given written agreement after receiving information about the project both verbally and in the form of an Information Sheet. The Information Sheet, devised in consultation with the Advisory Group and approved by the Steering Group, explained the purpose, process, anticipated benefits and disadvantages of taking part in the research. An undertaking of confidentiality was given, qualified in relation to the possibility of information being disclosed about serious harm to the young person or to others. The process of communication with young people about the research begun with correspondence from the local authority so that personal details were not revealed to researchers until young people themselves made contact directly. The ‘Contact Form’ enabled young people to indicate where they wished to give consent to direct contact with the research team. To gain a more rounded picture of young people’s educational experiences it was proposed to collect data from individuals who played a significant part in this aspect of their lives. It was envisaged that such people would include parents, foster carers, social workers and professionals from other relevant specialist services. This approach would also have the advantage of allowing researchers to test the validity of findings using data triangulation (Denscombe, 2007, p136), whereby contrasting sources of information are compared. A strategy for sampling and data collection had been devised in consultation with the Young People’s Advisory Group and through discussions in the Steering Group. Young people who took part in the first phase of the research (via interviews or questionnaires) were invited to nominate up to three people who would know something about their experience of education or who had helped them with their education. There was also a specific invitation to nominate a teacher who knew them. This approach was consistent with principle of consent established in the first phase and with the commitment to treat young people’s experience as the starting point for the research as a whole. . Out of 16 young people who participated in the research, 5 young people declined to give consent to other people being contacted in relation to their experiences. Of the 11 young people who nominated one or more individuals to give their views, 5 named one person, 3 provided details of two people and 3 put forward three people to be contacted. Individuals nominated were contacted by post and were sent an introductory letter accompanied by an Information Sheet, a Contact Form, a copy of the interview / questionnaire schedule for nominated persons and a stamped addressed envelope. The letter of introduction and accompanying information made it clear that participation in the research was voluntary. Nominated persons were invited to return the Contact Form to indicate preferred contact number and day/time or as a means to indicate that they did not wish to be contacted. Possible sources of bias in sampling methods The purposive approach to sampling, linked to informed consent and financial incentive, gives rise to the possibility of bias in the sample. Those young people who opted not to take part were necessarily excluded from this aspect of the research. It is possible that the sample may have been skewed on the basis, for example, that young people in less urgent financial need might have opted not to take part, or that other factors affected willingness to participate such as young people’s own disposition, attitudes or feelings associated with negative (or even positive) experiences of education and/or care. This slide explains how the sample group was selected. The task in the first phase of the empirical study was to develop a strategy to learn more about the views and perspectives of young people who had relatively recent experience of secondary education. It was agreed that a sample group of young people would be selected from two recent cohorts of looked after children that were eligible to be assessment for GSCE or equivalent qualifications in Year 11. The 2005 and 2006 cohorts provided a total number of 30 eligible to take part (x from 2005 and y from 2006). The proportion of young people who opted to take part was in line with expectations. The principle of informed consent was central to the research strategy. All of the young people concerned were to be aged 16 years or over at the time of the study (in fact, all were at least 17 when the empirical research commenced). All of those who took part had given written agreement after receiving information about the project both verbally and in the form of an Information Sheet. The Information Sheet, devised in consultation with the Advisory Group and approved by the Steering Group, explained the purpose, process, anticipated benefits and disadvantages of taking part in the research. An undertaking of confidentiality was given, qualified in relation to the possibility of information being disclosed about serious harm to the young person or to others. The process of communication with young people about the research begun with correspondence from the local authority so that personal details were not revealed to researchers until young people themselves made contact directly. The ‘Contact Form’ enabled young people to indicate where they wished to give consent to direct contact with the research team. To gain a more rounded picture of young people’s educational experiences it was proposed to collect data from individuals who played a significant part in this aspect of their lives. It was envisaged that such people would include parents, foster carers, social workers and professionals from other relevant specialist services. This approach would also have the advantage of allowing researchers to test the validity of findings using data triangulation (Denscombe, 2007, p136), whereby contrasting sources of information are compared. A strategy for sampling and data collection had been devised in consultation with the Young People’s Advisory Group and through discussions in the Steering Group. Young people who took part in the first phase of the research (via interviews or questionnaires) were invited to nominate up to three people who would know something about their experience of education or who had helped them with their education. There was also a specific invitation to nominate a teacher who knew them. This approach was consistent with principle of consent established in the first phase and with the commitment to treat young people’s experience as the starting point for the research as a whole. . Out of 16 young people who participated in the research, 5 young people declined to give consent to other people being contacted in relation to their experiences. Of the 11 young people who nominated one or more individuals to give their views, 5 named one person, 3 provided details of two people and 3 put forward three people to be contacted. Individuals nominated were contacted by post and were sent an introductory letter accompanied by an Information Sheet, a Contact Form, a copy of the interview / questionnaire schedule for nominated persons and a stamped addressed envelope. The letter of introduction and accompanying information made it clear that participation in the research was voluntary. Nominated persons were invited to return the Contact Form to indicate preferred contact number and day/time or as a means to indicate that they did not wish to be contacted. Possible sources of bias in sampling methods The purposive approach to sampling, linked to informed consent and financial incentive, gives rise to the possibility of bias in the sample. Those young people who opted not to take part were necessarily excluded from this aspect of the research. It is possible that the sample may have been skewed on the basis, for example, that young people in less urgent financial need might have opted not to take part, or that other factors affected willingness to participate such as young people’s own disposition, attitudes or feelings associated with negative (or even positive) experiences of education and/or care.

14. 14 The preferred tool for gathering data about the views and perspectives of individual young people was the semi-structured interview. The format and content of the interview schedule was devised in close consultation with the Advisory Group and approved by the Steering Group. Two particular techniques were employed in the interview schedule to facilitate communication with participants. Firstly, the schedule was designed to be used as a shared instrument for completion jointly by the interviewer and interviewee. This approach utilised the concept of the ‘third object’ familiar in communication techniques with young people (Redgrave, 2000). In effect, the schedule was more akin to a questionnaire. The format followed recommended research practice in the relation to length and structure and the composition and order of questions (Denscombe, 2007, chapter 9). The second technique was to frame questions in the form of ‘sentence completion’ alongside conventional question format. This approach was intended to detract from the potentially negative impact of direct questioning with a view to engaging interview participants more effectively in the topics. The interview schedule was piloted with a young person who was not a member of the sample cohort and adjustments were consequently made to the detailed wording of some questions. The schedule covered the topic areas listed in the slide. The content of the schedule was influenced by issues highlighted in the literature review as well as discussions in the Advisory and Steering Groups. The literature review had highlighted, for example, questions about the interpretation and the dimensions of educational achievement, the need to investigate the topic of specific learning needs and the experiences of young people with learning disabilities. Young people in the Advisory Group talked about their own experiences of school, teachers, carers and what had affected their own attitude towards and feeling about education and achievement. This input reinforced the emphasis on open questions about factors affecting educational experience and highlighted the need to distinguish between previous and current educational experience. Discussions in the Steering Group led to the inclusion more detailed questions about health (including problems associated with mental health) and reinforced the need to investigate planning and review processes (including personal education plans or PEPs). Interviews were conducted by a team of three interviewers, all of whom had a background of previous direct work and research with young people involved in the care system. Interviews were allocated with sensitivity to gender and race difference (interviewers were white/female, black/female, white/male). All interviews were conducted at a time and place of the young person’s choosing. Each interview lasted for approximately one hour. Three young people who took part in interviews were identified as having mild or moderate learning difficulties. Advice was sought from workers and carers about communication issues. In one case, the interview process was facilitated by a carer. The preferred tool for gathering data about the views and perspectives of individual young people was the semi-structured interview. The format and content of the interview schedule was devised in close consultation with the Advisory Group and approved by the Steering Group. Two particular techniques were employed in the interview schedule to facilitate communication with participants. Firstly, the schedule was designed to be used as a shared instrument for completion jointly by the interviewer and interviewee. This approach utilised the concept of the ‘third object’ familiar in communication techniques with young people (Redgrave, 2000). In effect, the schedule was more akin to a questionnaire. The format followed recommended research practice in the relation to length and structure and the composition and order of questions (Denscombe, 2007, chapter 9). The second technique was to frame questions in the form of ‘sentence completion’ alongside conventional question format. This approach was intended to detract from the potentially negative impact of direct questioning with a view to engaging interview participants more effectively in the topics. The interview schedule was piloted with a young person who was not a member of the sample cohort and adjustments were consequently made to the detailed wording of some questions. The schedule covered the topic areas listed in the slide. The content of the schedule was influenced by issues highlighted in the literature review as well as discussions in the Advisory and Steering Groups. The literature review had highlighted, for example, questions about the interpretation and the dimensions of educational achievement, the need to investigate the topic of specific learning needs and the experiences of young people with learning disabilities. Young people in the Advisory Group talked about their own experiences of school, teachers, carers and what had affected their own attitude towards and feeling about education and achievement. This input reinforced the emphasis on open questions about factors affecting educational experience and highlighted the need to distinguish between previous and current educational experience. Discussions in the Steering Group led to the inclusion more detailed questions about health (including problems associated with mental health) and reinforced the need to investigate planning and review processes (including personal education plans or PEPs). Interviews were conducted by a team of three interviewers, all of whom had a background of previous direct work and research with young people involved in the care system. Interviews were allocated with sensitivity to gender and race difference (interviewers were white/female, black/female, white/male). All interviews were conducted at a time and place of the young person’s choosing. Each interview lasted for approximately one hour. Three young people who took part in interviews were identified as having mild or moderate learning difficulties. Advice was sought from workers and carers about communication issues. In one case, the interview process was facilitated by a carer.

15. 15 The development of analysis from the interview and questionnaire data was informed by an approach known as grounded theory (Glaser and Strauss, 1967, cited in Denscombe, 2007). Essentially, this approach is concerned with generating theories and explanations from the study of data, in preference to testing pre-existing models or theories. In other words, theories should be constructed from the foundations of and grounded in the empirical data itself. The analysis was undertaken with the help of NVivo Version 7.0 (QSR International, 2007) qualitative data analysis software. It is divided into three main areas. Firstly, there is an attempt to uncover what achieving in education meant for young people. The second theme highlights factors that young people associated with positive or negative educational experiences (either directly or indirectly). The third them identifies people or actors (for example, teacher, foster carer, social worker) perceived by young people as actively helpful and supportive of achievement in education (‘supporters’) or, alternatively, those perceived as obstructive or unhelpful (‘detractors’). The analysis is primarily qualitative rather than quantitative. However, the software makes it possible to identify the numerical frequency of references, for example, to the ‘actors’ and ‘themes’ referred to here. Frequency can be measured by counting the number of sources (the number of young people who commented in relation to a theme or actor) and the number of references (the total number of references to a theme or actor). The second phase of data analysis involved combining data from interviews with young people and data from interviews/questionnaires with nominated persons (up to 3 nominated by each young person) to create case study-type accounts related to individuals. From the resulting 10 case studies, a further thematic analysis was undertaken in order to gain further understanding of themes from the first phase analysis (cross-cutting analysis of interview data from young people alone) and possibly to identify any new themes. The development of analysis from the interview and questionnaire data was informed by an approach known as grounded theory (Glaser and Strauss, 1967, cited in Denscombe, 2007). Essentially, this approach is concerned with generating theories and explanations from the study of data, in preference to testing pre-existing models or theories. In other words, theories should be constructed from the foundations of and grounded in the empirical data itself. The analysis was undertaken with the help of NVivo Version 7.0 (QSR International, 2007) qualitative data analysis software. It is divided into three main areas. Firstly, there is an attempt to uncover what achieving in education meant for young people. The second theme highlights factors that young people associated with positive or negative educational experiences (either directly or indirectly). The third them identifies people or actors (for example, teacher, foster carer, social worker) perceived by young people as actively helpful and supportive of achievement in education (‘supporters’) or, alternatively, those perceived as obstructive or unhelpful (‘detractors’). The analysis is primarily qualitative rather than quantitative. However, the software makes it possible to identify the numerical frequency of references, for example, to the ‘actors’ and ‘themes’ referred to here. Frequency can be measured by counting the number of sources (the number of young people who commented in relation to a theme or actor) and the number of references (the total number of references to a theme or actor). The second phase of data analysis involved combining data from interviews with young people and data from interviews/questionnaires with nominated persons (up to 3 nominated by each young person) to create case study-type accounts related to individuals. From the resulting 10 case studies, a further thematic analysis was undertaken in order to gain further understanding of themes from the first phase analysis (cross-cutting analysis of interview data from young people alone) and possibly to identify any new themes.

16. 16 Findings 23. Findings This slide lists headings for key findings arising from phases 1 and 2 of the research. Each of these topics is discussed in more detail in the following slides. [Finally, questions about decisions related to care placements and family support were raised. The positive impact of specific supporters was underlined. I wonder if it would be a fairer reflection on the data & analysis to focus on contrasting experiences of the impact of care on educational experience – those where care placement and nexus of support was central to edtl success and those where lack of (perceived) support had a negative impact? Other candidates for closer scrutiny using case studies might be impact of teachers?] 23. Findings This slide lists headings for key findings arising from phases 1 and 2 of the research. Each of these topics is discussed in more detail in the following slides. [Finally, questions about decisions related to care placements and family support were raised. The positive impact of specific supporters was underlined. I wonder if it would be a fairer reflection on the data & analysis to focus on contrasting experiences of the impact of care on educational experience – those where care placement and nexus of support was central to edtl success and those where lack of (perceived) support had a negative impact? Other candidates for closer scrutiny using case studies might be impact of teachers?]

17. 17 The meanings that young people attach to the idea of educational achievement are likely to be influenced by the views of parents, carers and peers, all of which are affected by broader social and cultural perspectives. Research has highlighted the importance young people in care attach to other people’s attitudes towards their achievements (Barnado’s, 2005). Interview and questionnaire data indicated that the idea of achieving in education held a variety of different meanings for young people. It was possible to distinguish ideas of achievement associated with, for example, desires or goals, success, getting qualified, reaching one’s own potential, making an effort, attending school, satisfaction from learning and the impact on personal feelings and relationships. Drawing on the model developed by Gallagher and colleagues (2004), the diagram provides one way of plotting different meanings attached to educational achievement using the two dimensions related firstly to different kinds of outcomes and secondly to different perspectives on achievement. For example, Harry’s view of achievement seems to draw on both instrumental and attainment outcomes, and to reflect objective as well as subjective approaches to achievement. The broad range of meanings and associations points towards the importance for those working with young people of identifying carefully and reviewing regularly different understandings of goals for educational achievement, rather than taking for granted that perceptions are shared. It recognises some of the connections between different wellbeing outcomes or between different areas of need as set out in the Assessment Framework (Department of Health, 2000). The meanings that young people attach to the idea of educational achievement are likely to be influenced by the views of parents, carers and peers, all of which are affected by broader social and cultural perspectives. Research has highlighted the importance young people in care attach to other people’s attitudes towards their achievements (Barnado’s, 2005). Interview and questionnaire data indicated that the idea of achieving in education held a variety of different meanings for young people. It was possible to distinguish ideas of achievement associated with, for example, desires or goals, success, getting qualified, reaching one’s own potential, making an effort, attending school, satisfaction from learning and the impact on personal feelings and relationships. Drawing on the model developed by Gallagher and colleagues (2004), the diagram provides one way of plotting different meanings attached to educational achievement using the two dimensions related firstly to different kinds of outcomes and secondly to different perspectives on achievement. For example, Harry’s view of achievement seems to draw on both instrumental and attainment outcomes, and to reflect objective as well as subjective approaches to achievement. The broad range of meanings and associations points towards the importance for those working with young people of identifying carefully and reviewing regularly different understandings of goals for educational achievement, rather than taking for granted that perceptions are shared. It recognises some of the connections between different wellbeing outcomes or between different areas of need as set out in the Assessment Framework (Department of Health, 2000).

18. 18 Motivation is a central theme from the interviews and questionnaire responses. It is the concept most frequently mentioned by young people in relation to factors central to achievement in education (20 explicit or implicit references from 9 young people). Young people talked of motivation both as a personal attribute (self-motivation) and as a particular form of support provided by other people. Self-motivation and the motivating support of others were often described as if they were linked. The supporter might be a particular individual or a combination of people, usually including friends and foster carer, and sometimes a teacher and social worker. For some young people, this motivating cluster or network (where links between supporters were strong) appeared to be a very significant source of educational support. Motivation was generated by various contributions from different people. The combination of practical help and emotional support was appreciated. Three young people made a direct connection between coming into care and having a more positive educational experience, explaining that some of the problems they faced in their personal lives were addressed or, in one case, a good school placement was secured by social services More recent educational activities and educational settings were often associated with a greater sense of motivation than experiences of secondary school. The presence of friends and opportunities for social interaction were identified as significant motivating factors. Increased self-motivation appeared to be linked to the sense of having a greater choice and control in relation to education (accompanied by the less authoritarian attitude of teaching staff, for example, at further education college). Two young people (one assisted by a carer) referred specifically to the importance of the environment for learning and, in particular, the importance of positive relationships with teachers or tutors in a small scale setting. There were also indications of a shift in young people’s perspectives over time accompanied by clearer goals and aspirations. In response to questions about what helped or now helps them achieve or what they enjoy, four young people identified specific factors, including the opportunity to learn a specific skill or trade, the incentive of money associated with education maintenance allowance (EMA) and the social experience of learning. On the negative side, and perhaps unsurprisingly, the majority of young people (11 out of 16) reported that events and problems related to personal and family life had a profound effect on them and, in turn, an impact on their experience of and performance in education. Several young people commented specifically on the impact on their education of their own personal feelings or responses to problems in their families. Help was seemingly not always available but even when support was forthcoming, emotional turmoil could make it difficult to accept help. Two young men referred specifically to the impact on their education of a painful relationship break-up with a girlfriend, an experience that is familiar but not always acknowledged in discussions of young people’s educational progress. Nine young people talked about special educational needs. From this group, 4 referred to specific learning needs (associated with dyslexia or dyspraxia), 2 talked of having been ‘statemented’, and 2 commented on the effect of conditions such as epilepsy and autism. In a further case, the educational need was not clear. Four young people reported that little or no help had been provided at the appropriate time in response to these needs. Of the remaining 5 who described receiving specific support, the perceived benefits of this help varied. In contrast to experiences of responsive learning environments, young people reported negative aspects of the school environment, including bullying by peers and problems associated with discipline and control by teachers. Being bullied and ill-treated by other young people was identified by 4 young people (a total of 8 references) as a significant problem affecting their experience of school and impacting negatively on attendance and educational progress. The lack of a proactive or timely response to the problem was commented on by two out of the four young people. Questionnaires and interviews did not include a direct question about bullying. It is possible that this issue has been under-reported. Issues related to control, compulsion and disciplinary actions by teachers featured significantly in young people’s accounts of experience in school (17 references from 8 young people). Compulsion and control were described in negative terms in most cases. The exception was the attendance requirement, referred to by one young person as a positive factor in relation to achievement. Compulsion was experienced less positively by others, although for one young woman, refusal to attend school provided a means of asserting control in the midst of feelings of frustration and powerlessness. There was a recognition that rules and disciplinary action at school, including exclusion, might be justified in particular circumstances. However, several young people took exception to control that was felt to be unjustified and conduct experienced not only as unfair but an infringement of personal dignity and rights. It was notable that these experiences were particularly emphasised by two young people with learning disabilities. The impact of these events is signalled by these young people’s repeated references to them in interviews. Control is one of the themes appears in the discussion below of young people’s experience of teachers (supporters and detractors). Motivation is a central theme from the interviews and questionnaire responses. It is the concept most frequently mentioned by young people in relation to factors central to achievement in education (20 explicit or implicit references from 9 young people). Young people talked of motivation both as a personal attribute (self-motivation) and as a particular form of support provided by other people. Self-motivation and the motivating support of others were often described as if they were linked. The supporter might be a particular individual or a combination of people, usually including friends and foster carer, and sometimes a teacher and social worker. For some young people, this motivating cluster or network (where links between supporters were strong) appeared to be a very significant source of educational support. Motivation was generated by various contributions from different people. The combination of practical help and emotional support was appreciated. Three young people made a direct connection between coming into care and having a more positive educational experience, explaining that some of the problems they faced in their personal lives were addressed or, in one case, a good school placement was secured by social services More recent educational activities and educational settings were often associated with a greater sense of motivation than experiences of secondary school. The presence of friends and opportunities for social interaction were identified as significant motivating factors. Increased self-motivation appeared to be linked to the sense of having a greater choice and control in relation to education (accompanied by the less authoritarian attitude of teaching staff, for example, at further education college). Two young people (one assisted by a carer) referred specifically to the importance of the environment for learning and, in particular, the importance of positive relationships with teachers or tutors in a small scale setting. There were also indications of a shift in young people’s perspectives over time accompanied by clearer goals and aspirations. In response to questions about what helped or now helps them achieve or what they enjoy, four young people identified specific factors, including the opportunity to learn a specific skill or trade, the incentive of money associated with education maintenance allowance (EMA) and the social experience of learning. On the negative side, and perhaps unsurprisingly, the majority of young people (11 out of 16) reported that events and problems related to personal and family life had a profound effect on them and, in turn, an impact on their experience of and performance in education. Several young people commented specifically on the impact on their education of their own personal feelings or responses to problems in their families. Help was seemingly not always available but even when support was forthcoming, emotional turmoil could make it difficult to accept help. Two young men referred specifically to the impact on their education of a painful relationship break-up with a girlfriend, an experience that is familiar but not always acknowledged in discussions of young people’s educational progress. Nine young people talked about special educational needs. From this group, 4 referred to specific learning needs (associated with dyslexia or dyspraxia), 2 talked of having been ‘statemented’, and 2 commented on the effect of conditions such as epilepsy and autism. In a further case, the educational need was not clear. Four young people reported that little or no help had been provided at the appropriate time in response to these needs. Of the remaining 5 who described receiving specific support, the perceived benefits of this help varied. In contrast to experiences of responsive learning environments, young people reported negative aspects of the school environment, including bullying by peers and problems associated with discipline and control by teachers. Being bullied and ill-treated by other young people was identified by 4 young people (a total of 8 references) as a significant problem affecting their experience of school and impacting negatively on attendance and educational progress. The lack of a proactive or timely response to the problem was commented on by two out of the four young people. Questionnaires and interviews did not include a direct question about bullying. It is possible that this issue has been under-reported. Issues related to control, compulsion and disciplinary actions by teachers featured significantly in young people’s accounts of experience in school (17 references from 8 young people). Compulsion and control were described in negative terms in most cases. The exception was the attendance requirement, referred to by one young person as a positive factor in relation to achievement. Compulsion was experienced less positively by others, although for one young woman, refusal to attend school provided a means of asserting control in the midst of feelings of frustration and powerlessness. There was a recognition that rules and disciplinary action at school, including exclusion, might be justified in particular circumstances. However, several young people took exception to control that was felt to be unjustified and conduct experienced not only as unfair but an infringement of personal dignity and rights. It was notable that these experiences were particularly emphasised by two young people with learning disabilities. The impact of these events is signalled by these young people’s repeated references to them in interviews. Control is one of the themes appears in the discussion below of young people’s experience of teachers (supporters and detractors).

19. 19 26 The table below lists individuals identified by young people as significant influences in relation to educational experience as supporters, indicated by a plus sign (+), detractors, indicated by minus sign (-) or a combination of the two. There is an additional column to indicate that a reference was made that was neither clearly positive or negative. The ‘sources’ column shows how many young people made references to the particular person / role, indicating that teachers were referred to by 12 young people and friends by 11 (total 16). The other columns indicate the reported quality of the experience. In summary, the impact of teachers, positive and negative, was keenly felt. Tutors (personal and class tutors) were experienced more positively. The effect of social work / social services was also very much a mixture of good and bad. On the other hand, friends, foster carers, connexions workers and most family members (one exception being a father) were referred to in very positive terms in relation to support with education. Four young people (note: check data as I suspect it may be more) highlighted the part / contribution they played / made themselves in relation to their educational experience. In three cases the young person felt their contribution had been negative, even in the face of supportive steps by others (? Check data – identify quotes and comment on issues such as self-perception, responsibility and agency). School and teachers Young people commented on teachers in relation to enjoyment or achievement (3 making only positive comments) and problems with education. Some young people remarked on one or more teachers who were exceptional in their positive commitment to and understanding of the individual. Two young people referred to allowances made by teachers who were apparently aware of their in-care status, although it was not clear whether this approach was regarded as supportive. More commonly, young people reported a mixed experience of teachers and teaching. Problems surrounding school and teachers highlighted in interviews and questionnaires included teacher attitudes, teachers leaving, lack of action in relation to bullying, lack of individual attention, insufficient understanding of young person’s needs, lack of confidence in teacher competence and lack of order in the classroom. Overall, there was a strong sense that the school environment was often experienced as insensitive and impersonal, in contrast with the atmosphere of the pupil referral unit (PRU) mentioned by two young people. Four young people spoke of the positive benefits of a tutor, including a home tutor. (In one case the tutor referred to appeared to be the class tutor from school.) A fifth young person expressed the wish that she could have experienced the benefits of this support. Social workers / social services Young people’s views of social services and social workers were mixed. Social workers were explicitly mentioned alongside others (foster carers, teachers) in relation to positive assistance with education by three young people (Linda, Ben, Jack) and in more general terms by two other young people (Harry, Diane). Critical comments about social services or social work support were made explicitly by six young people (in one case the young person’s representative). Comments referred to, for example, frequent changes of worker, absence of personal contact or other indication of personal commitment to the young person, insufficient knowledge of the young person, perceived lack of help of the kind the young person felt was needed and poor communication with school about educational issues. Friends 11 young people highlighted the significant impact of friends on their school experience. For the majority, friendships and social interaction were felt to be important and positive aspects of education. Friends were often described as the best thing about school, sometimes in the face of an otherwise low estimation of educational experience. Friends were identified as a source of motivation or otherwise positive influence in support of educational / academic achievement. Socialising and finding friendships were also included in the list of significant achievements arising from school, either in their own right or in combination with learning. Conversely, in some circumstances friends could represent a threat to educational progress. Two young people referred to fun and enjoyment associated with being naughty at school, especially as a joint activity with friends. Foster carers Foster carers were the group of people most frequently described as supporters of young people’s educational experience (9 young people, 15 references). Their contributions included giving general encouragement, advice and reassurance when things were difficult, persuading the young person (for example, to attend school / college or complete work), helping with school work, offering practical assistance (transport to school or freeing the young person from household tasks so that school work could be done), and advocating on young people’s behalf for additional tutorial help. In summary, foster carers were reported by the majority of young people as providing a consistent source of stability, active help and encouragement for young people to stick with their education. Connexions worker The Connexions service was mentioned briefly by four young people in relation to specific practical help, advice on education and, in one case, emotional support. Family members Siblings (specifically sisters) and mothers were included in the list of supporters by a small number of young people. Insert sister quotes including Jack? Another young person described the contribution of a parent in more ambivalent terms (cross-refer: motivation above). 26 The table below lists individuals identified by young people as significant influences in relation to educational experience as supporters, indicated by a plus sign (+), detractors, indicated by minus sign (-) or a combination of the two. There is an additional column to indicate that a reference was made that was neither clearly positive or negative. The ‘sources’ column shows how many young people made references to the particular person / role, indicating that teachers were referred to by 12 young people and friends by 11 (total 16). The other columns indicate the reported quality of the experience. In summary, the impact of teachers, positive and negative, was keenly felt. Tutors (personal and class tutors) were experienced more positively. The effect of social work / social services was also very much a mixture of good and bad. On the other hand, friends, foster carers, connexions workers and most family members (one exception being a father) were referred to in very positive terms in relation to support with education. Four young people (note: check data as I suspect it may be more) highlighted the part / contribution they played / made themselves in relation to their educational experience. In three cases the young person felt their contribution had been negative, even in the face of supportive steps by others (? Check data – identify quotes and comment on issues such as self-perception, responsibility and agency). School and teachers Young people commented on teachers in relation to enjoyment or achievement (3 making only positive comments) and problems with education. Some young people remarked on one or more teachers who were exceptional in their positive commitment to and understanding of the individual. Two young people referred to allowances made by teachers who were apparently aware of their in-care status, although it was not clear whether this approach was regarded as supportive. More commonly, young people reported a mixed experience of teachers and teaching. Problems surrounding school and teachers highlighted in interviews and questionnaires included teacher attitudes, teachers leaving, lack of action in relation to bullying, lack of individual attention, insufficient understanding of young person’s needs, lack of confidence in teacher competence and lack of order in the classroom. Overall, there was a strong sense that the school environment was often experienced as insensitive and impersonal, in contrast with the atmosphere of the pupil referral unit (PRU) mentioned by two young people. Four young people spoke of the positive benefits of a tutor, including a home tutor. (In one case the tutor referred to appeared to be the class tutor from school.) A fifth young person expressed the wish that she could have experienced the benefits of this support. Social workers / social services Young people’s views of social services and social workers were mixed. Social workers were explicitly mentioned alongside others (foster carers, teachers) in relation to positive assistance with education by three young people (Linda, Ben, Jack) and in more general terms by two other young people (Harry, Diane). Critical comments about social services or social work support were made explicitly by six young people (in one case the young person’s representative). Comments referred to, for example, frequent changes of worker, absence of personal contact or other indication of personal commitment to the young person, insufficient knowledge of the young person, perceived lack of help of the kind the young person felt was needed and poor communication with school about educational issues. Friends 11 young people highlighted the significant impact of friends on their school experience. For the majority, friendships and social interaction were felt to be important and positive aspects of education. Friends were often described as the best thing about school, sometimes in the face of an otherwise low estimation of educational experience. Friends were identified as a source of motivation or otherwise positive influence in support of educational / academic achievement. Socialising and finding friendships were also included in the list of significant achievements arising from school, either in their own right or in combination with learning. Conversely, in some circumstances friends could represent a threat to educational progress. Two young people referred to fun and enjoyment associated with being naughty at school, especially as a joint activity with friends. Foster carers Foster carers were the group of people most frequently described as supporters of young people’s educational experience (9 young people, 15 references). Their contributions included giving general encouragement, advice and reassurance when things were difficult, persuading the young person (for example, to attend school / college or complete work), helping with school work, offering practical assistance (transport to school or freeing the young person from household tasks so that school work could be done), and advocating on young people’s behalf for additional tutorial help. In summary, foster carers were reported by the majority of young people as providing a consistent source of stability, active help and encouragement for young people to stick with their education. Connexions worker The Connexions service was mentioned briefly by four young people in relation to specific practical help, advice on education and, in one case, emotional support. Family members Siblings (specifically sisters) and mothers were included in the list of supporters by a small number of young people. Insert sister quotes including Jack? Another young person described the contribution of a parent in more ambivalent terms (cross-refer: motivation above).

20. Ben described himself as Black/white Caribbean.Ben described himself as Black/white Caribbean.

21. 21 Exploring the interplay between enjoying and achieving 27. Four related aspects of the interplay between enjoyment and achievement emerged. 1. Unhappiness at school linked to bullying and/or teacher discipline/control issues Reflecting on secondary school experiences, there was a clear distinction between young people who had gained some enjoyment and satisfaction and those whose feelings about their secondary school years range from dissatisfaction to despair. The recollection of school and educational experiences evoked strong positive and/or negative emotional reactions and very few neutral responses. Young people who recounted the more unhappy and distressing experiences of school appear to have been affected quite profoundly by problems related to power and control, associated either with bullying by peers or with misguided and possibly harsh treatment by teachers. 2. Enjoyment disconnected from educational achievement There was a noticeable difference between case study accounts of educational experience in which there was a clear connection between enjoyment and achievement and those in which any enjoyment was unconnected and sometimes in opposition to the idea of achievement. In other words, some young people reported enjoyment in the pursuit of achievement at school, whereas others described pleasure and fun derived from activities outside formal academic pursuits. Peer friendships were a clear source of enjoyment for some young people and in some cases shared enjoyment came from subversion of school rules. 3. ‘Second chance’ enjoyment and achievement – impact of changed learning environments and support networks There were also contrasting accounts of more recent experiences in education, training or employment. The contrast was between individuals who had found, perhaps for the first time, a sense of enjoyment in achieving and those who, while evidently managing their own lives and maintaining hope for the future, didn’t feel either a sense of achievement or enjoyment in their current work or study. Two prominent factors appear to be associated with the discovery of enjoyment and achievement in education. Firstly, enjoyment in achievement was gained through access to a changed educational environment that was experienced as more responsive to their needs and more respectful of their views and opinions. For one young person, the pupil referral unit (PRU) provided this new fresh opportunity while for others it was an experience of post-16 education and training. The second significant factor was the existence of a supportive series of relationships with adults that were perceived to be actively committed to the young person’s educational development. As noted in the earlier analysis of interviews with young people, foster carers were a vital source of continuing support to several young people (described in positive terms by more young people from the phase one sample than any other group). Alongside carers, important contributions to support for young people came from teachers, tutors, social workers, a Connexions worker and friends. In contrast, young people who had not experienced the benefits of these inputs felt, unsurprisingly, somewhat isolated and unsupported. 4. Is there a relationship between enjoying and achieving in education? There are several problems with using data from the current study to establish whether there is a correlation or an association between enjoyment and achievement (eg. sample size, multi-faceted aspects of reported educational experience, young people did not evaluate their overall experience, consistency and reliability surrounding achievement indicators). Nevertheless, an attempt was made to explore the two areas in each of the case studies and to set out the findings as a whole. (Indicators of enjoyment included positive comments from young people about feelings, relationships, activities related to educational encounters and might be more accurately described as ‘positive experience’. Indicators of achievement included a. GCSE and equivalent results as reported by the young person; b. whether these results were better or worse than expected by the young person; c. reported attendance in post-16 education, training and employment. Available data about school non-attendance or exclusion as reported by the young person was also noted.) From this analysis the following points emerged. - 2/10 cases featured an overall positive experience of school and post-16 education with consistent indicators of educational achievement - in 2/10 cases where both secondary schooling and post-16 experiences were negative and lacking reported achievement, it appeared that the young people continued to encounter problems with the recognition of their educational needs. - 6/10 cases featured positive experience and achievement (though not always measured in terms of formal qualifications) in post-16 education following negative previous experience and reported lack of achievement, underlining the point about second chances for young people in care. In half of these cases, young people associated the change with committed interventions and support from a number of sources including foster carer, social worker and connexions worker. In the other three cases, the young person’s own decisions and resolve to take positive steps in the absence of formal support mechanisms was a more significant feature of their account. (Recheck data here via case studies). 27. Four related aspects of the interplay between enjoyment and achievement emerged. 1. Unhappiness at school linked to bullying and/or teacher discipline/control issues Reflecting on secondary school experiences, there was a clear distinction between young people who had gained some enjoyment and satisfaction and those whose feelings about their secondary school years range from dissatisfaction to despair. The recollection of school and educational experiences evoked strong positive and/or negative emotional reactions and very few neutral responses. Young people who recounted the more unhappy and distressing experiences of school appear to have been affected quite profoundly by problems related to power and control, associated either with bullying by peers or with misguided and possibly harsh treatment by teachers. 2. Enjoyment disconnected from educational achievement There was a noticeable difference between case study accounts of educational experience in which there was a clear connection between enjoyment and achievement and those in which any enjoyment was unconnected and sometimes in opposition to the idea of achievement. In other words, some young people reported enjoyment in the pursuit of achievement at school, whereas others described pleasure and fun derived from activities outside formal academic pursuits. Peer friendships were a clear source of enjoyment for some young people and in some cases shared enjoyment came from subversion of school rules. 3. ‘Second chance’ enjoyment and achievement – impact of changed learning environments and support networks There were also contrasting accounts of more recent experiences in education, training or employment. The contrast was between individuals who had found, perhaps for the first time, a sense of enjoyment in achieving and those who, while evidently managing their own lives and maintaining hope for the future, didn’t feel either a sense of achievement or enjoyment in their current work or study. Two prominent factors appear to be associated with the discovery of enjoyment and achievement in education. Firstly, enjoyment in achievement was gained through access to a changed educational environment that was experienced as more responsive to their needs and more respectful of their views and opinions. For one young person, the pupil referral unit (PRU) provided this new fresh opportunity while for others it was an experience of post-16 education and training. The second significant factor was the existence of a supportive series of relationships with adults that were perceived to be actively committed to the young person’s educational development. As noted in the earlier analysis of interviews with young people, foster carers were a vital source of continuing support to several young people (described in positive terms by more young people from the phase one sample than any other group). Alongside carers, important contributions to support for young people came from teachers, tutors, social workers, a Connexions worker and friends. In contrast, young people who had not experienced the benefits of these inputs felt, unsurprisingly, somewhat isolated and unsupported. 4. Is there a relationship between enjoying and achieving in education? There are several problems with using data from the current study to establish whether there is a correlation or an association between enjoyment and achievement (eg. sample size, multi-faceted aspects of reported educational experience, young people did not evaluate their overall experience, consistency and reliability surrounding achievement indicators). Nevertheless, an attempt was made to explore the two areas in each of the case studies and to set out the findings as a whole. (Indicators of enjoyment included positive comments from young people about feelings, relationships, activities related to educational encounters and might be more accurately described as ‘positive experience’. Indicators of achievement included a. GCSE and equivalent results as reported by the young person; b. whether these results were better or worse than expected by the young person; c. reported attendance in post-16 education, training and employment. Available data about school non-attendance or exclusion as reported by the young person was also noted.) From this analysis the following points emerged. - 2/10 cases featured an overall positive experience of school and post-16 education with consistent indicators of educational achievement - in 2/10 cases where both secondary schooling and post-16 experiences were negative and lacking reported achievement, it appeared that the young people continued to encounter problems with the recognition of their educational needs. - 6/10 cases featured positive experience and achievement (though not always measured in terms of formal qualifications) in post-16 education following negative previous experience and reported lack of achievement, underlining the point about second chances for young people in care. In half of these cases, young people associated the change with committed interventions and support from a number of sources including foster carer, social worker and connexions worker. In the other three cases, the young person’s own decisions and resolve to take positive steps in the absence of formal support mechanisms was a more significant feature of their account. (Recheck data here via case studies).

22. Exploring the interplay between enjoying and achieving

23. Exploring the interplay between enjoying and achieving

24. 24 Managing disruption and distress connected with personal and family life 28 With the exception of one young woman, young people featured in the case studies had experienced the impact of family difficulties and interrupted care during the course of their secondary schooling (including in some cases interruptions in care provided by the local authority). Experiences of disrupted care arrangements and problems affecting family relationships were accompanied by a substantial level of emotional and mental distress for young people in the cohort group. The case studies help to illustrate the impact of these problems on educational experience. They provide insights into the efforts of young people to make sense of and to manage these difficulties. There are also some indications of young people’s views about the responses of educational and social care services to these problems. The first two case study extracts below, featuring Belinda and Jane, illustrate the impact of disrupted care at a crucial point in their school careers. For both of these young women, there was a direct impact on their educational performance. Both were attempting to manage their own reactions to the loss of important relationships but also to the sense that the help on offer from social services was not of the kind they had wanted. In each case, the young person felt that social workers should have been offering more help to support their family. The accounts highlight struggles arising from the impact of life events beyond their control and of their efforts to regain a sense of personal agency. The availability of counselling support is apparent in both cases but it did not appear to have had a positive impact for the young person. There was an impression of the service being offered as a separate resource but not necessarily integrated within the overall care plan. Referral to specialist counselling services may be helpful but it might have the unintended effect of placing social workers at arms length from the young person’s experiences of disruption and loss. Nick had also experienced disruption to family life at a crucial time. In his case, it was not clear that any specific emotional help was available. Sarah had faced more longstanding difficulties affecting care and family relationships. She experienced serious problems with bullying which she saw as connected with factors related to changing care arrangements. It wasn’t clear that the professionals involved had recognised the profound impact of the bullying on her educational experience. Note the differing/contrasting accounts of yp & social worker re bullying and other problems. In Ben’s case, although it was not clear precisely what family-related problems he faced, his education had been affected by these difficulties and by his involvement in drug taking and petty crime. He associated drug taking with worries, including concerns about educational performance. He felt that he had made use of some available supports, such as counselling, but had not succeeded in managing the pressures that were affecting his behaviour and progress at school. In spite of the difficulties confronting them, these individuals appeared to have retained a positive outlook and hopes of success in their current endeavours. (In most cases young people were pursuing educational or training opportunities in spite of not having experienced what they judged to have been success in secondary education.) THE MORE INTERESTING ASPECT OF THE CASE STUDIES IS INSIGHT INTO THE COMPLEX INTERACTION BETWEEN DIFFERENT FACTORS. (Perhaps they also help to illustrate the contrast between situations in which inputs from carers / other profls made a positive impact and those where they didn’t – where support was deficient or wasn’t felt by yp to be appropriate or for other reasons perhaps to do with complexity of problems or extent to which yp was disposed to support.)28 With the exception of one young woman, young people featured in the case studies had experienced the impact of family difficulties and interrupted care during the course of their secondary schooling (including in some cases interruptions in care provided by the local authority). Experiences of disrupted care arrangements and problems affecting family relationships were accompanied by a substantial level of emotional and mental distress for young people in the cohort group. The case studies help to illustrate the impact of these problems on educational experience. They provide insights into the efforts of young people to make sense of and to manage these difficulties. There are also some indications of young people’s views about the responses of educational and social care services to these problems. The first two case study extracts below, featuring Belinda and Jane, illustrate the impact of disrupted care at a crucial point in their school careers. For both of these young women, there was a direct impact on their educational performance. Both were attempting to manage their own reactions to the loss of important relationships but also to the sense that the help on offer from social services was not of the kind they had wanted. In each case, the young person felt that social workers should have been offering more help to support their family. The accounts highlight struggles arising from the impact of life events beyond their control and of their efforts to regain a sense of personal agency. The availability of counselling support is apparent in both cases but it did not appear to have had a positive impact for the young person. There was an impression of the service being offered as a separate resource but not necessarily integrated within the overall care plan. Referral to specialist counselling services may be helpful but it might have the unintended effect of placing social workers at arms length from the young person’s experiences of disruption and loss. Nick had also experienced disruption to family life at a crucial time. In his case, it was not clear that any specific emotional help was available. Sarah had faced more longstanding difficulties affecting care and family relationships. She experienced serious problems with bullying which she saw as connected with factors related to changing care arrangements. It wasn’t clear that the professionals involved had recognised the profound impact of the bullying on her educational experience. Note the differing/contrasting accounts of yp & social worker re bullying and other problems. In Ben’s case, although it was not clear precisely what family-related problems he faced, his education had been affected by these difficulties and by his involvement in drug taking and petty crime. He associated drug taking with worries, including concerns about educational performance. He felt that he had made use of some available supports, such as counselling, but had not succeeded in managing the pressures that were affecting his behaviour and progress at school. In spite of the difficulties confronting them, these individuals appeared to have retained a positive outlook and hopes of success in their current endeavours. (In most cases young people were pursuing educational or training opportunities in spite of not having experienced what they judged to have been success in secondary education.) THE MORE INTERESTING ASPECT OF THE CASE STUDIES IS INSIGHT INTO THE COMPLEX INTERACTION BETWEEN DIFFERENT FACTORS. (Perhaps they also help to illustrate the contrast between situations in which inputs from carers / other profls made a positive impact and those where they didn’t – where support was deficient or wasn’t felt by yp to be appropriate or for other reasons perhaps to do with complexity of problems or extent to which yp was disposed to support.)

25. Managing disruption and distress connected with personal and family life

26. 26 Recognition of specific learning needs Different issues emerged from the experiences of individual young people. 1. Late diagnosis and lack of compensation In one case, late diagnosis of a specific disorder with important implications for learning needs was perceived to have been a serious obstacle to subsequent educational progress. 2. Young person’s understanding & expectation of support for specific educational needs Nick had been advised of and knew something about his specific needs, but he was not confident in his understanding of the implications for his experience of learning or clear about his future support needs. 3. Inconsistent implementation of support for special educational needs in mainstream school Harry knew he had a statement of educational needs. He acknowledged the support or a ‘special teacher’ (the special needs co-ordinator) but felt cheated when teachers in school appeared to be unaware or unwilling to respond to his needs. 4. Communication breakdown and discontinuity of support for special educational needs Another young person experienced a lack of continuity in the response to her educational needs, particularly between middle school and secondary school. Social care services had provided tutor support later but it was still not clear that a comprehensive assessment had been carried out. (In this case, the significance of bullying as a factor detracting from educational experience did not feature in the account of the social worker.) 5. Transforming expectations about educational achievement Diane’s experience provides a powerful illustration both of challenges associated with low expectations of educational achievement by a young person with learning disabilities and of the transformational impact of determined support and advocacy by the foster carer. Different issues emerged from the experiences of individual young people. 1. Late diagnosis and lack of compensation In one case, late diagnosis of a specific disorder with important implications for learning needs was perceived to have been a serious obstacle to subsequent educational progress. 2. Young person’s understanding & expectation of support for specific educational needs Nick had been advised of and knew something about his specific needs, but he was not confident in his understanding of the implications for his experience of learning or clear about his future support needs. 3. Inconsistent implementation of support for special educational needs in mainstream school Harry knew he had a statement of educational needs. He acknowledged the support or a ‘special teacher’ (the special needs co-ordinator) but felt cheated when teachers in school appeared to be unaware or unwilling to respond to his needs. 4. Communication breakdown and discontinuity of support for special educational needs Another young person experienced a lack of continuity in the response to her educational needs, particularly between middle school and secondary school. Social care services had provided tutor support later but it was still not clear that a comprehensive assessment had been carried out. (In this case, the significance of bullying as a factor detracting from educational experience did not feature in the account of the social worker.) 5. Transforming expectations about educational achievement Diane’s experience provides a powerful illustration both of challenges associated with low expectations of educational achievement by a young person with learning disabilities and of the transformational impact of determined support and advocacy by the foster carer.

27. Recognition of specific learning needs 4. Communication breakdown and discontinuity of support for special educational needs Sarah, who described her cultural background as ‘British White Christian’ had two spells in care from an early age linked to family difficulties. ‘My mum had a breakdown after my dad died’. She had a total of three foster placements and had lived with her mum for almost two years before returning to care when she was 15. She experienced a lack of continuity in the response to her educational needs, particularly between middle school and secondary school. Social care services had provided tutor support later but it was still not clear that a comprehensive assessment had been carried out. (In this case, the significance of bullying as a factor detracting from educational experience did not feature in the account of the social worker.) 4. Communication breakdown and discontinuity of support for special educational needs Sarah, who described her cultural background as ‘British White Christian’ had two spells in care from an early age linked to family difficulties. ‘My mum had a breakdown after my dad died’. She had a total of three foster placements and had lived with her mum for almost two years before returning to care when she was 15. She experienced a lack of continuity in the response to her educational needs, particularly between middle school and secondary school. Social care services had provided tutor support later but it was still not clear that a comprehensive assessment had been carried out. (In this case, the significance of bullying as a factor detracting from educational experience did not feature in the account of the social worker.)

28. Recognition of specific learning needs

29. 29 29. Model for assessing key factors in positive educational experience 29. Model for assessing key factors in positive educational experience

30. Three levels for interpreting and applying research findings (adapted from Lymbery and Butler, eds. 2004)