Working with Foster Carers

1. Working with Foster Carers Maria Boffey: Fostering Network Wales Einir Evans: Cardiff University Ann Bierd: North and Mid Wales Reaching Wider Partnership

2. Introductions

4. The vital role that Foster Carers play in inspiring and supporting young people in care to go to University

5. How many children live in foster care? Over 59,000 children live with 45,000 foster families across the UK each day. For some, it will be a short stay before returning home or being adopted. For others, it will be long-term until they move into independence. This is about four-fifths of all the children in care in the UK.

6. What is the role of the foster carer? Foster carers are an essential part of what is often referred to as ‘the team around the child’. They do not work in isolation, and the team will include other professionals. Every child has a social worker who is responsible for planning how their needs will be met, overseeing their progress, and making sure that their welfare is promoted and safeguarded. It is the foster carer who plays the key role in providing high quality care for the child placed with them because they are there around the clock, – guiding, supporting and caring for children as they grow up in often very difficult circumstances.

7. Care Leavers and Higher Education : There are no official statistics kept on university entrance for care leavers, but it is estimated that in the UK, only one to two per cent of care leavers go on to Higher Education compared to 43 per cent of all young people. (Jackson et al 2006). In Wales, the Welsh Statistics Directorate state that 7 per cent of care leavers aged 19 were in full time Higher education in 2011.

8. Foster Carers are the key to ensuring that all looked-after children achieve their potential Jackson (2005) found young people at university, who have grown up in foster care, report that their placement with foster carers who had a strong commitment to supporting education was the key factor in their educational success.

9. The best foster carers will be ambitious for the children they foster. They will : • encourage and support their foster children to do well at school • attend school functions and parent evenings • advocate for the child • arrange supplementary support • help with homework • provide the necessary home education resources • engage with other support staff as required • be ambitious for children from an early age

10. Foster Carers are a Key Resource The guidance that foster carers provide children at all stages of their education is invaluable to their eventual academic achievements and their long term outcomes. Foster Carers ‘can give support at home and send a young person practically prepared and psychologically equipped for student life.’ (Goddard 2010)

11. Foster Carers are a key influencer in young people’s lives They play a major role in the decision making process, along with teachers, advisers and peers. Higher Education might seem a vain hope to some young people in foster care .It’s hard to encourage young people in care to think of their future and make plans. For some, an underlying problem is that they believe there is little point in planning for the future. The first step should be to make them believe they can change their future and with foster carers help, it can happen.

12. Some Barriers Foster Carers face…. • Low educational attainment • Aged generation of foster carers • Not seen as equal partners • Lack of understanding of the educational system and knowing what is out there

13. Any Questions? • Maria Boffey • 02920 440 940 • e: maria.boffey@fostering.net www.fostering.net

14. Cardiff University

15. Cardiff University • Founded by Royal Charter in 1883 • 26 Academic Schools including subjects in humanities; natural, physical, health, life and social sciences; engineering and technology. • Cardiff is a member of the Russell Group of Britain's leading research universities. • In 2012/13: 27,744 students: • 20,611 Undergraduate • 7,133 Postgraduates

16. Care leavers • Only have information on students disclosed on UCAS application: FT UG students: 2012-13 • 31 total care leavers (21 been in contact) • 13 new 1st years • 18 continuing students • First received the Buttle UK Quality Mark in 2007. • Pre-entry activities: Confident Future Programme • Contextual admissions • Key contact: support meetings and on-going support • Care Leaver Bursary • 52 week accommodation

17. Care Leaver Activities & Student Support (CLASS) Cymru • Regional Network for HE and FE in Wales • Meet 2x a year, different institutions around Wales. • Share good practice and expertise • Collaboration • Fostering Network Wales members: • Share expertise • HE and FE input into their publications • HE and FE involvement in FNW events

18. Cardiff University working with Fostering Network Wales • May 2012: HE workshop for Foster Carers at an Education CPD event. • This demonstrated a need from Foster Carers for more information: • Fostering Network created a Guide to Foster Carers on Inspiring and Supporting Young People to HE.

19. Cardiff University working with Fostering Network Wales National Leaving Care Week 2012 Event: • Aimed at HE Admission Tutors: raising awareness on issues and barriers facing Care Leavers and Looked After Children. AND • Foster Carers: inviting them into Cardiff University to breakdown barriers and possible stereotypes

20. How we went about it • Benefit of working with a voluntary organisation: target hard to reach groups. • Every Foster Carer members of FNW sent an invitation. • Information included in Newsletter • Invitations also sent to Local Authority Fostering Teams • 37 foster carers came

21. Admission Tutors • Target Admissions Tutors through University Admissions Office. • Drafted an e-mail sent out by Admissions Office to all Admissions Tutors • Advertised event on the university intranet • 9 Admissions Tutors came

22. Event itinerary:

23. Evaluation • Broke down barriers and perceptions of HE • Foster Carers liked that the event was targeted towards them: one Foster Carer said she only came because she knew there would be other foster carers there. • It made Foster Carers think about their own educational opportunities • We were able to give them something to take home with them to give much more information.

24. Since National Care Leavers Week • Academic Schools within the University have become more engaged on the subject: • School of Bioscience organised an event specific for Foster Carers. Theme of the day was the Science behind Depression. • Other departments are thinking of targeting Foster Carers and Looked After Children/ Care Leavers when organising Widening Access events. • Briefing Paper for all Admissions Tutors • Developed contacts with Local Authorities

25. What Next? • Developing ideas for National Care Leavers Week 2013 • Collaboration between Cardiff University, Cardiff Metropolitan University and the University of South Wales

26. Any Questions? Einir Evans Cardiff University 029 2087 4787 EvansE23@cf.ac.uk http://www.cardiff.ac.uk/advice/careleavers/care-leavers.html

27. North & Mid Wales Reaching Wider Partnership Ann Louise Bierd a.bierd@bangor.ac.uk

28. Aspirational Mentoring A course for carers of looked after children & young people

29. Aims of the day

30. Barriers to Learning, what foster carers say Emotional Practical

31. Education Matters in Care The All-Party Parliamentary Group for Looked after Children and Care Leavers • ‘The inquiry heard from carers who do not feel equipped to promote education due to a lack of training or lack of personal experience in post 16 education, and from those feel left to advocate for their young person alone without the support they need from professionals’ p51

32. Education Matters in Care • ‘If a foster carer has negative experiences of education they can be understandably misguided regarding education opportunities and reticent to actively promote education to their young people’ (the LACHE Report, 2009)

33. Education Matters in CareRecommendations • ‘Recruitment training for foster carers – strengthening of the component on supporting education. Training for foster carers and children’s home staff should include how to make education the high priority it needs to be.’ • ‘More educational opportunities should be made available to foster carers, including the potential for them to study a foundation degree’

34. Raising Aspirations • Let the child know from an early age that University is an option for them and if the child shows interest and ability encourage them. • Ensure SW and school are aware of the child's desire to go to University, ensure it is noted in their PEP/Pathway Plan • Become and advocate and if you need information or support ask for it. • Familiarise yourself with the education and examination system • Praise and encourage achievements no matter how small • Think about your own learning and how you can provide a role model

35. Course Evaluation • ‘Clear explanation of the Frank Buttle Trust Quality Mark, and group discussions on best way to mentor support and encourage, raising aspirations of the young people’ Foster Carer Conwy 2013 • ‘Worked in groups and pairs to discuss topics. I hope to help children even more than before, very useful, very appropriate, Thank you!’ Foster carer, Conwy 2013

36. What next? • Sessions for FE and HE staff raising their awareness of issues and encouraging them to mentor, first session held in Glyndwr University in May. • Considering developing accredited course for foster carers • Setting up a peer mentoring scheme • Promoting open days/taster days

37. North & Mid Wales Reaching Wider Partnership Ann Louise Bierd a.bierd@bangor.ac.uk TEL: 01248 382284

38. What will you do to inspire foster carers to be ambitious for the children they care for and the children themselves to believe that they can aspire and achieve?