A new report from Ofsted explores how schools and colleges support the academic and personal progress of children in care. The research highlights both the strengths within education settings and the systemic challenges that can prevent children from receiving consistent support. For professionals working across social care, education, and residential services, the findings reinforce an important message: improving outcomes for children in care requires coordinated action across the whole care and education system.

Across England, children in care continue to face significant disparities in academic achievement compared to their peers. Experiences of trauma, instability, disrupted schooling, and complex life circumstances can affect attendance, confidence, and engagement with education. The report recognises that schools and colleges often work hard to address these challenges, but the support children receive can vary depending on where they live and how effectively local systems work together.

The Role of Schools and Colleges

One of the most encouraging findings from the research is the commitment shown by many school and college leaders. Staff in the settings visited demonstrated a strong understanding of the needs of children in care and often adapted their approaches to ensure learners felt supported.

In many cases, schools prioritised emotional wellbeing alongside academic progress. Staff worked to create environments where children felt safe, understood, and valued. This often involved building trusting relationships with key adults who could advocate for the child and coordinate support across services.

Schools also used targeted academic interventions to address gaps in learning. These included one-to-one tutoring, small group teaching, mentoring programmes, and in-class support. However, the report makes clear that academic interventions alone are rarely enough. Progress is most sustainable when emotional and relational needs are addressed alongside learning support.

The Importance of Relationships and Belonging

A consistent theme throughout the research is the importance of relationships. Many children in care benefit from having a trusted adult in school who understands their circumstances and can provide stability.

For some young people, this relationship becomes a crucial anchor in an otherwise uncertain environment. When schools prioritise connection, belonging, and understanding, children are more likely to engage with education and develop confidence in their abilities.

This relational approach is particularly important for children who have experienced trauma or instability earlier in life. Staff who understand the impact of these experiences are better equipped to respond with empathy, flexibility, and patience.

The “Postcode Lottery” of Support

Despite the positive examples highlighted in the report, the research also identifies significant inconsistencies across the system. Access to resources, specialist advice, and funding can vary depending on which local authority is responsible for the child.

Some schools described this variation as a “postcode lottery”, where the level of support available depends on local policies, processes, and resources rather than the needs of the child. For example, decisions around funding approvals or access to support from virtual schools can differ between authorities, sometimes delaying interventions.

These inconsistencies can create barriers to timely support and may prevent schools from implementing effective strategies as quickly as they would like.

The Role of Virtual Schools

Virtual schools were widely recognised by education providers as a valuable source of expertise, guidance, and funding. Many schools and colleges rely on virtual school teams to help coordinate support, provide training, and ensure that children in care remain a priority within education settings.

However, the report suggests that the level of involvement from virtual schools can vary across the country. Strengthening this provision and ensuring consistent expectations across local authorities could help reduce disparities in support.

Training and Professional Development

Another key theme emerging from the research is the importance of specialist training. Schools that invested in ongoing professional development for staff were better equipped to support children in care.

Training that helps staff understand trauma, attachment, and the experiences of care-experienced children can significantly improve how professionals respond to behaviour, emotional needs, and learning challenges. Importantly, the report emphasises that this training should not be a one-off session. Continuous learning and regular refresher training help ensure that knowledge is embedded in everyday practice.

Gaps in Support After Age 16

Further education providers participating in the research highlighted an additional challenge: support for care-experienced learners can become less structured after the age of 16. In some cases, Personal Education Plan (PEP) meetings were not consistently held for older learners, reducing oversight and coordinated support.

This gap is particularly concerning given that transitions into further education, training, or employment can be critical moments in a young person’s life. Strengthening transition planning and ensuring continued oversight could help improve outcomes for older young people leaving care.

What This Means for the Social Care Sector

Although the report focuses on education settings, its findings are highly relevant for professionals across the social care sector. Residential staff, foster carers, social workers, and managers all play a role in supporting educational progress.

Encouraging attendance, maintaining routines, attending education meetings, and advocating for appropriate support can make a significant difference to a child’s experience of education. When professionals work collaboratively and share information effectively, children are more likely to receive the consistent support they need.

Moving Towards a More Consistent System

Ultimately, the research highlights the need for a more consistent national approach to supporting children in care. Clearer expectations, stronger collaboration between services, and ongoing professional development for staff could help ensure that no child’s progress is limited by gaps in the system.

Children in care are among the most vulnerable groups in society. Ensuring they have access to stable relationships, high-quality education, and coordinated support is essential not only for academic success, but for their long-term wellbeing and opportunities in life.

For professionals across social care and education, the report offers both reassurance and challenge: reassurance that many schools are doing exceptional work, and a challenge to strengthen systems so that every child in care can reach their full potential.

Full report available at https://gov.uk/government/publications/how-schools-and-colleges-support-the-academic-and-personal-progress-of-children-in-care