Ofsted has published the terms of reference for a new research study, jointly funded with the Department for Education, looking at what works in preventing young people aged 16–18 from becoming disengaged from education, employment and training.

An important starting point for the research is that disengagement can begin before a young person is formally recorded as NEET (not in education, employment or training), particularly during the transition from school into post-16 provision.

The study will explore:

🔹 How barriers and early signs of disengagement are identified
🔹 What supports successful transitions into post-16 education and training
🔹 How partnership working can prevent disengagement
🔹 What helps young people sustain their education, training or employment
🔹 How young people who have disengaged can be supported to re-engage
🔹 What current inspection evidence tells us about effective practice

The research includes case studies across 8 local authority areas and interviews with young people at different stages of their post-16 journey. The final report is intended for publication in early/mid 2027.

Why is this relevant to children’s social care providers?

Although the research is primarily focused on education and skills systems, its themes are highly relevant to organisations supporting looked after children and care leavers.

🏠 Supported Accommodation

Preparation for adulthood is at the heart of supported accommodation. Providers should consider how effectively support plans, Pathway Plans, key working and independence programmes help young people engage with education, training and employment.

It also highlights the importance of recognising early warning signs — such as deteriorating attendance, loss of motivation, difficulties with a placement or course, or uncertainty about future aspirations — and working proactively with Personal Advisers, Social Workers, colleges, training providers and other agencies.

🏡 Children’s Homes

For Children’s Homes, education is an important part of children’s experiences and progress. Residential teams are often well placed to notice changes in attendance, motivation, routines, relationships or aspirations before disengagement becomes established.

This makes purposeful key working, effective care planning, advocacy and strong partnership working with schools, colleges, Virtual Schools, Social Workers and other professionals particularly important.

👨‍👩‍👧 Fostering Services

Foster carers and fostering professionals can also play an important role in supporting educational stability, aspirations and successful transitions into post-16 opportunities.

Supervising Social Workers and fostering services can support carers to recognise emerging difficulties, advocate for young people, maintain high but realistic aspirations, and work collaboratively with the wider professional network when engagement begins to decline.

Questions for providers

➡️ How quickly would we recognise that a young person was beginning to disengage?

➡️ Are education, employment and training aspirations reflected meaningfully in their plans and everyday support?

➡️ Are we focusing only on attendance, or understanding the quality and sustainability of their engagement?

➡️ How effectively do we work with education providers, Social Workers, Personal Advisers, Virtual Schools and other partners when concerns emerge?

➡️ Does our key working and direct work help young people develop aspirations, overcome barriers and prepare realistically for adulthood?

Importantly, this research does not introduce new statutory requirements or new Ofsted expectations. Its purpose is to identify effective practice and emerging evidence that may inform future inspection practice, provider guidance and policy development.

For Supported Accommodation, Children’s Homes and Fostering providers, however, the research is a useful reminder that supporting education, training and employment is not separate from good care and support, it is an important part of helping young people achieve positive and sustainable outcomes.