Educating Difficult Adolescents: Effective Education for by David Berridge;Cherilyn Dance;Jennifer Beecham;Sarah Field

By David Berridge;Cherilyn Dance;Jennifer Beecham;Sarah Field

Academic achievements for kids in care are considerably poorer than for the final tuition inhabitants. This booklet explores why this can be and the way to permit young ones in care to achieve the study room. It evaluates the tutorial event and function of a pattern of 'difficult' children dwelling in foster households, residential kid's houses and home specified colleges for students with behavioural, emotional and social problems (BESD). This publication addresses components corresponding to the failure to prioritise schooling for kids in care, placement instability and disrupted education. It investigates care environments, coverage adjustments and younger people's history reviews - in addition to the prices of companies - with the intention to gauge the effectiveness of unique initiatives.The authors undertake a multidisciplinary method of recommend how most sensible to aid childrens in care in academic settings. This e-book may be crucial examining for pros aiding youngsters in care, together with social employees, administrators of kid's companies, coverage makers, university leaders, lecturers and executives within the public, voluntary and personal sectors. it's also hugely appropriate for social paintings and schooling teachers, researchers and scholars.

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Additional info for Educating Difficult Adolescents: Effective Education for Children in Public Care or With Emotional and Behavioural Difficulties (Quaility Matters in Children's Services)

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However, some additional themes struck us as interesting and to have important implications. The two main ones are listed below, and concern children living at home or fostered with relatives and those living out of borough. The two groups could be connected. There was consensus that some of the major outstanding problems with the education of looked after children affect groups over which councils have rather less control, for example those placed at home while on care orders or being fostered with relatives.

We were careful to emphasise ethical considerations, especially anonymity; the specific points and quotations that follow, therefore, are not attributable. It was possible to tape-record most interviews, and selective transcription occurred; otherwise handwritten notes were taken and subsequently written up. These THE LOCAL CONTEXT / 47 management interviews were mainly to provide the context and to help interpret our other findings, and the main issues to emerge are described below. Quality Protects Managers were asked about their general perceptions of the Quality Protects education objectives and whether or not they thought Quality Protects was a positive development.

Educational statistics for looked after pupils are usually based on those who have been looked after for more than a year. With these limitations in mind, analysing official statistics for the years 2000–2004 (when the Quality Protects initiative ended) reveals that the number of school-aged pupils who were looked after for more than a year in our three authorities ranged from 224 to 600. The proportion of looked after pupils with a Statement of Special Educational Needs (SEN) was slightly higher than the national average for the care population (27 per cent in 2004 (28 per cent in 2006; DCSF 2007b)) in County and Metro, but lower in Borough.

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