System shift 3: Integrating schools in multi-agency partnerships that support families What does the evidence show?
Figure 11: School attendance rates for children entering care School attendance rates for children entering care
All school- age children
I went to teachers I trusted and tried to open up, and they just shut it down… they didn’t take what I was saying seriously.” Care experienced young person
Analysis undertaken as part of this programme shows that children who start in care during primary school account for the largest number of children in care and largest associated placement costs, in comparison to other age ranges (shown in Figure 10). Older children account for 60% of the remaining placement costs.
5-11
12-15
16-17
Figure 10: Age of children entering care and associated placement expenditure Age of children entering care and associated placement expenditure
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% % of children with each attendance rate >90% attendance 60-90% attendance 30-60% attendance 0-30% attendance
Age at entry to care system
<1
£33m
11.1
1 to 4
£88m
8.7
the shifts articulated in this report alongside tackling wider significant complexity in improving outcomes for all children with SEND. I wrote about fighting over a potato in an English exam —
Analysis for this programme found that approximately one in three children have a recorded Special Educational Need (SEN) at the point of entering in to care, split approximately 1:2 between SEN Support and Education, Health and Care Plan (EHCP) (as shown in Figure 12). This shows how supporting the needs of children before they come in to care can often link to the local system supporting children with special educational needs. It highlights the need to consider how reforms in SEND promote
5 to 11
11.5
£220m
12 to 15
8.9
£152m
16 to 17
6.3
£33m
no one picked up that I was saying I wasn’t being fed.” Care experienced young person
All
47
£526m
#Entering per 10,000 FY23 to FY25
Approx. FY24/25 placement spend
As shown in Figure 11, nearly 80% of children of school age who enter the care system attend school three or more days per week (rising to 92% of for primary school age children), highlighting the potential for schools to be used more effectively to help identify and support children at risk of entering care.
I think schools’ understanding
Figure 12: Proportion of children in care with recorded Special Educational Needs (SEN) Proportion of children in care with recorded Special Educational Needs (SEN)
of trauma‑informed practice is rubbish… we’re still very far from that being the norm.” Care experienced young person
100%
SEN support during time in care EHCP during time in care No support provided
80%
60%
40%
20%
0%
40
41
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