Children in care continue to face significant barriers to educational success despite efforts by schools and colleges to support them, according to a new report from the Ofsted.
The research highlights both promising practices and persistent challenges affecting one of the most vulnerable groups of learners in England.
There are currently around 81,770 children in the care of local authorities in England, a number that has steadily increased over the past decade. The report notes that the proportion of all children who are in care has also risen during that time, intensifying concerns about their educational outcomes.
Academic performance among this group remains considerably lower than that of their peers. In 2024, only 17% of children in care achieved a grade 4 or above in GCSE English and mathematics, compared with 65% of all pupils and 43% of pupils eligible for free school meals. Researchers say this gap reflects the complex challenges many care-experienced children face.
A large proportion of children in care have additional educational needs. According to the report, 57% have special educational needs and disabilities (SEND), compared with 19% of the overall school population. The most common type of need involves social, emotional and mental health difficulties, which can significantly affect learning and behaviour in school.
The report also highlights the growing number of unaccompanied asylum-seeking children in the care system. They now account for about 8% of children in care, up from 4% in 2015. Many face additional obstacles such as language barriers, poor wellbeing and difficulties integrating into education. Despite these challenges, around 70% say they want to continue their education, demonstrating strong aspirations for the future.
Researchers found that flexible and inclusive approaches in schools and colleges play a crucial role in supporting these learners. Many institutions emphasised treating children in care as individuals rather than applying a uniform support strategy.
One school leader told researchers that inclusion was central to their approach: ‘No matter what the needs of the child, we will try and support them.’ Staff frequently adapted behaviour policies or learning strategies to reflect individual circumstances while still maintaining fairness across the school.
A strong focus on emotional wellbeing was another key theme across the schools and colleges visited. Leaders reported that children were more likely to engage academically when they felt safe and supported. As a result, many providers introduced measures such as mentoring schemes, safe spaces for pupils who feel overwhelmed and personalised timetables to help manage stress.
Many learners said trusted relationships with staff were particularly important. Some described having a key adult they could speak to privately when experiencing difficulties at home or school. Others praised mentoring sessions and emotional literacy programmes designed to help them understand and manage their feelings.
Alongside emotional support, schools and colleges also provided targeted academic interventions such as tutoring, small-group teaching and one-to-one support. These were often funded through pupil premium resources and aligned with personalised targets set during personal education plan (PEP) meetings.
However, the report found that structural challenges sometimes limited the effectiveness of these interventions. Differences in processes between local authorities meant that schools often had to navigate multiple funding systems and administrative procedures. Some leaders described this as a ‘postcode lottery’, where the level of support depended on the local authority responsible for the child.
Frequent changes in social workers and other professionals were also highlighted as a problem, disrupting relationships and delaying support decisions. Additionally, staff reported concerns about reduced oversight once young people reach further education or leave care at 18, when support networks can suddenly diminish.
The research also explored how inspections assess the experiences of children in care. Under previous inspection frameworks, they were often considered only as part of the broader category of disadvantaged pupils. Inspectors themselves reported limited time and training to evaluate their experiences in depth.
In response, Ofsted has introduced a renewed inspection framework, which came into force in November 2025. The updated approach places greater emphasis on children known to social care and requires inspectors to examine their experiences more closely, including speaking with designated staff responsible for supporting them.
The report concludes that schools and colleges play a vital role in providing stability for children in care, particularly when their home lives are unsettled. Ensuring that each child receives personalised support – academically and emotionally -remains essential to improving their long-term outcomes.
Sir Martyn Oliver, His Majesty’s Chief Inspector, said: ‘Children in care are one of the most vulnerable groups in society, and we know there are significant disparities in their academic and personal achievement compared to their peers.
‘While this report highlights the fantastic work some schools and colleges are doing to support these children’s progress, it’s also clear that we need a more consistent national approach to local authority support and practice.
‘Understanding how leaders meet the needs of vulnerable children is my top priority, and a golden thread running through all our education inspections under the renewed framework. I hope this report’s findings help leaders and decision-makers understand how children in care are best supported in their education, so that no child falls through the gaps.’
The full research can be read here.
Photo: Jerry Wang
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