Children in care continue to face significant barriers to educational success despite efforts by schools and colleges to support them, a new Ofsted report has found.
There are around 81,770 children in the care of local authorities in England, a figure that has steadily increased over the past decade. Their educational outcomes remain significantly lower than those of other pupils.
In 2024, only 17% of children in care achieved a grade 4 or above in GCSE English and maths. This compares with 65% of all pupils and 43% of those eligible for free school meals.
The report outlines many children in care face complex challenges that affect their learning. More than half (57%) have special educational needs and disabilities (SEND), compared with 19% of pupils across the wider school population.
Numbers of unaccompanied asylum-seeking children in care have also grown. They now make up around 8% of children in care, up from 4% in 2015. Some face additional barriers including language difficulties and poor wellbeing, although around 70% say they want to continue their education.
Schools and colleges told researchers that flexible and inclusive approaches were key to supporting these pupils, rather than applying a one-size-fits-all support strategy.
One school leader said: ‘No matter what the needs of the child, we will try and support them.’
Meanwhile, emotional wellbeing was also cited as a key priority for schools. Staff said pupils were more likely to engage with learning when they felt safe and supported – mentoring schemes, safe spaces and personalised timetables were among the approaches used.
Many pupils 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 structural challenges can limit the impact of support. Differences between local authority systems mean schools sometimes have to navigate multiple funding processes, which some leaders described as a ‘postcode lottery’.
Frequent changes in social workers and other professionals were also highlighted as a problem. Additionally, staff reported concerns about reduced oversight once young people reach further education or leave care at 18, when support networks can suddenly diminish.
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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