ABSTRACT

This chapter considers the contemporary context for children's education and learning in custodial environments, particularly the 'secure estate' comprising young offender institutions, secure training centres (STCs), and secure children's homes (SCHs). According to the Secure Accommodation Network (SAN), children in SCHs 'typically attend 25–30 hours of school every week with lessons delivered by qualified teachers'. SAN points out that young people within SCHs 'already achieve rates of progress far in excess of national expectations of good progress in relation to education. Even in the best custodial institutions, there needs to be a recognition that many children who enter custodial environments will not be 'education ready'. As Bateman explains: Previous negative experiences of schooling, compounded by a broad gamut of other vulnerabilities, means that in order to engage children successfully in education it will first be necessary to ensure that they are 'education ready'.