ABSTRACT
Policy and practice in relation to the education of looked-after children in Scotland have
been significantly influenced as a result of two landmark reports, Learning with Care
and Looked After Children: We Can and Must do Better. This paper provides an account
of the main policy developments which are set within the distinctive Scottish legal and
educational context. The second report, in particular, has been followed by a more
strategic approach to implementing change. There is evidence of considerable
infrastructural development, both in the looked-after children sector and more widely
in education services. There is also evidence of improvement in outcomes, notably in
school attendance and the attainment of children in out of home care. While outcomes
generally still lag behind those of children who are not looked after, those of children who
are looked after while remaining in the family home remain relatively resistant to
improvement. This aspect has been neglected in research so far. It is also not well
understood how the policy changes have impacted on organisational change and
developments in practice.
