ABSTRACT
Initiatives to support the education of children in care and care leavers are briefly reviewed in Chapter 6, with particular attention to the introduction of ‘designated teachers’ in educational settings and ‘virtual school heads’ at local government level in England. Detailed discussion of the insights gained from the CLET study on supporting children in school and in their post-16 educational pathways is provided, including as to designated teachers’ and young people’s conceptualisation of ‘success’, young people’s aspirations and their commitment to educational achievement, the role of carers in supporting young people’s educational progress and the choices and challenges faced by young people in their post-16 pathways. Evidence of a significant shift in professional attitudes to children’s attainment is presented, together with consideration of the extent to which young people were able to realise their aspirations and/or reach their academic potential in qualifications taken at 16 and developments in supporting young people in their education beyond 16.
