Attendance and exclusions: To what extent do recent reductions in recorded exclusion rates for children experiencing the ‘care system’ reflect positive changes in practice, as opposed to increased use of informal exclusions, reduced timetables, or other forms of managed absence?
Background
The Independent Care Review made clear that education is central to ensuring care experienced children feel loved, safe and able to reach their potential, highlighting that many barriers to learning stem from wider experiences of trauma, instability and stigma rather than education alone. Education Outcomes for ‘Looked After’ Children reporting[4] highlights persistent gaps in outcomes between pupils experiencing the ‘care system’ and their peers in terms of attainment, attendance, exclusions and destinations upon leaving school. A better understanding is needed on underlying drivers for these persistent gaps.
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