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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How effective are the key reforms set out in ‘Stable Homes, Built on Love’ in response to the Care Review that seek to improve the provision of children's social care across Local Authorities? These include recruitment of foster carers, support for kinship carers and provision of children's care placements. Department for Education, 2024
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Performance and efficiency To what extent does local authority spending in England on preventative services reduce spending on demand-led services? (e.g. the relationship between ‘early help’ spending and children’s social care spending in Children’s Services). How can this best be measured? Department for Levelling Up, Housing and Communities, 2022
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What are the characteristics of the specialist care workforce (e.g. social workers, children's homes, and early help providers)? What are the barriers to specialist staff recruitment and retention, and how can we overcome these? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best identify and intervene early to support vulnerable children and their families before they enter the social care system? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How do we best support children, young people and their families within the social care system and prevent poor outcomes, including recruiting, retaining and training our workforce? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How does a child’s journey through different systems of support, and the different qualities of the experiences along the way, serve to protect or expose them to involvement in serious youth violence? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What have been the impact and effectiveness of the AP Specialist Taskforces and SAFE Taskforces programmes? What are the implications for spreading and scaling the models? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What are the risk factors for children’s involvement in serious violence and what interventions and approaches are most effective in reducing it? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What are the characteristics of the SEND and AP workforce? What are the barriers to SEND and AP staff recruitment and retention, and how can we overcome these? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can children and young people with SEND and in AP be best supported in important transitions, including into post-16 education and adulthood? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we improve the education experiences and outcomes for children and young people with SEND or in AP? How do we best identify needs and level of need, what are the benefits of early intervention, and what are appropriate outcomes to measure for this group? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support children and young people with special educational needs and disabilities (SEND) and those who attend Alternative Provision (AP)? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can schools/colleges effectively measure the impact of these approaches? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support children and young people with developing resilience and mental health through their schooling? What programmes and approaches are most effective and why? Department for Education, 2024

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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support and promote mental health and wellbeing in schools, colleges and higher education? Department for Education, 2024

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