Questions from the Scottish Government The Promise Data and Evidence Group:
Brothers and sisters
Sibling separation whilst in the care system: How are children’s views and preferences about living with or staying connected to their siblings captured, weighted, and revisited in decision-making processes? How does this vary for sibling-like relationships?
Scottish Government The Promise Data and Evidence Group
Brothers and sisters
Sibling separation whilst in the care system: In cases where siblings do not live together while experiencing the ‘care system’, how are decisions made, what factors are given greatest weight, and to what extent are separation decisions driven by assessed need and children’s safety, as opposed to constraints such as availability of caring environment, capacity, or service structures?
Scottish Government The Promise Data and Evidence Group
Brothers and sisters
Children with a sibling who is experiencing care: What support is provided for pregnancy planning or during pregnancy to parents who have a child who is currently experiencing care away from home? Does this vary by locality, age of the mother, or other characteristics? Does this vary by caring environment where the first child is living whilst experiencing care?
Scottish Government The Promise Data and Evidence Group
Brothers and sisters
Children with a sibling who is experiencing care: In cases where the sibling of a child experiencing the ‘care system’ also begins to experience care, how often do reasons for this differ from first child, how, and in what way? Does this vary by caring environment of first child?
Scottish Government The Promise Data and Evidence Group
Brothers and sisters
Children with a sibling who is experiencing care: To what extent is a child’s likelihood of entering the ‘care system’ influenced by having a sibling who is already in it? Does this vary by maternal or paternal factors, individual child factors/demographics, age at which first child enters the ‘care system’, or birth spacing? Does this vary by caring environment of first child?
Scottish Government The Promise Data and Evidence Group
Education
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?
Scottish Government The Promise Data and Evidence Group
Education
Post-school attainment and support: What factors support care experienced and adopted young people, and those currently experiencing the ‘care system’, to achieve and sustain positive post-school destinations (including further and higher education, training, and employment), and where do transition points present the greatest risks of disengagement?
Scottish Government The Promise Data and Evidence Group
Education
Educational outcomes and experiences: What factors drive differences in educational outcomes for children experiencing the ‘care system’ across caring environments (e.g. foster care, kinship care, at home, and residential care, including secure care) and how do outcomes compare for children in informal kinship care arrangements (including those subject to Section 11 orders)?
Scottish Government The Promise Data and Evidence Group
Education
Educational outcomes and experiences: How do different children or young people in different care contexts experience school and learning? How do they view the importance or objectives of their education to themselves? What do they, their carers or families describe as influential on their engagement or otherwise with education?
Scottish Government The Promise Data and Evidence Group
Education
Educational outcomes and experiences: How do different ways of defining and stratifying care experience (for example by age at first entry to care, cumulative time spent in care, stability of caring environment, or recency of care) shape our understanding of educational outcomes for care experienced young people, and is there a single or combined approach that is most informative for policy and practice?
Scottish Government The Promise Data and Evidence Group
Education
Educational outcomes and experiences: To what extent are educational outcomes for children experiencing the ‘care system’ affected by other characteristics such as poverty or additional support needs, and what can be specifically associated with care experience itself?
Scottish Government The Promise Data and Evidence Group
Education
Stability at school: What barriers do practitioners and young people identify to effective joint working between education and social care, and what models of collaboration appear most effective in supporting educational stability and success?
Scottish Government The Promise Data and Evidence Group