Findings from the Attachment Aware Schools pilot run in Stoke-on-Trent and Bath show that schools that have developed a more therapeutic culture and provide intensive support for looked-after children have seen pupils’ levels of difficulties reduce.
The project saw looked-after children in Stoke-on-Trent and Bath and North East Somerset councils receive targeted support from a key adult with specialist therapy given to children with severe trauma and neglect.
Of the 94 children involved in the pilot, the number that were “meeting” and “exceeding” expected standards in reading and maths increased from the start of the 2014/15 academic year to the end of it. The proportion of looked-after children meeting expected academic standards rose from 26 to 37 per cent in reading and 25 to 40 per cent in maths.
Research has found that children in care have significantly lower GCSE grades than non-care peers, and improving their attainment is a key target for government.
Studies have shown that many looked-after children’s developmental and behavioural problems are linked to not forming secure attachments with parents and carers at a young age as a result of being neglected.
Over the course of the pilot, the number of sanctions issued to looked-after children almost halved from an average of 7.46 sanctions per pupil at the start of the year to 3.78 by the end of it. Total exclusions also fell from 38 to 18 over the same period.
The Attachment Aware Schools pilot educated teachers about attachment difficulties and how these can affect a child’s ability to form strong bonds with peers and adults, and increase their likelihood of disruptive behaviour. It also trained teachers in techniques on how to respond to problem behaviour without the need for sanctions.
Bath Spa University Institute for Education was also involved in developing the pilot project.
To read more about the Attachment Aware Schools project see CYP Now’s Special Report on Attachment and Neglect in the 12-25 April edition of the magazine.
