In 2003 the Government set targets to substantially narrow the gapbetween the educational attainment of children in care and that of theirpeers by 2006.
But Department for Education and Skills figures published last week forthe year to 30 September 2005 show progress has been slow. Just 52 percent of looked-after 11-year-olds achieved the same level in Maths andEnglish as their peers. This compares with 51 per cent in 2004 and 49per cent in 2003. The Government wanted the figure to be at least 60 percent by 2006.
The Government also wanted the proportion of 16-year-olds who achievedthe equivalent of five GCSEs at A* to C grade to rise by an average offour percentage points each year. But in 2005 just 10.8 per cent oflooked-after children achieved this level, a slight rise from 9.4 percent in 2004 and 8.7 per cent in 2003.
The figures also show that only 25 per cent of local authorities had 15per cent or more of their children achieving five high grade GCSEs, arise from 19 per cent in 2004. The Government wanted all localauthorities to have at least 15 per cent of young people in carereaching this level by 2006.
However, the number of looked-after children obtaining at least one GCSEor GNVQ rose to 60 per cent in 2005, a rise from 56 per cent in 2004 and53 per cent in 2003. But, 36 per cent of young people did not sitexams.
The Government wants this figure drop to 10 per cent by 2006.
Robert Tapsfield, chief executive of the Fostering Network, said: "Thefigures show what a long way there still is to go. Although there hasbeen some improvement in the educational indicators for looked-afterchildren they are still very, very disappointing. The very differentperformance of local authorities shows very powerfully it's possible todo much, much better."
Barbara Hutchinson, interim chief executive of the British Associationfor Adoption and Fostering, said it was important not to look ateducational outcomes in isolation. "The latest figures show that 50 percent of 10- to 15-year-olds in care for more than a year have had threeor more placement moves during the year. GCSE results will be influencedby this. You're not going to get improvements in educational outcomeswithout improvements in placement stability first."
Tapsfield said more training and support for foster carers, as well asensuring looked-after children had supplementary education to compensatefor missed schooling, would help improve educational achievement.
- www.dfes.gov.uk/rsgateway/DB/SFR/s000651/index.shtml.
