- News & Comment
-
Online Shop
Online Services
Looseleafs
Law Reports
Books and eBooks
-
CPD & Events
Webinars
- Authors
- About Family Law
- Contact
A new report from Ofsted has identified significant inconsistencies in local authority practice as a key barrier to the academic and personal progress of children in care, despite strong efforts by many schools and colleges to support them.
The research found that while education providers often take flexible and inclusive approaches tailored to individual needs, variations in access to resources and support between local authorities are creating a “postcode lottery” for children in care. Schools and colleges reported that access to funding, training and virtual school services frequently depends on which local authority is responsible for the child.
The report also highlights gaps in support for older learners, with some further education providers reporting that personal education plan (PEP) meetings are not consistently held beyond the age of 16. This can reduce oversight and delay interventions for care-experienced young people.
Despite these challenges, inspectors found that many school and college leaders demonstrate a strong understanding of the needs of children in care, often adapting policies and practices to reflect the impact of trauma and other complex circumstances. Support was found to be most effective where staff had access to specialist training and ongoing professional development.
The role of virtual schools was widely praised, particularly in providing funding, advice and training. However, the report concludes that clearer national expectations are needed to ensure more consistent delivery of support across the system.
Children in care continue to face significant disparities in educational attainment compared with their peers. In response, many schools and colleges are using targeted interventions such as one-to-one tutoring, small group teaching and in-class support, alongside a focus on emotional wellbeing and relationship-building.
The report makes a series of recommendations, including the introduction of a more standardised national approach to personal education plans, funding processes and virtual school provision. It also calls for improved collaboration between education providers and local authorities, as well as continued support for care-experienced young people beyond the age of 16.
The findings have informed the updated education inspection framework introduced by Ofsted in November 2025, which places greater emphasis on how schools support children known to social care services.
Martyn Oliver, His Majesty’s Chief Inspector, said the report demonstrates both the strengths of current practice and the need for greater consistency. He added that improving outcomes for vulnerable children, including those in care, is a central focus of the inspectorate’s work and a key priority for the education system.
