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Title: Improving the educational opportunities and achievements for children and young people with emotional and behavioural difficulties in the public care of the local authority
Author: Gordon, Colin
ISNI:       0000 0004 2698 1425
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2003
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An action research framework was the basis of a small-scale evaluation of how one local authority co-ordinates information about the SEN of children in their care, the needs of individual young people known to the SEN co-ordinator, the designated teacher and their carer and social worker, PEPs detailing individual needs and the support already provided and the action that should be taken according to the SEN Code of Practice and within the timescales prescribed. There are approximately 250 children and young people in public care in The Borough. In total, the study involved 66 children i.e. 22 looked-after children with criteria-defined emotional and behavioural difficulties at School Action Plus of the SEN Code of Practice or having a Statement of SEN for emotional and behavioural difficulties, 22 in Control Group 1 - children not in public care, but at School Action Plus of the SEN Code of Practice or having a Statement of SEN for EBD and 22 in Control Group 2 - children not in public care and not presenting emotional and behavioural difficulties. Measures of attainment, school attendance, fixed-term exclusion, authorised absence, unauthorised absence, behaviour and mental health were obtained. Statistical and descriptive differences and trends between and within all three groups were examined. Children's views regarding services received from the corporate parent were obtained. In turn, the interpretive views of representatives of the corporate parent about the children's views were elicited. A qualitative data analysis of children's views and corporate parent views was conducted and causal factors which may contribute to educational outcomes were evaluated. The results indicated concerns when attainments were analysed according to Year Group and subject specificity. Children in public care are more likely to be excluded from school for longer periods, even accounting for emotional and behavioural difficulties. The research identified specific roles and responsibilities of the corporate parent, particularly the Designated Teacher, Governors, Social Workers, Foster Carers, and Educational Psychologist in maximising the life chances of children in public care.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available