This research posed two questions. The first question was in three parts: firstly it asked professionals, including carers, how they explained why Children and Young People in Public Care were more likely to have a Statement of Special Educational Needs, then low Statements helped them to "enjoy and achieve" and lastly to describe how Statements could be improved. Transcripts of focus group discussions and interviews with carers were thematically analysed. The professionals identified that early traumatic experiences will lead to a greater number of Statements and that the Statements help Children and Young People in Public Care "enjoy and achieve" by offering protection and resources. However, Statements can also stigmatise and label. Statements could be improved if they adopted a more holistic view of needs, had more than an educational remit, and included therapeutic provision. The second question asked the Children and Young People themselves to report their experiences. Transcripts of individual interviews were scrutinised using Interpretative Phenomenological Analysis. The participants reported that they have a desire for normality. They struggle to incorporate the concept of Special Educational Needs and having a Statement into their sense of self. Statements also have a negative impact on their perception of themselves. A cost/benefit balance results from having a Statement and there is a particular emphasis on their sense of difference. There is also a significant lack of the involvement of the children and young people in the process. The researcher concludes that the concern over the impact on them is such that there is a need for a review of the current systems of assessment of Special Educational Needs and resource allocation through Statements. Recommendations are made to Children's Services.