The Children in Need Review
In June 2019, the Department for Education published Help, protection, education: concluding the children in need review summarising its key findings and committing to take action to improve the educational outcomes of children who have needed a social worker.
Key findings:
Children in Need have poorer educational outcomes than those without a social worker
Half of those who needed a social worker at GCSEs had not achieved Level 2 qualifications aged 21 compared to 11% of those who did not need a social worker
Engaging in education can be a protective factor, keeping children who are at risk safe
Over 50% of Children in Need live in places where children’s social care services have been identified as ‘Less Than Good’
Key recommendations and initiatives:
Increased investment in specialist mental health provision (notes 40% of LAC have concerning emotional and mental health scores)
Address varied levels of service provision across Local Authorities through graduate scheme; set up Social Work England, and are rolling out National Assessment & Accreditation System
Using whole school approaches including extending the role of Virtual School Head and embedding social workers in school
As part of its response, the government announced proposals in February to introduce changes to the role of Designated Safeguarding Leads in schools to create a greater focus on improving the academic achievement of children on the edge of care, as part of their existing safeguarding duties.
The proposals will specifically help children that experience challenges outside of school, which may contribute to poor attendance, poor behaviour and disengagement in lessons. This includes sharing information about how children’s circumstances are impacting on their education and supporting school staff to find effective ways of teaching these children and maintaining a culture of high aspiration for them.
Dr Sam Royston, Director of Policy and Research at The Children’s Society, said: “it is fantastic to see the government recognise the importance of dedicated extra support to help them succeed academically. It’s vital that this support focusses not only on their grades, but also on their well-being and personal development.”