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Achieving for Children
AfC Virtual School

Virtual School for the Royal Borough of Kingston upon Thames, the London Borough of Richmond upon Thames
& the Royal Borough of Windsor and Maidenhead

Attainment and Progress for Children in Care

Educational Outcomes for Children in Care

Children in care consistently have poorer educational outcomes than their peers. Numbers continue to rise, with 83,630 children in care in England (as of 31 March 2024) and an estimated 107,043 across the UK.

Key statistics:

  • Average Attainment 8: 19.1 (compared to 44.6 for non-looked after children). See AfC Virtual School 2024 KS4 Results.

  • Half as likely to be permanently excluded, but 3x more likely to face fixed-term exclusions

  • 30% of 18-year-olds and 27% of 17-year-old care leavers are NEET

  • Only 6% access higher education (vs 50% of the general population)

  • Represent 27% of the prison population despite being only 0.1% of the total population
    Sources: DfE National Data / Oxford University REES Centre

Why Do Children in Care Underachieve?

  • Instability: Frequent placement and school changes, especially in Years 10–11, negatively impact attainment.

  • Attendance: Above 93.5% attendance yields a 70% chance of achieving 5 A*–C; below 93.5%, it drops to 30%.

  • Educational Support: Many lack the academic support needed when falling behind. AfC Virtual School offers Pupil Premium-funded 1:1 tuition and outreach.

  • Carer Training: Not all carers are equipped to support education at home. We provide training and advice to foster carers.

  • Placement Type: Those in residential care at 16 score six grades lower than those in foster/kinship care. We prioritise foster placements during GCSE years and offer tailored support for those in residential settings.

  • Health & Wellbeing: Unmet emotional and mental health needs hinder progress. AfC Virtual School provides a Wellbeing Outreach Worker, Educational Psychologist, and trauma-informed training for staff.

  • Whole-School Support: Designated Teachers with influence and visibility are key to embedding consistent support and ensuring staff are trained in attachment and trauma-aware approaches.

We ask school partners to support improved attendance, avoid exclusions, and work with us to close the attainment gap for children in care.

 

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