Supporting the transition from primary school to secondary school for children who are Looked After

Abstract

Anecdotal evidence and statistics indicate that transition to secondary school for children who are “Looked After” is likely to present challenges. The present study aimed to find out the key factors that support Looked After children through this transition, as perceived by the main stakeholders. Data were gathered in two stages, using semi-structured interviews, from Year 6 and Year 7 children and their teachers and carers. Analysis of the results indicates that many different factors may support or hinder the transition, ranging from within-child factors such as resilience and social skills to systemic factors such as the extent of multi-agency working and school admission policies. Four key principles emerged from the results, which may be used to inform tailored transition packages to support children in this vulnerable group through transition. They emphasise the importance of planning and information sharing between key stakeholders, minimising difference, and offering holistic and individualised support.

Keywords:

• Looked After children
• school transition
• Bronfenbrenner’s ecological model

Acknowledgements

The authors would like to thank the staff from Inclusion Services and Social Services in the authority where the study took place. They would also like to thank Vivian Hill, the professional supervisor for Marnie Brewin’s doctoral thesis, on which this article is based.