A new report from Ofsted has highlighted significant barriers preventing many children in care from reaching their full academic potential, despite strong efforts by schools and colleges

across England.

Published today, the research reveals that inconsistencies in how local authorities provide support are creating uneven opportunities for children in care. The watchdog warns that unclear national expectations, uneven access to resources and limited specialist training for education staff are leaving some young people without the support they need to succeed.

The report found that access to vital educational resources often depends on which local authority is responsible for the child. Several schools and colleges described the system as a “postcode lottery,” where support services and funding vary widely between regions.

Further education providers also raised concerns about the lack of structured oversight for older learners. In some cases, Personal Education Plan (PEP) meetings — designed to monitor and guide the progress of children in care — were not held once students turned 16. This gap can reduce the level of monitoring and support available to young people during a critical stage of their education.

Despite these systemic challenges, many school and college leaders demonstrated strong commitment to supporting children in care. The report praised staff who adapted their policies and classroom approaches to better meet the emotional and behavioural needs of care-experienced learners. In many cases, educators showed a deep understanding of each student’s personal circumstances and worked flexibly to help them succeed.

Training proved to be a key factor in effective support. Schools that invested in specialist professional development — particularly training focused on trauma awareness and the experiences of children in care — were better equipped to create stable and supportive learning environments.

The research also highlighted the importance of strong communication between schools, carers, social workers and virtual school headteachers. Virtual schools were widely praised for providing funding, specialist advice and training to education providers.

However, the report notes that children in care still face substantial achievement gaps compared with their peers nationally. To address this, many schools have introduced targeted interventions such as one-to-one tutoring, small-group teaching sessions and in-class academic support. Alongside academic help, schools are increasingly focusing on emotional wellbeing, building trusting relationships to ensure students feel understood and supported.

The study, carried out during the 2024–2025 academic year, examined how mainstream schools and colleges support the approximately 81,770 children and young people currently in local authority care in England.

To improve outcomes, the report makes several recommendations. These include ongoing specialist training for school and college staff, rather than one-off sessions, and the introduction of a standardised national approach to PEP documentation, funding approvals and virtual school services.

The watchdog also calls for stronger collaboration between local authorities and education providers. It suggests developing shared protocols and ensuring that key information about learners’ circumstances is accessible to teaching staff through digital systems or student “passports.”

Another key recommendation is continued support for care-experienced young people beyond the age of 16, including regular PEP reviews and stronger guidance as they transition into further education, employment or training.

The findings have already informed updates to Ofsted’s education inspection framework, introduced in November 2025, which now places greater emphasis on how schools support children who are currently — or have previously been — known to local authority social care. 

Sir Martyn Oliver, His Majesty’s Chief Inspector, said: “Children in care are one of the most vulnerable groups in society, and we know there are significant disparities in their academic and personal achievement compared to their peers.  

While this report highlights the fantastic work some schools and colleges are doing to support these children’s progress, it’s also clear that we need a more consistent national approach to local authority support and practice. 

Understanding how leaders meet the needs of vulnerable children is my top priority, and a golden thread running through all our education inspections under the renewed framework. I hope this report’s findings help leaders and decision-makers understand how children in care are best supported in their education, so that no child falls through the gaps”.