Boarding School Partnerships 2020

BOARDING SCHOOL PARTNERSHIPS 2020 A COMPLETE GUIDE TO LOCAL AUTHORITY PLACEMENTS FOR VULNERABLE YOUNG PEOPLE

Boarding School Partnerships For vulnerable young people

Boarding School Partnerships

Boarding School Partnerships (BSP) was founded in July 2017 with the collaboration of the Department for Education, the Welsh Government, the Boarding Schools’ Association, the Royal National Children’s SpringBoard Foundation, Buttle UK ,and the Reedham Children’s Trust to help inform local authorities about boarding placements for vulnerable young people.

This guide was written and edited by Colin Morrison, founding chair of the BSP, who acknowledges the invaluable assistance of members of the Advisory Board of Boarding School Partnerships, especially Ayath Ullah, of the Department for Education, and Ian Davenport, Chief Executive of the Royal National Children’s SpringBoard Foundation.

Local authorities, charities and schools may reproduce the information in this guide but are asked to acknowledge its source.

www.boardingschoolpartnerships.org.uk

© Boarding School Partnerships 2020

Introduction Colin Morrison, Chair of Boarding School Partnerships Welcome to what we hope will prove to be an authoritative and practical guide to boarding school placements for vulnerable young people. We have brought together a range of material intended to help local authority professionals to evaluate boarding school options.

During the first two years of the BSP, we are proud to have been able to:

This publication should help you develop a broad understanding of what is available and, more important, the people and organisations which can help you make the right choices.

• Establish the BSP Partnership Bursaries programme under which a large number of boarding schools are committed to offering long-term 40% bursaries to local authority placements

It is almost three years since the Parliamentary Under Secretary of State for Schools agreed to support my proposal to launch Boarding School Partnerships, in collaboration with the Boarding Schools’ Association and the specialist boarding school charities.

The BSP was born of my own personal experience, having been: • Supported at boarding school for 12 years by Essex County Council •

Chair of the Royal National Children’s Foundation which, during my 15 years, supported more than 1,000 vulnerable young people (like I had been) at state and independent boarding schools throughout the UK

My personal experience underlines the two themes that drive the BSP: That some local authorities and some charities have substantial current experience of boarding school placements that have transformed outcomes for thousands of young people.

• Conduct validated research into the social and educational outcomes of 52 vulnerable young people (including 17 LAC) supported in boarding schools by Norfolk County Council

• Organise three national conferences and a series of regional network meetings to bring together boarding schools and children and young people’s services • Operate a web site that has been regularly used by a large proportion of local authorities in England and Wales However, this can only be the start. Like the education and upbringing of the young people with whom we are all primarily concerned, the mission of Boarding School Partnerships is long-term.

Whether you work closely with the BSP or choose just to dip in and out of our information and networking services in print, in person and online, I hope this guide will help you and your colleagues to review boarding school as an option and one which a large number of people and organisations can help you to evaluate and facilitate as appropriate.

The BSP aims to be a catalyst for boarding placements by giving local authorities access to the expertise of the schools and charities who can help you.

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Boarding School Partnerships

How boarding school can help to improve outcomes Boarding School Partnerships (BSP) seeks to inform local authorities of the potential of boarding placements at state and independent boarding schools for vulnerable young people in and on the edge of local authority care in.

It seeks to do this by: giving authorities access to the expertise and resources of the specialist charities and schools involved in boarding placements of vulnerable young people; undertaking research into outcomes; and promoting the BSP Partnership Bursaries programme under which boarding schools offer local authorities 40% bursaries.

Boarding school education can be a life-changing experience for young people. It can give pupils from diverse backgrounds a stable, caring and supportive environment in which to succeed and fulfil their potential. There are more than 500 boarding schools in the UK,41 of which are state maintained schools or academies. Many of these boarding schools currently support vulnerable young people co-funded by specialist charities and/or local authorities.

The role of the BSP is based on the understanding that many young people can benefit from the structure, community, individual attention and pastoral care of boarding school. Throughout the UK, charities and schools are already supporting an estimated 1,000 vulnerable young people as boarders at state and independent schools.

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These are vulnerable people some of whom might otherwise eventually have needed to be taken into local authority care. Some local authorities have also been involved in boarding placements for many years. This is consistent with the statutory duty to consider boarding placements for looked after children (Source: Promoting the Education of Looked After Children, Department for Education, July 2014).

Boarding School Partnerships was launched in July 2017 to help local authorities evaluate and facilitate boarding placements wherever appropriate.

An increasing number of local authorities have been evaluating boarding placements for vulnerable young people, especially those in or on the edge of their care or who have recently left care. More than 100 local authorities in England Wales have now registered on the BSP site and more than 60% of these have attended a BSP conference or regional BSP Network meeting.

The BSP has published research into the outcomes of 52 vulnerable young people placed in state and independent boarding schools by Norfolk County Council over the past 10 years, details of which can be found on our web site www.boardingschoolpartnerships.org.uk.

Contents When boarding may be appropriate

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The research Norfolk County Council 2008-18 How boarding ‘worked’ for 29 young people in Surrey Multi-school project 2018-19 Bede’s-East Sussex 2012-18 Success of Charity placements

5 6 7 8 10

The schools How LAC became Head Boy BSP Partnership Bursaries State boarding schools How charities can help

11 12 14 16

The process Assessing placements The Norfolk approach The funding

17 18 19

“What boarding school did for me” Research review The lessons from Norfolk Norfolk outcomes in detail Checklist for LAs

20 22 29 30 33

www.boardingschoolpartnerships.org.uk 3

Boarding School Partnerships

When boarding may be appropriate...

LA-supported boarding school placements may be appropriate where a young person’s home circumstances are (or at risk of becoming) unsustainable and where there are/is: • Links with their family network but the links may be fragile or chaotic, and full-time, long-term care by the wider family is not possible • An average to good educational potential or an identified talent or potential talent • Good attachments and the ability to make and sustain positive relationships.

Boarding schools offer many opportunities including an extended range of education, supervised homework time (“prep”), before and after school activities, individual attention and high-quality pastoral care.

This is particularly important for vulnerable children coming from seriously adverse home or family circumstances. One Virtual School Head says: “It is not about saying they will get a better education, because they won’t. It is enabling them to learn there, which wouldn’t normally be possible because of a chaotic home life”.

...or not The decision about a boarding placement must be made on the basis of careful individual selection and looking at a range of options that would benefit the child in the long term. Every good parent wants the best for their child. This is true for individual parents whose child may be at risk of entering care in the future, and for local authorities who are corporate parents for Looked After Children. Local authorities, as corporate parents, have the statutory responsibility to act for, support and look after a child in the same way a good parent would.

• Wish to broaden their horizons, raise their aspirations, improve their academic performance and improve their confidence and social skills

It is important for local authorities to ensure that the assessment process for identifying children who may benefit is multi-agency and holistic. Boarding placements may particularly suit those young people who...

• Are capable eventually of becoming role models for their younger peers

• Can be resilient to the challenges of a busy pace of life and increased workload i.e. who have the ability to keep going if things get tough • Can cope, for example, with sharing a dormitory; and there should be no major safeguarding concerns with them doing so • Can demonstrate self-awareness and the capacity to be aware of the needs of others • Have the maturity to see the ‘bigger picture’, to demonstrate self-control and seek help when it is needed 4

• Have the confidence to be able to enter into a different cultural and social environment, be openminded and try new things, show empathy towards others and make new friends • Can be motivated and determined to make the most out of the opportunities, face challenges and work hard

Boarding school placements have proved successful for many young people close to the edge of care and for some Looked After Children. But, ultimately, boarding school may simply not be ‘right’ for every young person, including those with significant longterm behaviour difficulties that may be beyond the capability of a mainstream school to manage. Some may consider a successful foster carer placement as a reason not to consider boarding school. But, in some circumstances, a boarding placement may best suit a prospective both a young person and their foster carer.

The research Norfolk County Council placements 2008-18

Last year, Boarding School Partnerships and Norfolk County Council conducted research into the outcomes of 52 young people funded by Norfolk in 11 state and independent boarding schools over the previous 10 years.

The results which are detailed in the child-by-child summary on pages 30-31 and fully on our web site along with video of the conference presentations by the Norfolk team. The findings can be summarised as follows: • From a social care perspective, the boarding placements have contributed to the successful reduction in children and young people’s individual risk profiles, with almost three-quarters (71%) of cases showing a reduced level of risk, and up to twothirds (63%) of cases moving out of a high-risk category1 and into universal or mainstream services.

• From an educational perspective, more than twothirds (64%) of young people in the programme attained a formal qualification (GCSE or equivalent) by 16 years. Norfolk boarding placements attained a significantly higher percentage of results for GCSE Maths and English with A*-C or equivalent grades than either national or local figures for LAC in 2016.

• From a financial perspective, boarding placements are found to be relatively cost-effective.

The Norfolk placements show that, with a reduction in LAC, the whole programme can even become selffinancing. The key is that the maximum boarding fees correspond to some 50-60% of LAC costs. Even with the initial duplication of costs, four years of boarding school for a Looked After Child could be ‘paid back’ in under three years if they ceased to be LAC as a result. The Norfolk success in reducing the risk profile of 37 (71%) boarding placements underlines how cost-effective these can be for local authorities. The fact is that, across the past nine years, the outcomes of at least 37 young people have been measurably enhanced for a total cost of c£3m – some £81k per person, or less than 1.5 x Norfolk’s average annual LAC cost. Even allowing for add-on costs like clothes, equipment and school trips, the positive financial impact could be enhanced by independent school bursaries and placements in state boarding schools.

Significantly, successful outcomes were positively correlated with average placement length. Children and young people who attended boarding school for an average of 3 years or more showed improved outcomes across social care and education in comparison with those with a placement of 2 years or less. Central to the success of boarding school placements is the careful and suitable matching of children to boarding schools, the effective collaboration between and within young people’s services, and a long-term and sustained commitment from all stakeholders including schools and family.

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Boarding School Partnerships

How boarding worked for 29 young peo Funder

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Gender Age on admission

Home situation

Age on leaving

Year left

Years in boarding

The School

F

16

Homeless following domestic violence and abuse from neighbours. Mother with life threatening illness and depression.

18

2017

2

The School

F

16

Fled home and living in a refuge.

Mother with PTSD.

18

2018

2

Other charity

F

11

Mother health challenges including two strokes.

Overcrowding in home.

13

2018

2

The School

F

16

Mother in prison for drug offences.

18

2016

2

Other charity

M

13

Mother died of brain cancer.

Father made redundant.

18

2018

5

The School

M

11

Second highest need student at the school in this period.

Regular social services interaction.

16

2017

5

The School

M

11

Overcrowding. Violent, alcoholic father who burnt the house down and in prison.

16

2018

5

The School

M

16

Father died. Lives with mother and sibling in 1-bed flat. Mother works long hours and no other family in UK.

18

2015

2

The School

M

13

Brother of 31024. Father died.

Lives with mother and sibling in 1-bed flat. Mother works long hours and no other family in UK.

17

2017

5

The School

F

11

Domestic violence. Mother with depression so the student had major caring role for sibling.

Gangs in home area, drugs and prostitutes. Grandmother had bone cancer and stays with them most nights.

16

2017

5

The School

F

11

Trauma from road traffic accident with ongoing psychotherapy.

Caring responsibilities for severely autistic brother.

16

2017

5

Other charity

M

13

Living in hostel with mother.

Father had been in Afghanistan.

18

2018

5

The School

F

13

Homeless for 3 years. Mother with major mental health.

18

2018

5

The School

M

16

Sister with life limiting condition requiring 24-hour care with uncontrolled seizures and frequent hosipital visits. Mother fully occupied and student had caring duties.

18

2018

2

The School

M

11

Struggled with father's death and has had significant behavioural issues as a result.

16

2018

5

Other charity

M

13

Highest need student at the school in this period. Regular social services interaction.

18

2018

5

The School

F

13

Significant trauma related to death of father who had been a violent alcoholic. She and her three siblings receiving counselling for the trauma. Challenging and crowded home situation worsened by sibling with ADHD.

18

2018

5

ple in Surrey Schools Exam results

Destination

A-level (A,A,B)

University of Nottingham

A-level (A*,A,A)

Bristol University

N/A

Other school

The research “96% benefitted from boarding placements”

A-level (B,C,D)

University of Kent

A-level (A*,A*,A)

Bristol University

GCSE (9 x A* to B, 1 x C)

6th Form College

GCSE (3 x A* to B, 4 x C)

6th Form College

Not recorded

University of York

A-level (A,M3,D)

Warwick University

GCSE (1 x A* to B, 7 x C)

6th Form College

Further to our research into outcomes for the 52 vulnerable young people supported at boarding school by Norfolk County Council, the BSP has conducted research in the progress of 129 young people who have attended the following schools: Christ’s Hospital, King Edward’s Witley, Kingham Hill, Lord Wandsworth College, Reed’s, and Royal Alexandra & Albert. All these schools are members of Boarding School Partnerships and offer BSP Partnership Bursaries to local authority placements. Full details of 29 of these placements at boarding schools in Surrey are tabulated opposite. The findings of the research are as follows:

Home situation • 73% had parent(s) with poor mental and/or physical health • 62% had suffered from an acrimonious divorce or separation •

51% had suffered “severe deprivation”, poverty and/or home overcrowding

49% had suffered from family bereavement • 27% had suffered from, or witnessed, domestic violence • 16% had been carers for other members of their family •

GCSE (6 x A* to B, 2 x C)

6th Form College

A-level (B,D3,M3)

Unknown

Responsibility for the placement • 7 of the 129 cases have involved the local authority GCSE (10 x A* to B)

6th Form College

A-level (A*,B,P1)

Liverpool University

• The remainder were variously organised by a parent or guardian with funding by the boarding school and/or a charity

Average duration of boarding • 5 years GCSE (10 x A* to B)

6th Form College

A-level (A,D3, C, M1)

University of York

Outcomes • 67% of all placements were said to have derived “substantial benefit” from attendance at boarding school

29% were said to have “benefitted” from boarding school • 4% (5) were considered not to have benefitted from •

A-level (A,A,D3)

Bristol University

boarding school, one of whom left after 1 year.

Academic • 95% of all placements went onto further education 7

Boarding School Partnerships

The research

Bede’s School collaboration with East Sussex for LACs

Bede’s (www.bedes.org) has been collaborating with East Sussex County Council and the Royal National SpringBoard Foundation since 2012, with the following objectives: • To provide support and stability for, and help improve the life chances of, looked after children.

• To enable looked after children to benefit from a strong ethos of personal and social development.

• To provide opportunities for educational success and to gain access to a wide range of extracurricular activities

Funding • Our model is cost neutral for East Sussex Local Authority.

• Bede’s provides a bursary of 55%.

• Foster carer contribution.

• Royal National SpringBoard bursary.

• Extras.

Identification of the placements The Virtual School identifies candidates using the following criteria:

Success rates • Children of at least average academic ability.

During that seven years, the project (under the management of Dr Andrew Carroll, claims 100% success:

• Children with sufficient resilience, and with no major safeguarding concerns or behaviour difficulties.

• Eleven LAC have joined Bede’s since 2012.

• Where such a placement is not at the cost of a successful long term foster placement.

• Six have successfully graduated from Year 13 with three A Levels or BTECs and are attending universities

Application process

• Five are currently attending the school across Y9, Y10 and Y13.

• Discussions with social worker, foster carer and virtual school caseworker.

• Two candidates have started in 2019

• Completion of risk assessment and discussion with Designated Safeguarding Lead.

Personal achievements

• Young person and foster carer visit school.

Beyond the academic, these young people have also scored highly on personal achievement s follows:

• Taster day at Bede’s.

• YP 1 House prefect and gym prefect.

• YP 2 Football team, school trip to China, set up own business, Bede’s Summer School.

• Interview with Headmaster and Academic Year Head.

The financial model: ‘cost-neutral’ for East Sussex LA • Bede’s provides a bursary of 55%.

• YP 3 House prefect, gained Leiths Certificate in Culinary Skills.

• YP 4 House prefect, Deputy Head of House, several drama productions.

• YP 5 Captain target rifle team, coached volleyball, drum lessons, house band, riding lessons.

• YP 6 House prefect, member of Christian Union.

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• Foster carer contribution • Royal National Children’s SpringBoard bursary

Teams around the young person

Success depends on

LA Team Foster Carer Social worker VS Caseworker LACMHS LAC Nurse YES worker IRO

• careful identification of children who will thrive.

Bede’s Team Housemaster/mistress (matron, tutors) Co-ordinator of programme Academic tutor and Director of LE School Counsellor School Nurse Director of HE / Careers Adviser Principal Deputy Head (DSL)

The environment to help the young person thrive • Commitment to the child.

• a rigorous application process.

• holistic education and robust pastoral system at Bede’s.

• support of school leadership.

• experienced pastoral leader to co-ordinate and oversee all aspects of programme.

• close working relationship with Virtual School and social care team.

www.bedes.org

• Our language of aspiration, expectation and achievement.

• Our focus on mental health.

• An understanding of Attachment issues.

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Boarding School Partnerships

The research Measurable success of charity boarding placements The Royal National Children’s SpringBoard Foundation (Royal SpringBoard) commissioned the National Foundation for Educational Research (NFER) to undertake an evaluation of its boarding school placements 2013- 18. The fourth Evaluation Report (published in January 2018) was based on their consultations with Royal SpringBoard pupils and member schools. Its conclusion are as follows: • The findings from the evaluation are extremely positive, with pupils and staff reporting a wide range of impacts as a result of pupils moving to boarding schools, and remarkably few negative consequences.

• Even though SpringBoard has expanded significantly during the evaluation period working with more partners and schools and supporting an increasing number of pupils effective working relationships have been developed and have continued to grow between partner organisations, original and member schools, pupils and their families/carers. The unique and comprehensive network of support that the SpringBoard model provides is central to its success and enables pupils to settle quickly in their new school as well as thrive in the longerterm.

• A range of impacts have been realised for pupils including: improved academic progress and attainment; raised aspirations, broadened horizons and enhanced future prospects; improved social skills and interactions and increased awareness of social diversity; and increased confidence and well-being. Many of the above impacts have been achieved as a result of pupils benefitting from a stable and secure school environment.

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• Staff have also benefitted in terms of, for example: the development of knowledge and skills as a tutor and key worker; personal satisfaction; increased collaboration; and improved communication and skills in working with parents/carers. Furthermore, impacts are beginning to be seen in pupils’ home communities where they are acting as positive role models and inspiring others to follow in their footsteps.

• Throughout the course of the evaluation, Royal SpringBoard has shown itself to be a learning organisation which seeks to continually improve and strives to offer the best possible programme.

It has responded to recommendations for improvements from pupils and staff as well as developed new partnerships – for example with STEER - to further enhance provision. As Royal SpringBoard moves forward with its merger, it should seek to continue to actively listen to its range of partners and bursary pupils in its mission to transform the lives of some of the most disadvantaged and vulnerable young people in the country.”

Straw, S. (2018). The Royal National Children’s SpringBoard Foundation Impact Assessment: Year 4. Slough: NFER Pupils

For further details, please see the web site www.royalspringboard.org.uk

How LAC became the head boy

The Sunday Times recently reported on how Kingham Hill School, in Oxfordshire, had admitted its first boarder part-funded by its local authority: Oxfordshire County Council is contributing £14,388 a year to the boarding fees of a girl whose fostering arrangements fell through. The same sum will be contributed jointly by the school and Buttle UK, a children’s charity.Kingham’s headmaster, Nick Seward, said the girl, who started school last month, is “our first placement — we hope she will be the first of many”.

Kingham Hill is one of the independent boarding schools that has collaborated over many years with the charities to support vulnerable young people. Indeed, its current head boy, 17-year-old Julien Andre was one such placement, co-funded since age 10 by Buttle when his lone parent mother had mental health and drink problems and was struggling to look after him.

When he was a toddler, the pair lived on the streets in London for a year. When he arrived at the boarding school, he was 5ft 3in tall and weighed more than 15 stone.

Julien told the newspaper how he had to learn rapidly how to cope with life at boarding school, such as

conversations in the dormitory about whose parents had the most cars. He could “count the number of times he had ridden in a car on the fingers of one hand”. Today he plays rugby for the school’s 1st XV and has applied to Brasenose College, Oxford, to study philosophy and Spanish. He recalls moments of frustration in his earlier years but says he never gave in to the temptation to lash out. His uncle’s parting words rang in his ears: “‘You’ve got a massive opportunity. Don’t give them a reason to take it away from you.’ I was terrified it would be taken away from me.” The school and Buttle meet the fees, plus 10% to cover extra costs. He did not receive any council funding.

Julien welcomed the prospect of councils sending children to follow in his path: “It is the best thing: it is 100% better than care. It won’t work for everyone, but it will have a way better success rate than care will.”

Representatives of Oxford County Council and seven other local authorities attended a Boarding School Partnerships meeting at Kingham Hill School in May 2019, to explore the possibilities of boarding placements. www.kinghamhill.org.uk

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Boarding School Partnerships

BSP Partnership Bursaries These schools are committed to offering the BSP 40% bursaries (ie a long-term reduction in fees) to local authority placements, subject always to availability. In some circumstances, some schools may even offer larger bursaries.

Other state and independent schools may also offer bursaries, especially to cases of great ‘boarding need’.

Abbotsholme School (1) Age 9-18 Staffs ST14 5BS www.abbotsholme.co.uk Julie.noon@abbotsholme.co.uk Robert.barnes@abbotsholme.co.uk

Christ’s Hospital School (12) Age 11-18 W. Sussex RH13 0LJ www.christs-hospital.org.uk jsc@christs-hospital.org.uk shcr@christs-hospital.org.uk

Felsted School (24) Age 13-18 Essex CM6 3LL www.felsted.org hmpa@felsted.org cjt@felsted.org

King’s School Canterbury (35) Age 13-18 Kent CT1 2ES www.kings-school.co.uk mjt2@kings-school.co.uk headmaster@kings-school.co.uk

Ackworth School (2) Age 10-18 West Yorks WF7 7LT www.ackworthschool.com head@ackworthschool.com

Clifton College (13) Age 8-19 Bristol BS10 3EZ www.cliftoncollege.com tgreene@cliftoncollege.com

Framlingham College (25) Age 13-18 Suffolk. IP13 9EY www.framcollege.co.uk lflack@framcollege.co.uk ERutterford@FramCollege.co.uk

Kingsley School Bideford (36) Age 9-19 Devon EX39 3LY www.kingsleyschoolbideford.co.uk lwivell@kingsleyschoolbideford.co.uk plast@kingsleyschoolbideford.co.uk

Ashville College (3) Age 8-19 N Yorks HG2 9JP www.ashville.co.uk Headmaster@ashville.co.uk

Cottesmore School (14) Age 4-13 W. Sussex RH11 9AU www.cottesmoreschool.com rogersont@cottesmoreschool.com

Fulneck School (67) Age 9-18 Leeds LS28 8DS www.fulneckschool.co.uk PCT@fulneckschool.co.uk

Kingswood School (37) Age 11-18 Bath BA1 5RG www. kingswood.bath.sch.uk JAC@kingswood.bath.sch.uk

Giggleswick School (26) Age 9-18 Yorks BD24 0DE www.giggleswick.org.uk asimpson@giggleswick.org.uk cajowett@giggleswick.org.uk

Lord Wandsworth College (38) Age 11-18 Hants RG29 1TB www.lordwandsworth.org wrightg@lordwandsworth.org headmaster@lordwandsworth.org

Gresham’s School (27) Age 8-18 Norfolk NR25 6EA www.greshams.com headmaster@greshams.com

Malvern College (39) Age 13-18 Worcs WR14 3DF www.malverncollege.org.uk gvb@malcol.org

Harrow School (28) Age 13-18 (boys only) Middlesex HA1 3HP www.harrowschool.org.uk admissions@harrowschool.org.uk

Millfield School (40) Age 13-18 SomersetBA16 0YD www.millfieldschool.com postle.j@millfieldschool.com raven.j@millfieldschool.com

UWC Atlantic College (4) Age 15-19 (6th form only) Glamorgan CF61 1WF www.atlanticcollege.org Gwawr.Thomas@Atlanticcollege.org principal@atlanticcollege.org Bath Academy (5) Age 14-19 Bath BA1 2HX www.bathacademy.co.uk brian.mcgee@bathacademy.co.uk Bedales School (6) Age 13-18 Hants GU32 2DG www.bedales.org.uk head@bedales.org.uk rreynolds@bedales.org.uk Bede’s School (7) Age 8-13 E. Sussex BN27 3QH www.bedes.org andrew.carroll@bedes.org Bilton Grange School (66) Age 5-13 Warks CV22 6QU www.biltongrange.co.uk headmaster@biltongrange.co.uk Bradfield College (8) Age 13-18 Berks RG7 6AU www.bradfieldcollege.org.uk headmaster@bradfieldcollege.org.uk Bromsgrove School (9) Age 13-19 Worcs B61 7DU www.bromsgrove-school.co.uk PClague@bromsgrove-school.co.uk Canford School (10) Age 13-18 Dorset BH21 3AD www.canford.com headmaster@canford.com Charterhouse School (11) Age 13-18 Surrey GU7 2DX www.charterhouse.org.uk bn@charterhouse.org.uk headmaster@charterhouse.org.uk

Cranleigh School (15) Age 13-18 . Surrey GU6 8QQ Cranleigh Prep School Age 7-13 . Surrey GU6 8QQ www.cranleigh.org MCA@cranleigh.org MSR@cranleigh.org Culford School (16) Age 7-18 Suffolk IP28 6TX www.culford.co.uk admissions@culford.co.uk headmaster@culford.co.uk Denstone College (17) Age 11-18 Staffs ST14 5HN www.denstonecollege.org hmoffice@denstonecollege.net Dover College (18) Age 11-18 Kent CT17 9RH www.dovercollege.org.uk DoodesG@dovercollege.org.uk Dulwich College (19) Age 11-18 (boys only) London SE21 7LD www.dulwich.org.uk SpenceJAF@dulwich.org.uk pykecsb@dulwich.org.uk BarrettaKP@dulwich.org.uk Durham School (20) Age 11-18 Durham DH1 4SZ www.durhamschool.co.uk K.McLaughlin@durhamschool.co.uk Ellesmere College (21) Age 7-18 Shropshire SY12 9AB www.ellesmere.com registrar@ellesmere.com hmsecretary@ellesmere.com Eton College (22) Age 13-19 (boys only) Berkshire SL4 6DW www.etoncollege.com t.arbuthnott@etoncollege.org.uk HMoffice@etoncollege.org.uk Farringtons School (23) Age 11-18 Kent BR7 6LR www.farringtons.org.uk dnancekievill@farringtons.kent.sch.uk

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Ipswich High School (29) Age 11-18 (girls only) Suffolk IP9 1AZ www.ipswichhighschool.co.uk Kent College Canterbury (30) Age 7-18 Kent CT2 9DT www.kentcollege.com bursar@kentcollege.co.uk seniorschoolheadmaster @kentcollege.co.uk o.carlin@ipswichhighschool.co.uk Kent College Pembury (31) Age 11-18 (girls only) Kent TN2 4AX www.kent-college.co.uk tobinj@kentcollege.kent.sch.uk King Edward’s School Witley (32) Age 11-18 Surrey GU8 5SG www.kesw.org kirtonf@kesw.orghm@kesw.org Kingham Hill School (33) Age 11-18 Oxfordshire OX7 6TH www.kinghamhill.org.uk n.seward@kinghamhill.org King’s College Taunton (34) Age 13-18 Taunton TA1 3LA www.kings-taunton.co.uk SCWorthy@kings-taunton.co.uk RRBiggs@kings-taunton.co.uk

Monkton Combe School (41) Age 7-18 Bath BA2 7HG www.monktoncombeschool.com pa2principal@monkton.org.uk bursar@monkton.org.uk Oundle School (42) Age 11-18 PE8 4GH www.oundleschool.org.uk abb@oundleschool.org.uk admissions@oundleschool.org.uk Prior’s Field School (43) Age 11-18 Girls only Surrey GU7 2RH www.priorsfieldschool.com tkirnig@priorsfieldschool.com Queen Ethelburga’s Collegiate (44) Age 6-18 York YO26 9SS www.qe.org sjandrell@qe.org Queen’s College Taunton (45) Age 7-18 Somerset TA1 4QS www.queenscollege.org.uk head@queenscollege.org.uk Reed’s School (46) Age 11-18 (boys) 16-18 (girls) Surrey KT11 2ES www.reeds.surrey.sch.uk hm@reeds.surrey.sch.uk clewis@reeds.surrey.sch.uk

20

26

44

65 3 67 48

2

1 21

59 27

17 47

54

66 9

51

55 42

16

25 29

56

39 33 8 46 4 13 5 41 37 45 34

40

36 53

61

10

28

24 50

22 19 43 11 32 49 23 38 14 12 6 15 58 7 63 64 62

35 30 57 31 18

52

60

Repton School (47) Age 13-18 www.repton.org.uk registrar@repton.org.uk Rossall School (48) Age 11-18 Lancs FY7 8JW www.rossall.org.uk l.jones@rossall.org.uk bursar@rossall.org.uk Royal Alexandra & Albert School (49) Age 7-18 Surrey RH2 0TD www.raa-school.co.uk headmaster@gatton-park.org.uk Royal Hospital School (50) Age 11-18 Suffolk IP9 2RX www.royalhospitalschool.org headmaster@royalhospitalschool.org Rugby School (51) Age 13-18 Warks CV22 5EH www.rugbyschool.co.uk admissions@rugbyschool.net PRG@rugbyschool.net

Ryde School (52) Age 11-18 Isle of Wight PO33 3BE www.rydeschool.org.uk JAFM@rydeschool.net BMC@rydeschool.org.uk Shebbear College (53) Age 9-18 Devon EX21 5HJ www.shebbearcollege.co.uk sweale@shebbearcollege.co.uk Shrewsbury School (54) Age 13-18 Shropshire SY3 7BA www.shrewsbury.org.uk admissions@shrewsbury.org.uk hm@shrewsbury.org.uk St Felix School (55) Age 11-18 Suffolk IP 18 www.stfelix.co.uk jharrison@stfelix.co.uk St Francis College (56) Age 10-18 (girls only) Herts SG6 3PJ www.st-francis.herts.sch.uk admissions@st-francis.herts.sch.uk

St Lawrence College (57) Age 8-18 Kent CT11 7AE www.slcuk.com principal@slcuk.com

West Hill Park School (62) Age 7-13 (boys) Hants PO14 4BS www.westhillpark.com apr@WestHillPark.com

St Swithun’s School (58) 11-18 (girls only) Hants SO21 1HA www.stswithuns.com MayesS@stswithuns.com headmistress@stswithuns.com

Windlesham House School (63) Age 8-13 W. Sussex RH20 4AY www.windlesham.com eharris@windlesham.com rfoster@windlesham.com

Trent College (59) Age 11-18 Nottingham NG10 4AD www.trentcollege.net ruth.appleton@trentcollege.net

Winchester College (64) Age 13-18 (boys only) Hants SO23 9NA www.winchestercollege.org ACS@wincoll.ac.uk HMSecretary@wincoll.ac.uk

Truro School (60) Age 11-18 Cornwall TR1 1TH www.truroschool.com headmaster@truroschool.com JEG@truroschool.com

Woodhouse Grove School (65) Age 11-18 Yorks BD10 0NR www.woodhousegrove.co.uk lockwood.ja@woodhousegrove.co.uk amos.jl@woodhousegrove.co.uk

Wellington School (61) Age 11-18 Somerset TA21 8NT www.wellington-school.org.uk headmastersoffice@ wellington-school.org.uk

13

Boarding School Partnerships

State boarding schools While independent schools comprise the large majority of all boarding places, local authorities are advised also to become acquainted with the state boarding school(s) closest to their region. Many of these schools have substantial experience of supporting vulnerable young people in collaboration with local authorities and/or charities.

Ashby School Nottingham Road, Ashby-de-la-Zouch, Leicestershire LE65 1DH 01530 413748 admin@ashbyschool.org.uk www.ashbyschool.org.uk Boys full and weekly boarding and co-educational day 11–19 Beechen Cliff School Alexandra Park, Bath BA2 4RE 01225 480466 headmaster@beechencliff.org.uk Website: www.beechencliff.org.uk Boys boarding 11–19 and day 11–16, and co-educational day 16–19 Brymore Academy Cannington, Bridgewater, Somerset TA5 2NB Tel: 01278 652369 office@brymore.somerset.sch.uk www.brymoreacademy.co.uk Boys boarding and day 11–17 Burford School Cheltenham Road, Burford, Oxfordshire OX18 4PL Burford Boarding School – Lenthall House, Church Lane, Burford, Oxfordshire OX18 4SA 01993 823303 admin.4040@burford.oxon.sch.uk www.burford.oxon.sch.uk Co-educational boarding and day 11–19 Colchester Royal Grammar School 6 Lexden Road, Colchester, Essex CO3 3ND 01206 509100 info@crgs.co.uk www.crgs.co.uk Boys full & weekly boarding 16–18 & day 11–16, and co-educational day 16–18 Cranbrook School Waterloo Road, Kent TN17 3JD 01580 711800 enquiries@cranbrook.kent.sch.uk www.cranbrookschool.co.uk Co-educational boarding and day 13–18

14

Dallam School Haverflatts Lane, Milnthorpe, Cumbria LA7 7DD 015395 65165 enquiries@dallam.eu www.dallam.eu Co-educational full boarding & day 11–19

Harefield Academy Northwood Way, Harefield, Uxbridge, Middlesex UB9 6ET 01895 822108 nfo@theharefieldacademy.org www.theharefieldacademy.org Co-educational boarding and day 11–18

De Aston School Willingham Road, Market Rasen, Lincolnshire LN8 3RF 01673 843415 enquiries@de-aston.lincs.sch.uk www.de-aston.lincs.sch.uk Co-educational boarding and day 11–18

Hockerill Anglo-European College Dunmow Road, Bishop’s Stortford, Hertfordshire CM23 5HX 01279 658451 admin@hockerill.com www.hockerill.com Co-educational full and weekly boarding and day 11–19

The Duke of York’s Royal Military School Guston, Dover, Kent CT15 5EQ 01304 245023 admin.office@doyrms.com www.doyrms.com Co-educational full boarding 11–18 Exeter College Rougemont House, Castle Street, Exeter, Devon EX4 3PU Co-educational weekly boarding and day 16-19 The Five Islands Academy Carn Gwaval, Church Road, St Marys, Isles of Scilly TR21 0NA Co-educational boarding and day 5-16 Gordon’s School West End, Woking, Surrey GU24 9PT 01276 858084 info@gordons.surrey.sch.uk www.gordons.surrey.sch.uk Co-educational boarding and day 11–18 Haberdasher’s Adams High Street, Newport, Shropshire TF10 7BD 01952 386300 TAW705Enquiries@taw.org.uk www.adamsgs.org.uk Boys full and weekly boarding 11–18 and day 11–16, and co-educational day 16–18

Holyport College Ascot Road, Holyport, Berkshire SL6 3LE 01628 7704 info@holyportcollege.org.uk www.holyportcollege.org.uk Co-educational boarding and day 11–19 Keswick School Vicarage Hill, Keswick, Cumbria CA12 5QB 017687 72605 admin@keswick.cumbria.sch.uk www.keswick.cumbria.sch.uk Co-educational full and weekly boarding and day 11–18 Lancaster Royal Grammar School East Road, Lancaster, Lancashire LA1 3EF 01524 580600 www.lrgs.org.uk Boys full & weekly boarding & day 11–18 Liverpool College Queen’s Drive, Mossley Hill, Liverpool L18 8BG 0151 724 4000 admin@liverpoolcollege.org.uk www.liverpoolcollege.org.uk Co-educational boarding 16–19 and day 4–19

National Mathematics & Science College The Oaks, Westwood Way, Coventry CV4 8JB 024 7509 2950 https://natmatsci.ac.uk Co-educational sixth form 17-19 years

Royal Alexandra and Albert School Gatton Park, Reigate, Surrey RH2 0TD 01737 649000 admissions@gatton-park.org.uk www.raa-school.co.uk Co-educational full and weekly boarding and day 7–18

Old Swinford Hospital Heath Lane, Stourbridge, West Midlands DY8 1QX 01384 817300 reception@oshsch.com www.oshsch.com Boys full & weekly boarding 11–18 & day 11–16, & co-educational day 16–18

Royal Grammar School High Wycombe Amersham Road, High Wycombe, Buckinghamshire HP13 6QT 01494 524955 www.rgshw.com Boys full & weekly boarding & day 11–18

Peter Symonds College Owens Road, Winchester, Hampshire SO22 6RX 01962 857500 psc@psc.ac.uk www.psc.ac.uk Co-educational full boarding & day 16–19 Polam Hall School Grange Road, Darlington, County Durham DL1 5PA 01325 463383 information@polamhall.com www.polamhall.com Co-educational boarding 8–19 & day 4–19 Priory Academy LSST Cross O’Cliff Hill, Lincoln, Lincolnshire LN5 8PW 01522 889977 general.enquiries@prioryacademies.co.uk www.prioryacademies.co.uk Co-educational boarding and day 11–18 Reading School Erleigh Road, Reading, Berkshire RG1 5LW 0118 901 5600 secretary@reading-school.co.uk www.reading-school.co.uk Boys boarding and day 11–18 Richard Huish College South Road, Taunton, Somerset TA1 3DZ www.huish.ac.uk Co-educational boarding and day 16–19 Ripon Grammar School Clotherholme Road, Ripon, North Yorkshire HG4 2DG 01765 602647 admin@ripongrammar.co.uk www.ripongrammar.co.uk Co-educational weekly boarding and day 11–18

Royal School, Wolverhampton Penn Road, Wolverhampton WV3 0EG 01902 341 230341 230 theroyalschool.co.uk Co-educational boarding and day 4-19 St George’s School Sun Lane, Harpenden, Hertfordshire AL5 4TD 01582 765477 admin@stgeorges.herts.sch.uk www.stgeorges.herts.sch.uk Co-educational full and weekly boarding and day 11–18 Sexey’s School Cole Road, Bruton, Somerset BA10 0DF 01749 813393 enquiries@sexeys.somerset.sch.uk www.sexeys.somerset.sch.uk Co-educational full and weekly boarding and day 11–18 Shaftesbury School Salisbury Road, Shaftesbury, Dorset SP7 8ER 01747 854498 office@shaftesburyschool.co.uk www.shaftesburyschool.com Co-educational full boarding & day 11–18 Sir Roger Manwood’s School Manwood Road, Sandwich, Kent CT13 9JX 01304 613286 info@srms.kent.sch.uk www.srms.kent.sch.uk Co-educational full and weekly boarding and day 11–18

Steyning Grammar School Shooting Field, Steyning, West Sussex BN44 3RX Tel: 01903 814555 sgs@sgs.uk.net www.sgs.uk.net Co-educational full and weekly boarding and day 11–18 Thomas Adams School Lowe Hill, Wem, Shropshire SY4 5UB 01939 237000 enquiries@thomasadams.org.uk www.thomasadams.org.uk Co-educational full boarding & day 11–18 Welbeck – The Defence Sixth Form College Forest Road, Woodhouse, Loughborough, Leicestershire LE12 8WD 01509 891700 helpdesk@dsfc.ac.uk www.dsfc.ac.uk Co-educational full boarding 16–18 Wellington Academy Tidworth, Wiltshire SP11 9RR 01264 405060 admin@thewellingtonacademy.org.uk www.thewellingtonacademy.org.uk Co-educational full and weekly boarding and day 11–18 Wishmore Cross Academy Alpha Road, Chobham, Woking, Surrey GU24 8NE 01276857555 contact@wishmorecrossacademy.org www.wishmorecrossacademy.org Boys boarding 9-16 Wymondham College Golf Links Road, Wymondham, Norfolk NR18 9SZ 01953 609000 enquiries@wymondhamcollege.org www.wymondhamcollege.org Co-educational boarding and day 11–18

Skegness Grammar School Vernon Road, Skegness, Lincolnshire PE25 2QS 01754 610000 enquiries@sgs.lincs.sch.uk www.sgs.lincs.sch.uk Co-educational boarding and day 11–18

15

Boarding School Partnerships

How specialist charities can help Three long-established, specialist charities help to support children and vulnerable young people at state and independent boarding schools throughout the UK. As members of Boarding School Partnerships, they are all committed to offering advice and assistance on boarding placements to local authority professionals.

Royal National Children’s SpringBoard Foundation Charity no. 1167491 Chief Executive: Ian Davenport 7 Grosvenor Gardens, London SW1W 0BD Tel: 020 3405 3630 admin@royalspringboard.org.uk www.royalspringboard.org.uk

The charities are currently supporting an estimated 650 boarding placements, some of whom are Looked After Children. Most are vulnerable young with one or no active parents and serious adverse home circumstances. Exceptionally, the charities may sometimes be able to provide financial support for local authority-funded young people to attend boarding schools. But it is best to consider them as being able to offer expert practical advice, rather than funding, especially on: • The types of young person likely to thrive at boarding school • Comparable case studies • Selecting a suitable school • Preparing a young person and their family for the boarding experience

Royal SpringBoard is the result of the 2017 merger between SpringBoard Bursary Foundation and the Royal National Children’s Foundation. It is the UK’s largest boarding school bursary charity and gives life-transforming opportunities to disadvantaged and vulnerable children. These young people typically come from a background of social deprivation. Some of our children have experienced parental death, abuse, or sibling/parent disability and are at the edge of care; others come from loving and supportive environments but have some measure of social deprivation. We also support Looked After Children through our work with local authorities.

Paramount to our success is the way we embrace the ‘Whole Child’ agenda, making sure that all the needs of a pupil are met. As well as an outstanding education, each pupil receives pioneering pastoral support, backed up by a social-emotional tracking programme developed by the data organisation, STEER. We continue monitoring a young person’s well-being up until they are 25 years old.

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Reedham Children’s Trust Charity no. 312433 Chief Executive: Sarah Smart 23 Old Lodge Lane, Purley, Surrey CR8 4DJ Tel: 020 8660 1461 info@reedhamchildrenstrust.org.uk www.reedhamchildrenstrust.org.uk Reedham Children’s Trust provides support for vulnerable and disadvantaged children and has done so for 175 years. We adapt our services as social needs change, always seeking the most innovative and effective ways to help. Collaborating with grassroots organisations and schools we offer practical, emotional and inspirational support, helping to raise aspirations and transform the lives of vulnerable children. Education offers one of the strongest routes out of poverty, and educational opportunity is at the core of our work. We invest in young people who need our help: with projects ranging from funding places at nurturing boarding schools, to offering programmes in day schools and the community aimed at developing leadership, confidence and resilience.

A state boarding school

This is not a complete list, of course, and further details of state and independent boarding schools are available from the Boarding Schools’ Association www.boarding.org.uk or the Independent Schools Council www.isc.co.uk. Or from the BSP web site.

Buttle UK is named after the Reverend Frank Buttle, a remarkable man whose hard work and personal sacrifice helped to establish our grant programmes, which have been helping children and young people in need across the UK since 1953. For over 50 years Buttle UK has funded boarding school places for vulnerable children. Some families face serious issues, where parents or carers are struggling to cope and which mean that the child may be at risk of going into care.

We believe strongly that boarding can offer an environment where some of these children can flourish.

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In addition to the charities detailed on this page, many boarding schools have their own foundations which provide bursaries for vulnerable young people. The schools whose foundations have collaborated most with the specialist boarding charities to support vulnerable young people include: Christ’s Hospital School, Surrey www.christs-hospital.org.uk King Edward’s School Witley, Surrey www.kesw.org Kingham Hill School, Oxfordshire www.kinghamhill.org.uk Lord Wandsworth College, Hampshire www.lordwandsworth.org Reed’s School, Surrey www.reeds.surrey.sch.uk Royal Alexandra & Albert School*, Surrey www.raa-school.co.uk

Buttle UK Charity no. 313007 Chief Executive: Joseph Howes 15 Greycoat Place, London SW1P 15B Tel: 020 7828 7311 andreww@buttleuk.org www.buttleuk.org

Assessing would-be boarding placements Boarding school placements can only be made on the basis of careful individual selection and the examination of a range of options that would benefit the young person in the long-term.

Boarding school can help vulnerable and disadvantaged young people to thrive in a stable, caring, secure and well-structured environment during term-time, with pastoral and academic support provided by the local authority during school holidays.

Boarding schools offer many opportunities including an extended range of education, supervised homework time (“prep”), before and after school activities, individual attention, high-quality pastoral care, and a strong sense of community.

The boarding school, which should be within a reasonable travel time for the family and local authority professionals, can combine well-rounded education with high quality care.

Boarding pupils certainly do not need to be gifted academically, although standards will vary widely from one school to another. They do, however, need to show an academic robustness/confidence/potential i.e. that they will persevere when faced with academic challenges.

Those who may benefit In addition, boarding school may especially benefit those young people who • Can be resilient to the challenges of a busy pace of life and increased workload i.e. who have the ability to keep going if things get tough • Can cope, for example, with sharing a dormitory; and there should be no major safeguarding concerns with them doing so • Can demonstrate self-awareness and the capacity to be aware of the needs of others

• Have the maturity to see the ‘bigger picture’, to demonstrate self-control and seek help when it is needed • Wish to broaden their horizons, raise their aspirations, improve their academic performance and improve their confidence and social skills • Have the confidence to be able to enter into a different cultural and social environment, be openminded and try new things, show empathy towards others and make new friends • Can be motivated and determined to make the most out of the opportunities, face challenges and work hard • Are capable eventually of becoming role models for their younger peers A trusting relationship with the school A successful placement will depend on an open and trusting relationship between the boarding school and its designated representative and the local authority with regular, scheduled meetings and the willingness to discuss any issues openly and promptly whenever they may arise.

Crucial issues in the exploration of boarding placements include when and how to discuss this with the young person themselves. It may be important to discuss the would-be opportunity thoroughly with the school – before discussing it with the young person. which, in many cases, would be prepared to commit to offering a conditional place on the basis of full reports from the local authority and the existing day school.

This may avert the risk of disappointing a vulnerable young person by raising their hopes prematurely.

In a similar way, the precise arrangements for how and where the young person will spend holiday time should be settled before finalising the school arrangements.

17

Boarding School Partnerships

The Norfolk County Council referral and placement process ! !

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While local authorities may adopt varying processes for referrals and placements, you may wish to compare your approach to that developed over 10 years by Norfolk Boarding School Partnerships

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Funding the placements Boarding school fees vary between £15k per year for a state boarding school and £35-40k for an independent one. Local authorities should explore the possibility of bursaries from boarding schools. The BSP Partnership Bursaries scheme established by Boarding School Partnerships is an agreement under which some 75 schools will – subject to availability – be prepared to offer 40% bursaries to local authorities which means a reduction in the fees of 40% for the school career of the LA-supported young person.

Even those boarding schools not formally signed up to the Partnership Bursaries may be prepared to offer bursaries and, in special circumstances, the charities Buttle UK and Royal National Children’s SpringBoard Foundation may be prepared to offer grants – or recommend schools which may offer bursaries.

In budgeting for a boarding placement, the local authority should consider that essential “extras” may account for as much as 10% of annual boarding school fees. These extras, which should be discussed with the school to ensure nothing is omitted, may include: • School uniform and games kit • Lap-top or tablet and associated insurance, if necessary • Textbooks • Exam fees • Travel to and from the school at the beginning and end of each full term, half-term and any other breaks.

• Educational trips • Extra-curricular activity (eg music or drama lessons) • Personal accident insurance

The level of bursaries may depend on the young person’s perceived level of ‘boarding need’ and also the school’s budgets at any one time.

Local authorities should recognise that the support by almost all independent boarding schools for the BSP – individually and/or through their professional associations – does signify a wholehearted enthusiasm to help support local authorities who wish to make boarding placements.

• Personal effects insurance • Pocket money If in doubt, talk to the school or seek advice from one of the specialist charities or from Boarding School Partnerships. For those making boarding placements for the first time, there will be many new things to learn and issues to resolve. But there are many people willing to share their expertise with you, either in boarding schools or charities. Please just ask.

19

Boarding School Partnerships

Boarding placements in practice.

“What boarding school did for me.”

Please note: All these stories are true but the names are not, and the photographs are of models.

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TOPEH’S STORY

HARRY’S STORY

A balanced lifestyle after my Mum died

I thought it was a mistake but it was the best decision ever

“Some charities have sponsored me for the last 6 years at the Royal Masonic School for Girls.

This has benefited me in various ways and I strongly believe that it has made a large difference in my education and I cannot be more thankful. I have had so many opportunities given to me whilst at this school and I feel so privileged to be supported by an amazing charity that gives this chance to young people like me and gives us a head start in life that may not have been available without your help.

“My life as a young child was hard, due to having only a mother, but no father. Things got worse as I got older. When I was 6 years old, my mother was diagnosed with breast cancer. A year later, she died and left me and my two siblings without a mother or a father, My sister was going to look after me, but she was too young to take full responsibility for me, because she was only 15 at the time. So my auntie and uncle took care of me and my brother for a couple of years until my sister was old enough.

“In early January 2007, just after Christmas, my mother suddenly passed away due to an unknown cause. She was a single parent and we hadn’t been in touch with my father. This left my family in a very difficult situation. During this problematic time, I felt very lost within myself and my life around me was changing very rapidly and at a tender age, I didn’t quite know how to cope with all of the emotions, seeing all of my family so distraught and distressed so suddenly was a lot to take in and hard to view.

“Things started to get a bit better as I grew up, due to the love and support from friends and family. Then, when I was in year 6 at Primary School, I was told that my Headmistress had received a letter from Reed’s School, offering a boarding place and support for anyone in my situation who might need extra help with coping.

So she put me down and I took some tests to see if I was clever enough for the School, and when I received a letter from Reed’s School to say that I had passed, it was great for me and my family.

However, it was harder for me to work than most people because my mind was always on other things, like my family.

“At this point, I already attended the Royal Masonic School however my grandparents were in no situation to be able to pay for the fees. The Royal National Children’s Foundation kindly stepped in and offered to pay a partial amount of the fees. This benefited me and my family greatly because it provided me with a stable home from home as well as a good education. ”Boarding at the Royal Masonic is a place where I feel like part of a community and where I’m constantly surrounded my people that feel like family to me. Boarding provides a balanced lifestyle, I have the perfect conditions to be able to revise and do my homework, and at the weekends, I can go out with my friends and take a break from studying. Being a boarder has enabled me to create strong friendship bonds with other boarders that I have known since I was very young. They say that friends made at boarding school will often become friends for life, this I couldn’t agree more with. “At the moment, I just came into year 11 and taking GCSE’s. I am in the middle of studying, the compulsory, English, maths and science as well as Spanish, performing arts, geography and business studies which I am enjoying a lot. My school has also kindly let me take additional speech and drama lessons which is a great hobby of mine and it has led me on to take external examinations such as LAMDA and the annual Watford festival. ”

“When I arrived at Reed’s I was a bit unsure what to expect. I kept on thinking that I had made a bad mistake, but I soon realised that I had made on the of the best decisions of my life. I found this out due the fact that the teachers were nice, and that it has great academic and sports facilities. Reed’s is also providing me with a really good education, and they look after me. I hope to go to University when I am older.

“At the moment I am doing well in my lessons and hope to get great GCSEs when they come around, which means a lot of learning! I am supported financially by the Reed’s School Foundation and three other charities, and it is only through their help that I have been given such a wonderful opportunity in life.”

ARON’S STORY

GEORGIE’S STORY

LYRA & CASEY’S STORY

This school has saved my life. I am so lucky to be here

Strong pastoral support turned her around

Diligence and enthusiasm pays off

“I am 13 years old and I am a weekly boarder, in my 2nd year at Lord Wandsworth College. I was born in London in November 1995, I have one sister, Ruby, 2 years older, who is also at Lord Wandsworth.

Georgie joined the School five years ago aged 11. Her mother, a single parent, has secondary progressive multiple sclerosis with considerable health and mobility problems associated with this chronic condition. In 2015 she was diagnosed with another brain condition – on top of the MS – showing some ‘dementia’-type symptoms. Georgie is the only child, and before she came to KESW was her mother’s main carer.

Mother now has daily support from professional adult carers, but Georgie still likes to cook for her mother when she goes home from school.

Lyra & Casey are sisters in Y7 and 8 at KESW. Lyra joined King Edward’s School Witley aged 11 in September 2015, and Casey joined September 2016.

“Just before my 4th birthday my father died unexpectedly and it has been very difficult for my mum bringing us up, All my life I have been very close to my mum and have done my best to help her cope, but after my died she struggled with depression and problems with addiction, sometimes having to spend time in hospital, But she is a really great mum and has always wanted the best for us, especially a really good education, So, when we heard about lord Wandsworth we knew immediately that it was the right place . when we went to the open day before I had been accepted we all fell in love with the school and when I found out that I had got in I was very happy and excited.

“Unfortunately the first term was difficult for me.

I felt lonely and insecure. I was worrying about about my mum back in London who was recovering from a breakdown and I missed my primary school and my old friends. I also suffer from dyspraxia and I was worried it was holding me back.

“I started not wanting to go back after each weekend at home. The school could see I was unhappy. They were very understanding and let me take time off. It was the best decision they ever made. After about 9 weeks, Mr Matthews, head of Junior House came all the way to London during the half term break for a meeting with my educational welfare officer, where he explained that going to a tough London comprehensive was the worst thing I could do and would make me more unhappy. The thing is they gave me time to make my own mind up and were very supportive to me and my mum.

“When I eventually returned to school the whole of junior house turned out to welcome me back and I realised I had made I had made the right decision. It was a turning point in my life and everything has been better since. I love playing rugby, I have school friends and I enjoy being in the countryside. I am getting help with my dyspraxia and have been given my own laptop, the school have also arranged free extra private tuition in maths and hand writing. “Basically this school has saved my life and it has made my mums life easier too. The school has given me a future. I realise how lucky I am to be here.”

Although Georgie’s Junior School reports were positive, they showed she was often late and generally had poor attendance as a consequence of whether her mother was having a good or a bad day – a situation typical of Georgie’s role as a young carer. Her entrance test and SATS results were not strong, but we offered her a boarding place at KES with the hope that improving and increasing her attendance in the classroom and giving her a suitable environment to do her homework every day, with strong pastoral support to help her overcome difficulties – academically and socially – her results would improve. This is indeed what we found.

After a year in the school her academic results were totally on a par with her peers, and by the second year in the school she was additionally taking on a leadership role within the House.

Since joining KESW Georgie has discovered a passion for drama, and has been enjoying LAMDA classes. In the summer she gained her LAMDA Grade 5 with distinction.

Georgie is predicted 10 GCSE’s at A*-C, and is preparing to stay on to our Sixth Form next year.

Just over a year before she joined KESW, Lyra was assaulted by a person known to the family, at a relative’s party. She was traumatised as a result, and although the perpetrator has been imprisoned, Lyra felt unsafe walking to and from her local school. The whole episode has also brought back memories of childhood abuse to Lyra’s mother, who is now diagnosed with posttraumatic stress disorder and suffers depression, anxiety and panic attacks.

Lyra herself has recovered very well with help and counselling from her local Child and Adolescent Mental Health Service.

When looking for a school, her family were directed to KESW as a school that could provide very strong pastoral care, and enable Lyra to continue the counselling if she needed. Prior to her move to the School, there was a considerable amount of liaison between the medical staff at KESW and her local CAMHS team to make sure the School staff were well informed of the support Lyra might require.

At the end of her first year at KESW, Lyra’s Housemaster reported that she had become much more confident over the course of the year and she agreed that boarding at KESW had been a positive experience for her.

Over the last year, mother’s mental health has declined, to the point that father is her main carer.

The family live on benefits including disability living allowance for the mother, and carer’s allowance given to the father.

Although Lyra’s younger sister, Casey didn’t witness the attack on her sister, she has been witness to Lyra’s problems since and her mother’s mental health breakdown. She is also left feeling unsafe in her neighbourhood. As a result, it was decided that Casey should also apply to KESW and she joined the School in September 2016.

At the end of her first half-term in the school, Casey’s tutor commends her effort and application. She has received a number of merits and distinction – all testament to her diligence and enthusiasm.

21

Boarding School Partnerships

Boarding school placements review of the research UCL Institute of Education This research review examines the current situation of, and key issues and outcomes for, vulnerable children and young people, with a specific focus on Looked After Children (LAC) and those on the ‘edge of care’. There is some inconsistency around precisely what constitutes ‘edge of care’ but a recent review by Rees et al (2017) of the edge of care strand of the DfE’s Children’s Social Care Innovation Programme stated that the term generally refers to those:

There are also increasing numbers of children assessed as being ‘a child in need of help or protection’ (CiN); as of the 31st March 2017, there were 389,430 children in England in this category equating to 3.4 per 100 children aged under 18 years (DfE, 2017a). Of particular concern are adolescents aged 10-15 years who are overrepresented amongst those assessed as being in need, this age group now constitutes 31% of the total.

“…where entry into care is being actively considered as a likely option to meet that young person’s needs.

Children and young people on the edge of care are often described as the most challenging, or those with the most complex needs…” (p.7)

The number of children starting to be subject to a Child Protection Plan (CPP) has also been rising steadily. Between 2010 and 2017 there has been a 35% increase with 66,180 children being made subject to a child protection plan in 2016-17, a rate of 0.5 per 100 children (DfE, 2017a).

The review first provides an overview of statistics and issues regarding children and young people in and on the edge of care. The review then summarises research on educational outcomes for LAC and children and young people on the edge of care, before looking at factors influencing these outcomes. The review concludes with a summary of research on the specific role of boarding schools in potentially shaping outcomes.

Finally, the numbers of LAC are growing, particularly those aged 10-15 years and 16 years and over. As of 31 March 2017, there were 72, 670 children and young people in care in England, a 3% increase on the previous year and a 7% increase since 2013. In 2012, 56% of those in care were aged 10 and above but, by 2017, this had risen to 63% (DfE, 2017c).

The current situation regarding children and young people in and on the edge of care In the UK, there are increasing numbers of children and young people across all categories of vulnerability. It is estimated that more than 2 million children are living in difficult family circumstances (OFSTED, 2015); this includes parental drug and alcohol dependency, domestic abuse and mental health problems. The rate of referrals to Children’s Social Care Services has been steadily increasing over the past 10-15 years; in 2014-15, local authorities recorded 635,600 referrals to children’s social care services because of concerns about a child’s welfare (NAO, 2016).

22

A recently released report by the All-Party Parliamentary Group for Children (2017) into the current state of Children’s Social Care in England stated that the system is struggling to meet demand. The report went on to say that Local Authorities are too often failing to reach children and families who need help at all stages: early intervention, statutory support for Children in need (CiN) and statutory support for those in care. The inquiry found that local authority resources have become increasingly strained and, as a result, they are largely focussed on child protection concerns and mainly directed towards children who have already suffered abuse or neglect or who are at risk of serious harm, at the expense of early intervention and prevention and support for families. The APPGC

(2017) stated that the consequence of this focus on late intervention is that young people’s needs too often escalate to high levels before any support is provided, leading to more needing to be taken into care and, consequently, poorer outcomes for vulnerable children and their families.

As previously highlighted, vulnerable adolescents have been identified as particularly at risk and there are calls for a far more flexible approach to support and intervention for this group. Nearly half of adolescents coming into care do so because of acute family stress, difficult behaviour or crisis in family circumstances (Godor, 2014). Research evidence points to poorer outcomes for those coming into care as adolescents, as well as the need for more innovation in the range of support available to adolescents and their families to try and prevent family breakdown and avoid adolescents entering care (Dixon et al, 2015).

Outcomes for LAC and young people on the edge of care Children in and on the edge of care often face multiple complex and acute difficulties that can have negative and long-lasting impacts throughout childhood and into adulthood. They are significantly more likely to have far poorer educational outcomes compared to the child population as a whole. LAC are 4 times less likely to achieve the basics of GCSE grades A*- C in English and Maths than those not in care and many LAC leave education with no qualifications at all. While achievement among the general population is growing, improvements in the educational attainment of children in care and in need is not.

In England, there is evidence that, while children of primary school age who are in care cover the full spectrum of cognitive ability (Jackson & Martin, 1998), they do not achieve the same results as their peers in national school tests, and their relative

performance declines as they get older, contributing to their lack of GCSEs at age 16 (Welbourne & Leeson, 2012). Longitudinal research

by O’Sullivan & Westerman (2007) that followed children throughout their school career found a progressive decline for children in care, steepest at secondary stage. This attainment gap is not only apparent at age 16 but is also seen much earlier on, with younger children in care and in need having far lower levels of attainment than other children at Key Stages 2 and 3.

The most recent data on educational attainment highlights this continuing trend of far poorer educational outcomes for LAC and CiN in comparison to other children throughout compulsory schooling (Tables 1-3). Of note is the educational attainment at KS2 of the CiN group which is lower than for LAC, this supports the finding of Sebba et al (2015) that care can often provide an environment that is more conducive to education than that experienced by children and young people in need. Sebba et al (2015) found that CiN were more likely to have special educational needs, poor attendance, more exclusions from school, and progressively poorer relative attainment than children not in need or in care.

Educational attainment is hugely significant because it has been consistently identified as a key protective factor for later life outcomes. Analysis of data from the 1970 British Cohort Study, carried out

by Whitty et al (1998), found that by age 26, those without educational qualifications were four times more likely to report poor physical and mental health than those with the highest qualifications.

Other positive outcomes from high levels of learning have been found to include improvements in self-esteem, self-eďŹƒcacy, interpersonal trust, access to wider networks of social support and social engagement, all of which increase resilience which in turn reduces stress 23

Boarding School Partnerships ! !

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! ! ! !! !! ! ! ! ! ! ! ! !! ! ! ! ! ! !! ! ! ! ! ! ! ! !! ! ! ! ! !! ! ! !! !! ! ! ! ! ! ! !! ! ! ! !! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! !! !! !! ! ! ! ! ! ! ! !! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! !! !! ! ! ! !! ! ! ! ! ! ! ! !! ! !! ! ! ! !! !! ! ! ! ! ! ! ! ! ! ! ! !! ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! !! ! ! ! !! ! ! ! ! ! ! ! ! ! !! ! ! ! ! ! ! ! ! !! ! ! !! ! ! ! !! ! !! ! ! ! ! ! !! ! ! ! ! ! ! ! ! ! ! ! !! ! ! ! ! ! !! !! ! ! ! ! ! ! ! !! ! !! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !Table ! !1 ! ! ! ! !! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! percentage reaching required standard at Key Stage 1 &&&&& ! & !& & ! ! & ! !& ! & & !& ! & & ! ! !

E""9$D&F/#$7& ! ! ! ! ! ! ! ! ! ! ! !

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Outcomes !!!!!! authorities ! ! ! March ! ! ! in !England, 31 2016. ! ! !!!!!! !& & ! ! ! !& ! ! & &! &&&&& & &! &! !! & & !!!!!! ! ! ! ! ! ! ! ! !

Table 2

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percentage reaching required standard at Key Stage 2 & & & & & & & & & & E""9$D&F/#$7& :2=(D7$)&

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(2017b). Outcomes for children looked after by local ! !! ! ! ! ! ! 2016 authorities, 31! March ! ! ! ! ! ! !&&&&& & & & & & & & & & & !!!!!!

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More recent research further highlights the increased risk of a range of negative outcomes for those with a care background (HM Government, 2013). In 2017, 32% of care leavers were NEET (not in education, employment or training) at age 19 compared to 10% of 18-yearolds in the general population (DfE, 2017c). It is estimated that over a quarter of adults in prison have been in care and approximately a third of those who are homeless have spent time in care (NAO, 2014). Current statistics show that 5% of LAC aged 13-15 years and 9% of LAC 16-17 years were convicted or subject to a final warning or reprimand during 2016 compared to 1% and 2% respectively of all children (DfE 2017c).

LAC and those on the edge of care are also at significantly higher risk of poor social, emotional ! percentage achieving 5+ GSCEs including English and Maths and mental health (DfE, 2017c). Mental health !

E""9$D&F/#$7&:2=(D7$)& :2=(D7$)&=)&)$$D& F((&12=(D7$)& and educational progress are closely linked; ! research has consistently found that young QX>_`!

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VX>Q`! ! people’s emotional health and wellbeing can be !!!!!! ! ! ! ! ! ! ! ! ! ! ! !! !!!!!! Source: Department ! ! ! for! Education ! ! (2017b). Outcomes for children looked after by local authorities in England, 31 March 2016 obstacles to educational progress (Cameron & ! !

Jackson, 2014). All children in care should be ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! assessed using the Strengths and Difficulties and benefits overall health (Ross & Mirowsky, ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Martin ! ! ! ! ! ! ! ‘high ! !

Questionnaire (SDQ) to ascertain their mental 1999).! Jackson and (1998) compared ! ! ! ! ! ! ! ! ! ! ! ! ! health status, and the most recent data shows achievers’ with a care background to a matched ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! that 12% of all those in care had average SDQ group of young people who left school with low ! ! ! ! ! ! ! ! ! ! ! ! ! ! scores that were of borderline concern and 38% levels of attainment and found significant ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! in !their ! ! ! ! !experience. ! ! ! The ! ! had scores that were of concern (DfE, 2017c). differences post-care ! ! ! ! ! ! ! ! ! ! ! ! ! outcomes for the low attainment group were ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Poor mental and emotional health in vulnerable typical of! those experienced by many care ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! unemployment, ! ! ! ! dependence ! ! ! ! ! children and young people often persists into leavers including ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! adulthood (Cheung & Buchanan, 1997). Cameron on welfare payments, poor !health, early ! ! ! ! ! ! !

(2007) found that around a quarter of care parenthood, substandard housing, of ! ! ! ! ! ! ! ! ! ! episodes ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! leavers and over half of a comparison sample of homelessness, drug and alcohol misuse, and ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! of ! the! young! men ! ! ! ! the low ! ! ! ! ! ! ! young people ‘in difficulty’10 but not previously some from attainment ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! looked after ‘did not feel well’ most of the time, group in! prison.

The ‘high group ! ! ! were ! ! ! ! ! achievers’ ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! while 39% of care leavers and 45% of the had relatively few difficulties of the kind ! ! ! ! ! ! ! ! ! ! ! ! experienced by the low attainment group and, to comparison group reported themselves to be ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! depressed at the time of interview or in the past. a large ! ! extent, ! !seemed ! ! to have ! !overcome ! ! the ! ! ! ! ! ! ! ! ! ! ! ! ! ! disadvantage they had experienced in childhood. ! ! ! ! ! ! ! ! ! ! ! ! !

Table 3

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24

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Factors influencing outcomes young people in and on the edge of care The disadvantaged backgrounds and traumatic lives of those in and on the edge of care significantly increases the likelihood of low academic achievement and negative later life outcomes (Cairns, 1999; Jackson & McParlin, 2006). Of particular concern are adolescents in and on the edge of care who experience longer exposure to risk factors and difficult family circumstances meaning they are more likely to have highly complex needs, are very likely to have had a previous episode in care (around half) in what has been termed ‘oscillation between home and care’ and so are more likely to experience a larger number of placements. Research has found that those who experience this ‘oscillation’ and unstable reunions with their families had the worst overall outcomes (Wade et al, 2011). The Care Inquiry report (2013) emphasised the need for greater support for families, both to prevent breakdown and entry to care, but also to prepare for and sustain a child/adolescents’ return home to prevent readmission.

outcomes is placement stability and, associated with this, consistency and stability in schooling (Munro & Hardy, 2006; O’Sullivan and Westerman 2007; WMD, 2008; Cameron & Jackson, 2014; Sebba et al, 2015). Placement moves and school changes in examination years are especially damaging (Jackson, 1998; Francis, 2000; Evans, 2000). Children who experience more than one placement in their most recent care episode are significantly less likely to achieve five good GCSEs than those who have had a single stable placement (Fletcher-Campbell & Archer, 2003; DfE, 2013). In England in 2017, 36% of all children who ceased to be looked after had three or more placements and 22% had 4-10 placements. The average (mean) duration of placements ceasing in the year ending March 2017 was 314 days, approximately 10 and a half months (DfE, 2017c).

Conversely, research has established the benefits of a stable placement for educational success (Jackson et al, 2005; Cameron & Jackson, 2014).

Jackson et al. (2005) found that among young people who had gone to university from care, most had spent five or more years looked after by local authorities, and most of them had had fewer than average placements, experiencing relatively stable and supportive childhoods through being in care.

They had attained educational qualifications close to the norm for their age group; with around 70% attaining 5 GCSEs (A*-C).

Whilst the family backgrounds and difficult lives of those in and on the edge of care are hugely significant, there is a large body of research that shows this is often compounded rather than alleviated by their experience of the care system (Jackson & Cameron, 2014). Oscillation in and out of care, frequent placement moves and/or school moves, a high turnover of social workers and other key professionals, poor long-term planning and a lack of encouragement and support given to education by carers, social workers and other professionals have all been found to affect outcomes for LAC and those on the edge of care (Jackson & Martin, 1998; Munro & Hardy, 2006; Jackson & Cameron, 2014).

It should be said, however, that a placement change is not always negative; in approximately a third of cases, moves are made for largely positive reasons (Wade et al., 2010). Additionally, changing placements is not an insurmountable obstacle to educational achievement. Research suggests that quality of final placement is more important than the number of moves (Jackson et al., 2005).

Instability has been found to be particularly damaging; one of the most critical factors influencing educational attainment and later life

Instability in relation to schooling is also critical; Sebba et al (2015) found that around 3% of all children change secondary school but that the rate 25

Boarding School Partnerships

is more than four times higher (16%) for children who were in care for less than 12 months by KS4.

The rate was also higher for children who were in care for 12 months or more by KS4 (12%) and for CiN (9%). These analyses showed that school changes in the later years of schooling were particularly damaging for the KS4 attainment of both LAC and CiN. Research has found that, where carers and professionals, including teachers, were stable and actively involved themselves in the everyday school lives of young people, this helped to compensate for young people’s disadvantage; young people were able to make use of this support to improve their outcomes in education. Helping with homework, supporting informal learning and leisure activities, acting as confidants, providing pastoral care and believing in a young person’s abilities have been found to be particularly significant factors in terms of how carers and professionals can help to improve outcomes for young people in and on the edge of care (Jackson and Sachdev, 2001; Jackson et al 2005; Jackson & Cameron, 2014).

The importance of long term planning and permanence in the care and education of LAC and those on the edge of care has also been found to be critically important for promoting better outcomes in attainment, mental health and wellbeing (Munro & Hardy, 2006; Cameron & Jackson, 2014). The Government has emphasised the importance for children of ‘a sense of security, continuity, commitment and identity’ through childhood and beyond (DfE, 2010). A review by Boddy (2013) highlighted the importance of quality and continuity and the need to: “place equal value on other ways of achieving permanence, including support for children and families at the ‘edges of care’, as well as through permanent return to birth parents” (p.4).

26

The potential role of boarding schools for children and young people in and on the edge of care In view of the statistics and research evidence on the outcomes for LAC and those on the edge of care and the key factors that influence these outcomes, what role might boarding schools have in addressing the needs of these children and young people?

Research suggests that boarding schools can promote positive outcomes for vulnerable children, including children in and on the edge of care, through the provision of high quality education, support and pastoral care, individual attention, security and structure (RNCF, 2015; Buttle UK, 2017).

The DfE (2017d) states that: “A boarding school placement can offer these children the possibility of term-time respite that also helps them to develop relationships with the adults working at those schools, alongside a home environment they can return to during the weekends or holidays. These types of arrangements can be particularly beneficial where children are living with parents experiencing mental health difficulties, or with extended families who are unable to cope fulltime with a child”.

Research by Straw et al (2016) found positive impacts for vulnerable children at boarding school in relation to academic progress and attainment, raised aspirations, broadened horizons and enhanced future prospects, improved social skills, increased confidence and wellbeing. These outcomes were largely attributed to the stable and secure school environment.

A review for the Royal National Children’s Foundation (2015) found increased levels of security and self-esteem, improved relationships with adults and peers in their lives, heightened aspirations, broadened horizons, greater ambition and motivation and positive effects for the wider family including increased coping and resilience.

The report of the Department for Education’s Pathfinder Evaluation of Boarding provision for vulnerable children (Maxwell et al, 2009) included the recommendation that boarding schools should be considered by local authorities as a placement option for children and young people on the edge of care and for those in care where their care arrangements were at risk of breaking down, when it is deemed that they could potentially benefit from such a placement.

There is also evidence that, in addition to the aforementioned benefits for children and young people, boarding schools might be a more costeffective option for LAs in providing care for some vulnerable children and young people than state provided options. Boarding, on average, has been estimated as being a quarter of the cost of caring for a young person in a residential home (RNCF, 2015).

The average annual spend on a foster placement is between £29,000 and £33,000 with the average annual spend on a residential place between £131,000 and £135,000 (NAO 2014) compared with an average annual cost of placing a child at boarding school of £11,000 to £35,000 (the Norfolk Boarding School Partnerships report 2018.)

Potential costs savings where Boarding School is deemed to be a suitable option may be an important, if secondary, consideration in the current climate of severely stretched LA funding and resources. Added to this is the potential for further financial savings in the long term if boarding school provision can ameliorate risk factors in childhood and adolescence and so reduce the likelihood of costly negative outcomes in adulthood such as unemployment, poor health, homelessness and contact with the criminal justice system.

References All Party Parliamentary Group for Children (2017) No Good Options: Report of the inquiry into Children’s Social Care in England. London: NCB Boddy, J. (2013) Understanding Permanence for Looked After Children: A review of the Care Inquiry. https://www.thefosteringnetwork.org.uk/sites/www.fostering.net/files/r esources/england/understanding-permanence-for-lac-janetboddy.pdf. Accessed 28th February 2018.

Buttle UK (2017) https://www.buttleuk.org/ Cairns, K. (1999) Attachment, Trauma and Resilience: Therapeutic Caring for Children. London: British Agencies for Adoption and Fostering.

Cameron, C. (2007) Education and self-reliance among care leavers, Adoption and Fostering, 31, 1, 106-117.

Cheung, S.I. and Buchanan, A. (1997) High Malaise Scores amongst children and young people who have been in care. Journal of Child Psychology and Psychiatry, 38, 575-580.

Department for Education (2017a) Characteristics of Children in Need: 2016 to 2017 England. London: DfE. Department for Education (2017b) Outcomes for children looked after by local authorities in England, 31 March 2016. www.gov.uk/government/uploads/system/uploads/attachment_data/ file/602087/SFR12_2017_Text.pdf Department for Education (2017c) Children Looked After in England (including adoption) year ending 31 March 2017. London: DfE. Department for Education (2017d) More help for vulnerable children to attend top boarding schools. DfE website news story. 24th December 2017. https://www.gov.uk/government/news/more-helpfor-vulnerable-children-to-attend-top-boarding-schools. Accessed 28th February 2018.

Department for Education (2013) Data Pack: Improving permanence for looked after children. London: DfE. Department for Education (2010) The Children Act 1989 Guidance and Regulations Volume 2: Care Planning, Placement and Case Review. London: HMSO. Dixon, J., Lee, J., Ellison, S. and Hicks, L. (2015) Supporting Adolescents on the edge of care. The role of short term stays in residential care. An evidence scope. Action for Children.

Evans, R. (2000) The Educational Attainments and Progress of Children on Public Care. Coventry, University of Warwick.

Fletcher-Campbell, F. and Archer, T. (2003) The Achievement at Key Stage 4 of young people in Public Care. National Foundation for Educational Research: Slough.

Francis, J. (2000) Investing in children’s futures: Enhancing the educational arrangements of ‘looked after’ children and young people. Child & Family Social Work, 5, 1, 23-33.

Godor, R. (2014) Building a business case for investment in edge of care services. Totnes: Research In Practice.

HM Government (2017) Working Together to Safeguard Children. A guide to inter-agency working to safeguard and promote the welfare of children. London: DfE. HM Government (2013) Care Leaver Strategy. A cross-departmental strategy for young people leaving care. London: DfE. Jackson, S. (1998) Looking after children: a new approach or just an exercise in form filling? A response to Knight and Caveney, British Journal of Social Work, 28, 1, 45-56.

Jackson, S., Ajayi, S. and Quigley, M. (2005) Going to University from Care. Institute of Education, London.

27

Boarding School Partnerships

The lessons from N Jackson, S. and Cameron, C. (2014) Improving Access to Further and Higher Education for Young People in Public Care. London: Jessica Kingsley Publishers.

Jackson, S. and McParlin, P. (2006) The education of children in care, The Psychologist, 19, 90-3.

Jackson, S. and Martin, P. (1998) Surviving the care system: education and resilience, Journal of Adolescence, 21, 569-83.

Jackson, S. and Sachdev, D. (2001) Better Education, Better Futures: Research, practice and the views of young people in public care.

Ilford: Barnardo’s.

Maxwell, C., Chase, E., Statham, J. and Jackson, S. (2009) Boarding School Provision for Vulnerable Children: Pathfinder evaluation.

London: Institute of Education.

Munro, E. and Hardy, A. (2006) Placement Stability: a review of the literature. Loughborough: CCFR. National Audit Office (2016) Children in need of help or protection.

London: National Audit Office.

National Audit Office (2014) Children in Care. London: National Audit Office.

OFSTED (2015) Early Help: Whose responsibility? London: OFSTED. O’Sullivan, A. and Westerman, R. (2007) Closing the gap: Investigating the barriers to educational achievement for looked after children.

Adoption and Fostering, 31, 1, 13-20.

Rees, A. Luke, N., Sebba, J. and McNeish, D. (2017) Adolescent Service Change and the Edge of Care: Children’s Social Care Innovation Programme Thematic Report 2. London: DfE. Royal National Children’s Foundation (2015) Impact Report. https://www.boardingschoolpartnerships.org.uk/assets/user/toolbox/ RNCF%20Impact.pdf Ross, C. and Mirowsky, J. (1999) Refining the association between education and health: The effects of quantity, credential and selectivity. Demography, 36, 4, 445-460.

Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K., Strand, S., Thomas, S., Sinclair, I. and O’Higgins, A. (2015) The Educational Progress of Looked After Children in England: Linking care and educational data. Rees Centre/University of Bristol.

Sinclair, I. Baker, C., Lee, J. and Gibbs, I. (2007) The Pursuit of Permanence: A Study of the English Child Care System. London: Jessica Kingsley Publishers.

Straw, S., Bamford, S, C. and Martin, K. (2016) Evaluation of The SpringBoard Bursary Foundation: Year 3. Slough: NFER. The Care Inquiry (2013) Making not breaking: Building relationships for our most vulnerable children. http://www.frg.org.uk/images/Policy_Papers/care-inquiry-full-reportapril-2013.pdf Wade, J., Biehal, N., Farrelly, N. and Sinclair, I. (2010) Maltreated Children in the Looked after System: A Comparison of Outcomes for Those Who Go Home and Those Who Do Not. London: Department for Education.

Wade, J., Biehal, N., Farrelly, N. and Sinclair, I. (2011) Caring for Abused and Neglected Children: Making the Right Decisions for Reunification or Long-term Care. London: Jessica Kingsley Publishers.

Welbourne, P. and Leeson, (2012) The Education of Children in Care.

Journal of Children’s Services. 7, 2, 128-143.

Whitty, G., Aggleton, P., Garmarnikov, E. and Tyrer, P. (1998) Independent inquiry into inequalities in health, input paper 10.

London, IOE. WMTD (What Makes the Difference) (2007) Making the difference.

Putting the care back into corporate parenting: A practical guide for local authorities as corporate parents. Booklet 1: What young people say about their experiences of being parented in the care system, London: WMTD/Rainer.

28

Background As requests for services to support children and families in difficulty continue to rise, local authorities (LAs) are under increasing pressure to find effective ways to support successful social outcomes for young people and families.

The Norfolk research suggests that boarding schools can promote positive outcomes for vulnerable children through the provision of high quality education, support and pastoral care, individual attention, security and structure.1,2 LA-supported boarding school placements may be appropriate where a young person’s home circumstances are, or are at risk of becoming, unsustainable – children who might otherwise need to be taken into care.

Over the past 10 years, Norfolk Boarding School Partnerships have coordinated 52 LA-supported boarding placements within 11 state and independent boarding schools. Initial analyses of Norfolk’s findings indicated that children and young people with a boarding placement could benefit from improved social care outcomes. Exploring the experiences of the young people, boarding school staff and social workers who participated in the programme can provide deeper insight into the impact on those involved and inform further development of the partnerships.

The Current Study Aims Using a qualitative research design, this study aims to explore the views of young people, boarding school staff and social workers involved with Norfolk Boarding School Partnerships by evaluating strengths, challenges and suggested improvements to the programme.

Purposes By gathering the views of those involved, this study endeavours to inform and enhance the current model developed by what is now known as Norfolk Boarding School Partnerships. It is anticipated that this model could provide a basis for LAs elsewhere to develop boarding placements.

orfolk Boarding School Partnerships Participants Ten participants took part in this subsequent study, comprising seven school staff from seven different boarding schools, two young people (post-16 years; one male, one female) and one social worker. The overall response rate was 29%, with a starting sample of eleven school staff, eighteen social workers and six students. All participants had been involved with Norfolk Boarding School Partnerships for a minimum of four years and could therefore provide a meaningful evaluation of the programme (average involvement length: school staff = 8.9 years; student = 6.6 years; social worker = 4.0 years).

Method Questionnaires were used to explore the views of the participating young people, school staff and social

worker on their involvement with Norfolk Boarding School Partnerships. Using open-ended questions, participants were asked to comment on their experiences relating to: (a) the strengths and benefits of the scheme; (b) challenges surrounding the scheme; and (c) potential improvements to the scheme.

Responses were analysed for themes using data-driven thematic analysis.3 Results Based on responses from the young people, school staff and social worker, three key themes were generated: (1) Preparation; (2) Communication; (3) Boarding experience. See Figure 1 for a thematic map of results.

Preparation

Communication

Boarding Experience

Including children and young people in decision-making processes

Collaboration between schools and other partners

Evalutating social, emotional and educational outcomes

Involving parents and carers in the placement process

Building and rebuilding trusting relationships

Providing stability and support

Facilitating school staff awareness of students’ needs

Increasing awareness of assisted boarding

Promoting diversity and inclusion

Figure 1. Evaluation of Norfolk Boarding School Partnerships: Themes and sub-themes

key Findings The first theme, Preparation, outlined the importance of preparing children, young people, families and boarding school staff for placements. Firstly, effective preparation could be achieved by including children and young people in decision-making processes – helping them feel part of the placement selection, having the opportunity to visit schools and being provided with sufficient information about the process.

Additionally, involving parents and carers could help ease concerns around transition and encourage children and young people to engage with their placement. Finally, preparing school staff with an awareness and understanding of students’ social, emotional and educational needs could help schools plan for effective academic provision and emotional support.

“The more time spent planning and sharing before placement the better. When well planned, it has been highly successful” (School Staff).

Within the second theme, Communication was considered fundamental for supporting a consistent approach during placements. This included collaboration between schools and partners (e.g. social workers; Partnerships Team) to maintain regular contact, support and ongoing monitoring of students’ needs. Additionally, effective communication was identified as a tool that could help build and rebuild trusting relationships between students and their families, peers and school staff; this, in turn, could impact social outcomes. Finally, participants felt that increasing awareness of boarding partnerships might enable more children and young people to access and benefit from the programme.

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Boarding School Partnerships

A child-by-child guide to the progress of Norfolk Boarding School Partnerships 2008 Before boarding school placement Case No.

Age

Risk Cat

Home Situation

1

13

3

Parents separated Mum abroad - Dad working and caring for son. Dad has MH issues and alcohol misuse - can’t get benefits and poorly paid work. Evidence of physical chastisement and being left unsupervised for extended periods of time. Child displaying very challenging behaviour. Prior to boarding LAC for nine months as Dad unable to cope. Became disengaged from school in 2014.

2

9

5

Two brothers living together with Dad after parental separation. Dad very negative and influenced both against their Mother. Mum shown to be manipulative and prioritises herself over her sons.

After concerns re: emotional harm, this brother went into Foster Care and this created a rift between the siblings. Both boys have medical challenges.

3

12

5

Two brothers living together with Dad after parental separation. Dad very negative and influenced both against their Mother. Mum shown to be manipulative and prioritises herself over her sons.

After concerns re: emotional harm, this brother went into FC and created a rift between the siblings. Both have medical challenges.

4

15

5

After 5 LAC episodes in 2014, this child needed extra help with MH needs. FC didn’t help greatly, but gave some respite. Background of emotional abuse, physical chastisement and viewing inappropriate material online. Behaviours such as overdoses, self harm, abusing energy drinks and possession of a weapon seen.

5

15

4

This child has had a significant history of neglect and potential abuse, with concerns around FGM and Dad wishing to abduct her and take her abroad.

6

12

4

This child moved to lived with Dad just before her Mum died. Dad struggles to maintain boundaries in the face of increasingly challenging behaviour and Mum is much missed by her daughter.

7

10

4

Struggling with EHCP with downward confidence spiral, increasingly challenging behaviour and inter-family conflict, particularly with Father and DV towards Mum.

8

14

4

Home life remains complicated and although he has had generally positive contact with Dad, Mum’s health, particularly mental health, is a concern. One of his siblings has been imprisoned related to drug dealing and it appears to be beneficial that Aaron has been absent from this environment.

9

12

3

Difficult home situation, dominated and verbally abused regularly by older sister. Does not engage as well when under sister’s influence and seeks her approval.

High levels of neglect evident and a lack of consistant parenting

10

12

5

This child has a diagnosis of ADHD and ODD. Parents split up at 7 years giving rise to behavioural difficulties. Once older (12) this became more physical and aggressive, coming to the notice of CS. Has issues with anybody trying to introduce boundaries. We believe this behaviour is learnt and has realised making allegations gave him power. Acted in a way which forced others to accede to his wishes rather than complying with requests.

11

11

4

Child in a chaotic household where older sibling causes many problems within the family. He is affected by this as much of Mum’s attention is focused on this other sibling. Presents with sexualised language and actions.

12

13

5

Very difficult relationship between mother and son. Threats from towards Mum with a knife and he has taken it to school when being bullied. Violence only offered to Mum - Police involved.

13

11

3

School seems to be a focus of many issues where this child reacts violently to bullying by others. This overflows to home - difficult relationship between sisters and Mum at home and a lack of consistant parenting is an also an issue.

14

11

4

Situation where child’s behaviour is aggressive and dangerous, placing children and and adults around her at risk. Very abusive and uncooperative.

15

16

5

MH issues, particularly relating to Mum. Concerns around hoarding resulting in an unsuitable home environment and engagement with medical services are sporadic.Very difficult relationship with son.

16

13

4

Very chaotic family situation with Mum only making changes to improve so that none of the children were accommodated. Child is also a school refuser and did not engage fully with CAMHS.

17

15

5

LAC child late 2009. Parents separated Mum unable to cope with challenging behaviour which is becoming worse. Dad had some MH challenges and not well enough to care for son.

18

12

3

Dad struggles to get all siblings to school and they have become persistent school refusers. Says he is fed up with them. Allegations of bullying on this sibling on the journey to school by a peer.

House is considered unhygienic

19

12

4

Mum not able to respond to children’s needs due to MH issues and they are displaying emerging MH challenges as a result. Mum fluctuates whether she wants Dad to care for them.

Engagement with YOT and CAMHS re: this child.

20

9

4

History of DV from Dad to Mum and Dad drinks and uses drugs openly at home. She has gone to live with her Aunt, but has become less bright and bubbly and more anxious as a result of witnessing these events.

21

10

3

This child has been deeply affected by his family circumstances prior to being adopted. The subject of his artwork is death, suffering and blood. Very aggressive and needs to be in complete control of his environment.

22

13

3

Mum struggles to control this child when he has angry outbursts. He may be a danger to his siblings at these times. Mum doesn’t know hat to do since such episodes come from everyday issues such as not wanting a shower.

23

11

3

Concerns around Dad’s MH - has been psychotic. Parental relationship is fragile since Dad has expressed inappropriate feelings towards his child. Mum is protective and has moved to her parents, but also has MH challenges.

24

15

5

Mum’s MH unstable and takes medication and alcohol when low which means she cannot function as a responsible adult. Concerns about neglect and safety.

25

14

3

Dad and Mum not ensuring their daughter’s safety. Dad shouldn’t be at home due to DV and alcohol misuse. Neither sister is attending school regularly and both children and home are neglected.

26

15

3

Dad and Mum not ensuring their daughter’s safety. Dad shouldn’t be at home due to DV and alcohol misuse. Neither sister is attending school regularly and both children and home are neglected.

27

12

3

Mum misuses alcohol and is violent towards Dad and her children both physically and verbally. She is convinced that this son has MH issues and says so in front of him and others.

Dad works offshore, so not around often to give support.

28

11

5

There are few comments on this older fostering case save to say that this child was placed in care to avoid significant harm.

29

11

4

Parents separated and children and often with PG. Allegations of assault between parents. Threats to kill from Mum to Dad and many abusive texts. Consequent concerns around Mum’s MH when children return to her.

30

13

4

Parents separated and children and often with PG. Allegations of assault between parents. Threats to kill from Mum to Dad and many abusive texts. Consequent concerns around Mum’s MH when children return to her.

31

15

4

Parents separated and children and often with PG. Allegations of assault between parents. Threats to kill from Mum to Dad and many abusive texts. Consequent concerns around Mum’s MH when children return to her.

32

13

3

Deeply concerning home background with sexual abuse as a fact. Mum & Dad now in prison.

33

12

3

Mum running an escort agency from home and thus exposing her child to unknown risks. Child is now with MGP for safety since Mother murdered.

34

14

5

Mum and partner misuse alcohol and argue a lot at home. Mum has also had previous relationships with DV. Son’s behaviour is escalating - drinking, smoking cannabis and being very aggressive.

Concern for younger siblings.

35

12

5

Concern that Dad who is sole carer does not meet son’s needs. Dad is also anti-authority and avoidant. Deep level of neglect and son showing signs of being afraid of his father leading to LAC placement.

36

10

4

Parents separated but both live at home with new partners for some time. Child seeks his Mum’s attention, but she does not respond to him. Concerns that both parents abuse “hard” drugs.

37

15

5

Child ostracised by family and allegations of inappropriate contact with younger siblings. Mum not reacting appropriately victim of abuse herself and Mum’s partner does not contribute positively.

38

14

3

Frequent issues between Mum and partner including DV. Mum has MH challenges and child has stayed with Dad for a while, but returned to Mum. Partner has a list of convictions violent offences and is suspected of murder.

39

12

5

Mum and Dad unable to give appropriate levels of safety. Mum emotionally challenged, while Dad misuses alcohol. MGM supporting, but children still neglected leading to LAC placement.

40

10

4

Chaotic home - little money for essentials. Mum has MH challenges and takes medication. Reported that child has separation anxiety and acts as though she is the parent. (5 years)

41

9

3

Child presents with sexualised behaviours at 4 yrs. Aggressive behaviour with other children is a concern too. Signs of attachment disorder and has a statement. Pushed Mum down stairs (5 years).

42

12

5

Mum showed little interest in her child from birth and has not always ensured his safety. He has developed ASB and bullying tendencies from 8 years and has damaged HA properties.

Home conditions are of deep concern and neglect an issue.

43

14

3

Mum has MH challenges and Dad misuses alcohol. They are separated and neither is able to provide sufficiently consistent care for this child and her siblings.

Behaviour an issue during early years at high school as did engagement with education.

44

11

5

Mum has issues with alcohol and DV towards her mother. MGM is however a protective factor for her granddaughter. This means that the family is frequently at odds from within. This led to the child becoming LAC.

45

12

3

Concerns that Dad introduced his son to alcohol and drugs at 10 years resulting in assault on Mum. Pattern of non engagement with education following older sister’s example at 11-12.

46

13

3

Mum lacks the skills to keep her son safe due to MH health issue and not taking medication. As he became older he learnt to bully his Mum in order to get his own way.

This included opting out of education and smashing house up. Has trouble sleeping.

47

13

3

Mum tries to set boundaries, but misuse of alcohol means that she is not always able to do this. Neither this child or siblings can be considered safe at home.

48

11

4

Mum depressed and Step father aggressive and intimidating. Child felt to be in danger from himself and Mum’s partner, but he keeps everything bottled up.

Started worrying behaviours such as running away or jumping out of an upstairs window.

49

15

5

Child and brother felt to be in danger of physical violence from Step Father. Mother paranoid and delusional. Mum absconds with her sons if she feels manic or that they might be taken away. Led to both becoming LAC.

50

16

3

Adopted due to neglect and drug misuse by birth parents. Older sister displaying results of previous abuse. Often in the background while her brother and sister’s issues required urgent action. Is angry and has low mood.

51

11

5

Children taken from Mum struggling with alcohol addiction and placed with Dad who subsequently struggled to cope. This child has displayed sexualised behaviours (6 yrs) and is generally disruptive. He also talks of voices in his head.

52

10

4

Mum’s MH unstable and takes medication and alcohol when low which means she cannot function as a responsible adult. Concerns about neglect and safety.

Key * Still at school (Nov 2017)

-18 After boarding placement Outcomes

Risk Cat

Risk Red

Age

1

+2`

16

3

Placement to engage in education and address behaviours. Reunited with Dad as relationship has greatly improved and is in contact with Mum and Grandfather via Skype.

1

+4

18

9

Placement to achieve academically and to support a difficult family situation. Head Boy at School and recognised as being a high achiever both academically and in sports. Improved relationship with Mother - living with her after secondary and attending private school in Norwich funded by NCC for A Levels. Hoping to go on to Uni.

5

0

13

1

Placement to achieve academically and to allow time away from difficult family situation. His relationship with both Mum and Dad is not great, but has been to college and is now living independently and works full time. From difficult beginnings this brother has achieved autonomy.

3

+2

17

2

Placement in school specialising in children with higher vulnerabilities to reunify with Family, to support Parents and child’s MH. Took to school well and stayed most weekends. Overall School life has been mixed and has not led to a resolution of MH issues. Relationships and substance use make it difficult to make progress.

1

+3

16*

1

Placement in school to stop neglect, investigate FGM and ensure Dad does not abduct her. This child has embraced school and is getting on well.

She is forming a great relationship with her Stepmum and stepsisters when not at school

3

+1

15*

3

Placement to assist Dad in looking after his daughter. She is progressing well at school and the relationship with both parents is repairing

1

+3

18

8

Placement to reengage with education and to remove from a difficult home situation. Case was closed prior to full feedback being obtained.

1

+3

17*

3

Placement to remove from difficult home situation. School say a kind and delightful child and he rated school as 9.5/10. He has succeeded and awarded a senior school scholarship for 5 years. He has learned from his mistakes re: drinking and smoking although a recent indiscretion resulted in moving from one NABP school to another.

1

+2

16

4

Placement to avoid accommodation. Went on to vocational training at City College after leaving school.

1

+4

15

3

Placement to install boundaries has proved difficult. Found building work with a family friend and lives with him informally. He has aggressive anger issues, mainly with adult male family members and has had issues with drugs, alcohol and legal highs. He has had numerous challenges at schools, mainly linked to him not wanting to be there and unable to accept authority. He has, however, found a way of earning wages and living independently.

Years in Boarding

1

+3

12

1

Placement to avoid accommodation. Unable to reengage with education

1

+4

16

3

Placement to support with self harm and MH challenges. Now living with Mum and partner - not perfect but workable

1

+2

13*

2

Placement to support parents and protect Mum and 3 other siblings from violent angry outbursts. Behaviours have deescalted and relationship with parents and siblings improving.

5

-1

13

2

Placement to remove child from household where all other siblings are in LA care. Ultimately the problems of her family situation meant that she too was accommodated.

5

0

17

1

Placement to remove child from the deep MH issues suffered by Mum including over controlling him. Although this young man has managed to live an independent life, it appears his mother will always have undue influence over him.

4

0

14

1

Placement to prevent accommodation and reengage with education. Unable to reengage with education

1

+4

18

3

Placement to cease being LAC and reunite with family in holidays/weekends. Now living at home with Mum and younger siblings and had taken a good job with a local international company.

1

+2

16

4

Placement to prevent accommodation. Is now living at home, having completed education. Pregnant, so no work or education plans at this time.

4

0

13

1

Placement to remove from a risky home environment with regular abuse and beating of Mum by Dad. Will not able to finish education due to serious allegations by another pupil. Living with Grandparents on an SGO.

1

+3

13*

4

Placement to support family arrangement living with Aunt - cannot return Home.

1

+2

17

7

Placement to prevent adoption breakdown. Ultimately settle and living happily with Nan.

2

+1

15

2

Placement to support Mum with son’s MH issues and to avoid going to a Pupil Referral Unit. Was not able to reunite with Mum, but is living with MGP.

1

+2

16*

5

Placement to prevent accommodation. Unclear what the future holds until exam results obtained.

1

+4

17

2

Placement to prevent accommodation. Despite a number of challenges including her Mum dying and consequent MH issues, this student has completed first year at Uni with a 2:1 Left to come home and look after her half sister.

1

+2

16

2

Placement to prevent accommodation. College planned re: Hair and Beauty when case closed.

1

+2

17

2

Placement to prevent accommodation. College planned when case closed, but baby due shortly.

1

+2

15

3

Placement to prevent accommodation.

5

0

16

5

Placement to reunify with parents. Returned home after school. Studying Cookery at City College.

1

+3

15

4

Placement to prevent accommodation. Returned to Mum care when reunification was successful.

1

+3

13

1

Placement to prevent accommodation. Returned to Mum care when reunification was successful.

1

+3

17

2

Placement to prevent accommodation. Returned to Mum care when reunification was successful.

4

-1

14

1

Placement to prevent accommodation and remove from disturbing home environment.

1

+2

17

5

Placement to support MGP with looking after child when Mum died.

5

0

15

1

Placement to support chaotic home life, drug use and to try reunification. Though not reunified, has gone on to study at College.

1

+4

16

4

Placement to reunify with Dad. This has ultimately been successful.

Children and young people were classified into one of five risk profiles, measured at the initial point of placement, and again at the end of boarding. Risk profile levels were used to reflect the young person’s level of need and are represented, numerically, with the lowest level of need at Risk Profile 1, and the highest level of need at Risk Profile 5: Risk Profile 5 Looked after Child (LAC)

1

+3

14

4

Placement to prevent accommodation. Permanently excluded from School, but reunified with Dad.

5

0

16

1

Placement to reunify and support education. Retaking GCSEs. Not reunified, but good contact with Nan

1

+2

14

1

Placement to support awful home conditions and Mum’s MH. Did not settle at school and permanently excluded.

Risk Profile 3 Child in Need (CIN)

5

0

15

3

Placement to reunify. Was able to live with Nan after a while. He and girlfriend both work, but she is now pregnant.

5

-1

11

1

Placement to support chaotic home life and Dad’s DV/anger. Despite still being LAC relationships with family have stabilised.

Risk Profile 2 Early Help (EH)

Risk Profile 4 Child Protection (CP)

1

+2

13

4

Placement to prevent adoption breakdown. Back at home with Mum and brother. No record of future plans.

1

+4

15

3

placement to support reunification with Family. Still Boarding, but at home holidays and weekends.

5

-2

14

1

Placement to support Mum’s MH and safeguard child from high CSE risk. Living between home and ASPIRE. Although there is some engagement with College, this appears to be sporadic.

Placement to support through to independence. Has been living with Nan. Achieved the IB and hoping to go on to Uni.

5

0

18

7

1

+2

13

1

Placement to prevent accommodation. Achieved.

1

+2

15*

2

Placement to reengage with education. Living with Nan under an SGO. Accessing mainstream education re GCSEs.

1

+2

18

5

Placement to prevent accommodation. Hoping to attend City College and living with Mum.

1

+3

12

1

Placement to support parents and child’s emerging MH issues. Case transferred out of area prior to finishing education.

5

0

17

2

Placement to prevent accommodation. Was staying with Uncle and visiting Mum. Now living back with Mum and attending college.

5

-2

17

1

Placement to support 6th Form studies and MH issues. Studying catering at College. With FCs on a staying put agreement.

3

+2

14*

3

placement to support FCs with challenging behaviour. Now settled in school and FCs have SGO for child.

3

1

14

4

Placement to prevent accommodation. Mum died, but sister stepped in. Last known at City College to retake GCSEs.

Risk Profile 1 Universal Services (US)

Boarding School Partnerships

>>> Continued from page 29 “Services need to be more aware of the benefits this programme can bring to young people and support their families” (School Staff).

The final theme explored perceptions around the overall Boarding Experience. When evaluating social, emotional and educational outcomes, the continuity of boarding and improved attendance rates were seen to support students in completing their education where they were previously at risk of dropping out. Access to wider curricular opportunities within a boarding curriculum (e.g. additional sport, drama and music lessons) was also felt to positively influence students’ general wellbeing, confidence and learning. Regarding social outcomes, the structure and stability provided by boarding schools was felt to help prevent children and young people from being taken into care by easing pressure on family circumstances.

Additionally, boarding could offer a sense of stability and support during periods of change and uncertainty. Finally, participants expressed that LA-assisted boarding could promote social diversity through the inclusion of students with different backgrounds, skills and talents into schools.

“Young people achieved far greater educationally, and made progress within their familial relationships, than what – despite numerous efforts – could be achieved without the provision” (Social Worker).

Conclusion By evaluating Norfolk Boarding School Partnerships, the participating young people, school staff and social worker expressed that – when sufficient planning and preparation for placements were combined with effective communication and support – boarding school can meaningfully impact social, emotional and educational outcomes.

“Definitely, 100% go for it. Take it up and take all the opportunities you can, because your life can then really become something” (Student).

32

Norfolk’s first boarding placement, after “My advice is: 5 years in care: do it!”

F became a Looked After Child on 31 March 2003 at the age of 6 years. Her mother has a long-term alcohol problem. Her maternal grandmother was heavily involved in F’s care but reported in March 2003 that she was unable to cope with managing the care of both her daughter and granddaughter and asked for F to be Looked After by the local authority. F is an only child. Her father has not been involved in her life.

Between 2003 and 2010, F had 8 different foster care placements.

In 2008, her social worker requested that F was considered for placement at a boarding school, alongside a new foster care placement. The placement took effect in September 2008 (and she became Norfolk’s first pupil to be placed under what is now known as Norfolk Boarding School Partnerships.

F settled well into boarding school, aged 11, responding to the close, attentive care of the boarding staff and bursar. She was given a lot of additional support around making friendships and also a regular point of adult contact throughout the school day.

She successfully completed both GCSE and A levels, gaining impressive grades and securing a place at University in London.

When asked for her views around experiences as a pupil placed in Boarding School Partnerships and having attended boarding school since 2008, F said,” I’ve never seen a difference between my state school and boarding educationally but, for someone that was passed around so much from family to family, it was great to have stability with a boarding school”. When asked what worked well within her boarding experience, F said: “ I am super grateful to the school and the amount of support that they gave me was incredible. I am sure I would still be angry and disruptive if I’d just continued to be passed around lots of families and not become a boarder. When asked what she’d say to another young person thinking about a boarding placement, F said, “Yes, do it!”

Checklist The experience of the BSP partner charities, schools and an increasing number of local authorities implies that many more vulnerable young people could benefit from boarding school. Boarding School Partnerships can help local authorities to evaluate boarding placements where appropriate. We encourage children’s and young people’s services to engage as follows:

• Register online on the BSP website all the relevant members of your team or department to ensure they have full access to all the resources on the site and also to qualify for free places at conferences, briefings and training sessions

• Encourage your team members to familiarise themselves with the resources available from the various organisations involved in Boarding School Partnerships, including the charities, and suitable boarding schools

• Nominate one or more people as your authority/ department’s designated Lead for Boarding School Partnerships, with responsibility for briefing others on all issues and opportunities relating to boarding school placements

• Establish relationships with boarding schools within, say, 120 miles, including those committed to offering BSP Partnership Bursaries to help fund placements. We can help you make the first contact if you want

• Arrange workshops and/or briefing sessions on Assisted Boarding. Use the Case Studies section of the website to identify those of “your” cases which might be appropriate for boarding school placements

• Arrange visits to nearby boarding schools to gain insights into their ethos, facilities and resources, and also into the cases of vulnerable young people among the school’s existing pupils. Discuss possible placements with a boarding school as early as possible, even in outline

• Arrange discussions and meetings to compare Boarding School Partnerships experience / expertise with neighbouring local authorities

Please contact us with suggestions, questions or enquiries. We’re here to help.

Contact us by email: director@boardingschoolpartnerships.org.uk

Useful contacts Royal National Children’s SpringBoard Foundation www.royalspringboard.org.uk Buttle UK www.buttleuk.org Reedham Children’s Trust www.reedhamchildrenstrust.org.uk Boarding Schools’ Association www.boarding.org.uk Independent Schools Council www.isc.co.uk Boarding School Partnerships www.boardingschoolpartnerships.org.uk

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