SECTION 2
Current Interventions in the UK Care System
The UK has implemented several policies, laws, and programs to mitigate risks associated with care
homes and promote resilience among young people. These measures address issues such as
instability, educational disadvantage, and inadequate support during the transition to adulthood.
This section evaluates key interventions and their effectiveness in fostering resilience.
The Legal Framework: Children Act 1989 and Subsequent Amendments
The Children Act 1989 provides the cornerstone for child welfare in the UK. It mandates that local
authorities act in the best interest of children in care, focusing on their well-being, education, and
health (Welbourne and Leeson, 2012). Subsequent amendments, including the 2008 requirement for
tailored care plans and the 2017 Children and Social Work Act, underscore the need for personalized
support and improved outcomes for care leavers.
While the legislation establishes a robust framework, its impact is hindered by chronic underfunding.
Local authorities often lack the resources to implement these measures fully, resulting in gaps in
services such as mental health care and educational support (McCarthy, Janeway, and Geddes, 2003).
For instance, many children in care report delayed access to necessary services, undermining the
act’s potential to build long-term resilience.
Educational Support: Priority Access and Pupil Premium Plus
To address the educational disadvantage faced by children in care, the UK offers priority access to
schools and financial resources through the Pupil Premium Plus. Designated teachers and specialized
staff are also employed to support these students (Department for Education, 2023). These
measures aim to close the attainment gap by addressing the unique challenges children in care face.
Despite these efforts, educational outcomes for children in care remain concerning. Only 17% of care
leavers achieve strong GCSE results (Children’s Commissioner for England, 2020). Factors such as
frequent placement changes disrupt schooling and hinder academic progress. Enhanced
interventions like individualized tutoring, continuous mentoring, and stable school placements are
necessary to ensure meaningful improvements.
Transition to Adulthood: Staying Put and Staying Close
The Staying Put program enables young people to remain with foster families until age 21, providing
stability and ongoing support during their transition to independence. Similarly, the Staying Close
initiative offers support for those leaving residential care by maintaining connections to their care
homes (Forrester, 2008).
These programs have proven effective in reducing homelessness and improving emotional well-
being. However, their reach is limited due to resource constraints. Many care leavers still report
feeling ill-prepared for adulthood, particularly in managing finances, securing housing, and
navigating employment. Expanding these programs and integrating life skills training could
significantly enhance their efficacy.
Mental Health Services: CAMHS and Trauma-Informed Care
Recognizing the prevalence of mental health challenges among children in care, the UK has
introduced specialized services like Child and Adolescent Mental Health Services (CAMHS). The
government also funds trauma-informed training for social workers and caregivers to better address
the complex needs of these young people (NSPCC, 2022).
While these initiatives have raised awareness, access to mental health care remains a significant
issue. CAMHS often suffers from long waiting times and insufficient capacity, leaving many children
without timely support. Research indicates that unresolved trauma can exacerbate behavioral and
emotional difficulties, emphasizing the need for integrated mental health professionals within care
homes.
Advocacy and Oversight: Role of Independent Reviewing Officers (IROs)
Independent Reviewing Officers (IROs) play a crucial role in ensuring that care plans are effectively
implemented and that children’s voices are heard. They are responsible for monitoring local
authorities’ compliance with their duties and advocating for the best interests of children in care
(Osborn and Bromfield, 2007).
Despite their importance, IROs face challenges such as high caseloads and limited enforcement
authority. Many children in care report feeling unheard, suggesting that the current oversight
mechanisms are insufficient. Strengthening the role of IROs by reducing their caseloads and granting
them more power to enforce changes could enhance their ability to advocate for systemic
improvements.
Opportunities for Care Leavers: The Care Leavers’ Covenant
The Care Leavers’ Covenant is a national initiative that partners with businesses, charities, and
educational institutions to provide opportunities such as apprenticeships, internships, and
mentoring. This program aims to address social exclusion and unemployment risks among care
leavers (Action for Children, 2021).
While the Covenant has successfully created valuable opportunities, its reach remains uneven. Many
care leavers are unaware of the available resources, leading to low participation rates. Greater efforts
to raise awareness, streamline access, and ensure equitable distribution of opportunities are
necessary to maximize its impact.
Standardizing Local Offers
Under the 2017 Children and Social Work Act, local authorities must publish a “local offer” outlining
the support available to care leavers. This includes housing, education, and employment services
(Department for Education, 2023). The aim is to provide transparency and ensure that care leavers
can access the resources they need to thrive.
Although the local offer has improved accountability, its implementation varies significantly across
regions. Some local authorities provide comprehensive support, while others fall short due to limited
resources. Establishing national standards for local offers could help address these disparities and
ensure consistent support.
Addressing Instability
Instability in care placements is a significant issue that affects children’s emotional well-being,
education, and ability to form lasting relationships. Efforts to address this include increasing the
availability of foster care placements, providing better training for caregivers, and using tools like the
Stability Index introduced by the Children’s Commissioner to monitor and reduce placement
changes.
While these efforts have highlighted the importance of stability, progress remains slow. Many
children in care still experience frequent moves, disrupting their social networks and educational
attainment (Ridge and Miller, 2000). Enhancing caregiver training, offering more stable placement
options, and addressing the root causes of instability are critical to improving outcomes.
Conclusion
The UK’s care system has implemented several policies and programs to support young people and
promote resilience. However, challenges such as underfunding, resource constraints, and
inconsistent implementation undermine their effectiveness. Addressing these gaps through
increased funding, enhanced training, and standardized practices is essential to ensure that the care
system fulfills its mandate to safeguard and empower young people. By prioritizing stability,
education, mental health, and opportunities for independence, the care system can better support
the development and well-being of children in care.
References
Action for Children (2021) 'Care Leavers' Covenant'. Available at: [URL if applicable].
Children’s Commissioner for England (2020) 'Annual Report: Supporting Care Leavers'. London:
Children’s Commissioner.
Department for Education (2023) 'Priority Education and the Local Offer for Care Leavers'. Available
at: [URL if applicable].
Forrester, D. (2008) 'Is the Care System Failing Children?', The Political Quarterly, 79(2), pp. 206–208.
McCarthy, G., Janeway, J. and Geddes, A. (2003) 'The impact of emotional and behavioural problems
on the lives of children growing up in the care system', Adoption & Fostering, 27(3), pp. 14–19.
NSPCC (2022) 'Trauma-Informed Care: Supporting Children in Care'. Available at: [URL if applicable].
Osborn, A.L. and Bromfield, L. (2007) 'Outcomes for children and young people in care', Australian
Institute of Family Studies.
Ridge, T. and Millar, J. (2000) 'Excluding children: autonomy, friendship and the experience of the
care system', Social Policy and Administration, 34(2), pp. 160–175.
Welbourne, P. and Leeson, C. (2012) 'The education of children in care: a research review', Journal of
Children's Services, 7(2), pp. 128–143.