schools

Paper exploring the links between school, family and environmental background influences during adolescence and later adult economic outcomes.

Report of a study focusing on the support available to asylum seeker and refugee children and their families and how effectively this support meets the educational, social and cultural needs of asylum seeker and refugee pupils in school.

This is a report on a study that sought to identify: differences in planning for disabled young people in residential schools outside local authority boundaries compared to young people attending their local special schools; the factors which impact on transition planning and transition outcomes for these young people; key areas for future research and the feasibility of such work.

This report describes effective strategies, in the fields of health, education and social work, for helping children cope with periods of transition and change through the promotion of resilience. The report draws on an extensive review of the international literature on the promotion of resilience.

This report describes effective strategies, in the fields of health, education and social work, for helping children cope with periods of transition and change through the promotion of resilience. The report draws on an extensive review of the international literature on the promotion of resilience.

This short training scenario was originally used in the context of introductory child protection training. It gives brief information from which participants are asked to identify what they are concerned about and what they would do next in the case of Irene who has written a story at school which raises concerns.

YouTube video on EAS which is a system designed to allow employees in local government, schools and other organisations to access and share sensitive information in order to improve services for children, learners and citizens.

This guide offers advice on how to provide emotional support to young separated refugees and asylum-seeking young people in the UK (often described as unaccompanied children). These are children under 18 years of age who are outside their country of origin and separated from both parents or their legal/customary primary care giver. In this guide the term 'young separated refugee' is used to describe these children and young people.

This edition of 'How good is our school?' replaces that published in 1996. It is designed, as were the earlier editions, to help headteachers and teachers in school self-evaluation and to assist education authority officials in discharging their responsibilities for quality assurance. The continuing strength of this set of quality indicators is that it is used in external evaluation by HM Inspectors as well as in self-evaluation by schools and by local authorities in quality assurance procedures.

Lord Laming published The Protection of Children in England: A Progress Report on 12 March 2009. In his report Lord Laming recommended that “The Department for Children, Schools and Families must provide further guidance to Local Safeguarding Children Boards on how to operate as effectively as possible following the publication of the Loughborough University research on Local Safeguarding Children Boards (LSCBs)”.The publication of this summary outline builds on the progress already made in addressing Lord Laming’s recommendations.