Ofsted warns children in care face ‘postcode lottery’ in education support

A new report warns that inconsistencies in local authority practice, gaps in training and unclear national expectations are creating barriers to both the academic and personal progress of children in care.

Based on research carried out during the 2024/25 academic year, inspectors found that access to resources — including virtual school support — often depends on where a child is placed, creating what leaders described as a “lottery” of provision. These variations can delay interventions and leave some children without the timely help they need.

Concerns were particularly raised by further education providers, which reported that personal education plan (PEP) meetings are not always maintained beyond the age of 16. This can reduce oversight and weaken coordination at a key transition point for care-experienced young people.

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

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

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

The findings come against a backdrop of longstanding disparities in attainment, with more than 81,000 children and young people currently in local authority care in England.

However, the report also highlights strong practice across many schools and colleges. Leaders and staff were often found to have a deep understanding of learners’ individual circumstances, adapting policies and approaches to meet emotional, behavioural and educational needs.

Targeted academic interventions — including one-to-one tutoring, small group teaching and in-class support — were widely used. Many providers also placed a strong emphasis on emotional wellbeing, with children valuing access to trusted adults and safe spaces.

In a recent blog, Ofsted’s National Director for Education Lee Owston, emphasised that effective support is rooted in relationships and a tailored approach, rather than a one-size-fits-all model. Children themselves described education settings as a source of stability, particularly when staff understood their experiences and responded flexibly.

Across both the report and blog, communication emerges as a critical factor. Strong collaboration between schools, colleges, carers, social workers and virtual school heads was linked to more timely and coordinated support.

Virtual schools were widely praised for their role in providing funding, training and specialist advice, though access to this support was not consistent nationwide.

Training for education staff was also identified as a key area for improvement. Settings that invested in ongoing professional development — particularly around trauma and the experiences of care-experienced children — were better equipped to create inclusive environments and respond effectively to need.

The inspectorate is calling for a more standardised national approach to personal education plans, pupil premium plus funding and virtual school provision. It also recommends clearer expectations and continued support for young people beyond the age of 16, alongside greater support for further education colleges in areas such as mentoring and transition planning.

The report aligns with Ofsted’s renewed education inspection framework, introduced in November 2025, which places a stronger focus on children known to social care. Inspectors are now expected to evaluate how effectively providers support these learners across all aspects of provision.

For social work professionals, the findings underline the importance of strong multi-agency working and consistent advocacy to ensure children in care receive the support they need — regardless of where they live or study.