Young People in Care

Oral Answers to Questions — Church Commissioners – in the House of Commons at 3:30 pm on 9th October 2006.

Alert me about debates like this

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills 3:30 pm, 9th October 2006

With permission, Mr. Speaker, I should like to make a statement on the children in care Green Paper, which I have published today. Copies have been placed in the House of Commons Library. At the heart of the Green Paper lies one simple presumption: that the aspirations of the state for children in care should match those that each parent has for their own children. Right hon. and hon. Members recognise that moral imperative, and I should like to pay tribute to the associate parliamentary group on children in and leaving care, and in particular to my hon. Friend Mr. Kidney, for highlighting many of the issues that the Green Paper seeks to resolve. They have vociferously pointed out that this area has received too little attention for too long.

We know the depressing statistics. Children in care are five times less likely to achieve five good GCSEs, and nine times more likely to be expelled from school. One quarter of people in prison today have spent some time in our care system. This Government have introduced a number of measures to try to address the complex problems of children in care. Since 1997, we have invested almost £1 billion in the quality protects initiative to improve outcomes for children in care. We have taken steps to encourage adoption instead of care, and we have placed a duty on local authorities to improve educational outcomes for this specific group of children. However, this has clearly not been enough.

Today's Green Paper builds on those efforts and the implementation of "Every Child Matters", which for the first time provides the infrastructure to deal with this issue in a co-ordinated way. The first priority must be to prevent children from slipping into care when there are family alternatives. We must take effective pre-emptive and preventive action, so that no child can be sucked into the system by default. If there is a chance that a child can be safely restored to a healing family environment, we must take it. We will trial a new kind of intensive family therapy to address parents' problems while ensuring that children are more than just helpless bystanders. We will seek to get to the heart of the domestic problems, tackling the most difficult situations of abuse, neglect or violence with a mix of conciliation and targeted care. To raise our knowledge of what works in this new area, we will create a national centre of excellence to share experience and knowledge.

Secondly, the care system must act more like a traditional loving family, with all the extra responsibility that that implies. The fact that a child is in care does not mean that he or she should be deprived of the emotional support and development that most children, thankfully, can rely on. The state must ensure that children are always in the best hands, constantly supported by continuous guidance and motivation, investing in their futures and shaping their decisions.

The care profession already comprises many dedicated, experienced professionals. However, we need to ensure that all carers reach the standard of the best. We will begin a round of specially tailored recruitment campaigns. We will also take steps to match foster carers with children more intelligently, fitting the complex needs of the child with the specialised skills of the carer. A new, tiered framework of qualifications, payments and standards will be used to steer these difficult decisions. By taking more trouble to get it right first time, we will avoid children being bounced from placement to placement, which is so damaging to them personally and disruptive to their studies.

Thirdly, we must ensure that children in care receive an excellent education. Results have steadily improved for children in care, but still nine out of 10 do not achieve five good GCSEs. To ensure that they benefit from access to sport, music and drama, which instil cultural values and equip them with social capital, we will encourage local authorities to open their sports centres and leisure clubs to children in care free of charge.

Social workers will receive budgets to spend on the personal needs of each child, allowing them the flexibility to find money quickly when a child needs extra support such as speech or language therapy.

We will appoint a new—a dreadful phrase, I know, Mr. Speaker—virtual head teacher, who will, I reassure Members, be a real person, in every area, with overarching responsibility for driving up results among local children in care. We will guarantee catch-up lessons. With the passage of the Education and Inspections Bill, we will also require schools to take in children in care, even if the school is full, so children are elevated to the best schools rather than dumped in the worst.

We will do more to prevent children in care from being excluded. Nothing is more damaging to a child's chances of success than moving school after they have made their GCSE choices. Children who change school after year 10 drop around one and a half grades per subject, so eight C grades become four D and four E grades. We will therefore create a presumption that children in care will not move schools in years 10 and 11.

When children have to move home, we will do all that we can to avoid them moving school as well. We have proposed that, in such circumstances, and where practicable, children in care will get free transport to their existing school rather than move to a new one.

Fourthly, we need to ensure that children leave care in a measured way. Too often, children in care feel that the system spits them out on their 16th birthday. Only 6 per cent. make it to university, compared with 38 per cent. of their peer group. We must ensure that children get a soft landing when they leave the system, particularly during those crucial years when decisions are made about their future.

We will give every child in care a right to decide when they leave the system and the chance to stay with their foster families up to the age of 21, or longer if they are continuing in education. We will establish a new £2,000 bursary to encourage them to attend university, and we will also put an extra £100 into their child trust fund for every year they spend in care.

Parenting is a weighty responsibility and institutions need to be held accountable, just as individuals would be. Every local authority will be subject to regular children in care inspections by Ofsted. My Department will make it a specific priority to improve the academic performance of children in care, and Ministers will hold an annual stock-take to review progress.

Too often, decisions about children in care are taken without listening to those with most at stake—the children themselves. Local authorities will be encouraged to set up children in care councils so that the voices of children in care are properly heard. For this Green Paper, we will ensure that our consultation stretches right into children's homes to connect with people who have been through the system.

This is a Green Paper with as many ideas as prescriptions. We recognise that during open consultation many further ideas will emerge—indeed, from Members on both sides of the House, but particularly from those who have been in care and the dedicated professionals who work in this area, day in and day out. They are not to blame for the collective failure that this report highlights: we are.

We need to provide a more co-ordinated approach to these entrenched issues, ensuring that our care system is focused less on systems and more on care. These children are our responsibility. We cannot continue to fail them.

Photo of David Willetts David Willetts Shadow Secretary of State for Education

We welcome the statement, as the evidence on the plight of our cared-for children is deeply shocking. Fifty-four per cent. of them fail to get a single qualification from school. Twenty-five per cent. of people in prison were children in care. The system is letting down the nation's children in the greatest need.

The Secretary of State paid tribute to the all-party group. We should also pay tribute to the work of organisations such as Barnardo's and the NCH, and to The Times Educational Supplement, in helping to keep up the pressure to tackle this problem. Over the past 10 years, various attempts have been made to tackle it: initiatives such as "quality protects", public spending up to £1.9 billion, and targets. I remind the Secretary of State of the target set in 2002:

"to substantially narrow the gap between the educational attainment and participation of children in care and that of their peers by 2006."

That was supposed to mean that no more than 10 per cent. should reach school-leaving age without having sat a GCSE. In 2005, however, 36 per cent. of children in care left school without having sat a single GCSE. Sadly, the Government's targets have not been met, and, despite the increases in public expenditure, the problem persists, as the Secretary of State openly acknowledged.

We therefore welcome many of the Secretary of State's further proposals today. Is he confident, however, that there is the capacity to deliver the initiatives? Initiatives are endlessly brought to the House, but all too often there is not the organisation and resource to make them happen. Is he confident that local authorities, which, in reality, will bear the brunt of many of his proposed initiatives, have the capacity to deliver them? Is he aware of what is nothing less than a crisis in the recruitment of social workers, with a 10 per cent. shortage in London and the south-east? It is all too easy to kick social workers, and blame them, but the initiatives he describes will work only if we have more social workers. We should not be kicking and blaming social workers; we need to recruit more. We also have a shortage of 10,000 foster carers. With such a shortage, how can we deliver his initiatives? We need that capacity, and we heard nothing from him today about how that will be achieved.

I am sure that the Secretary of State is right about the need to enable children to stay on longer in care if possible. Will he admit that another example of well-intentioned initiatives going wrong is the Government's Children (Leaving Care) Act 2000? It has become part of the problem, creating a perverse incentive for local authorities to get children out of care early, so that they do not have to write cumbersome pathway plans. That is the regrettable and unpredicted effect of his legislation.

I must admit to the Secretary of State that I am not quite sure—and I do not know if he knows—what a virtual head teacher is. I very much look forward to him telling us. I think of it in a simple and practical way. Who will take responsibility for turning up at parents' evening to ask how a child in care is doing? Will it be the social worker or the new virtual head teacher? If, as a result of his proposals, there is even more confusion about that, we will have gone backwards rather than forwards.

There are also some wider issues. Many children in care have troubled and chaotic lives, and many of them have come from families with troubled and chaotic lives. All too often, Government schemes, instead of providing some stability and security, have mirrored the chaos and confusion from which many of those children have suffered. It is so important that they have more stability.

If the Secretary of State's proposals do indeed mean fewer school moves and fewer different placements for a child in care, we will certainly support them. However, I should be grateful if he explained how he will ensure greater continuity of education when we know that the average move to a new placement involves a journey of 20 miles. If he is to provide more specialist placements, how can he be confident that they will be nearby, and how can we be confident that a child will retain contacts with neighbourhood and family?

The Secretary of State will of course recognise that even when a child is moved out of its immediate family, there might be members of the extended family who can take some responsibility for it. As we know from his extraordinary personal experience, the Secretary of State was not in care because members of his family were willing to help him. Is he aware that extended family members sometimes feel that social workers are excluding them from decisions about the child's future? I have heard from grandparents, for example, who wished to be involved in fostering or even adopting a child, and who feel that social workers have ignored the opportunity that they could have provided. Will more be done in that regard?

The statement is welcome. If the state is to take on the enormous responsibility of caring for children, it must try its best to match the commitment, stability and emotional support that a family can provide. If the proposals that the Secretary of State has announced will achieve those objectives, we will support them.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

The hon. Gentleman is absolutely right to say that the evidence is shocking, and absolutely right to say that the problem persists. I have not tried to make political points at the Dispatch Box. I have said that this is our responsibility, we are in government, I am the Secretary of State, and the buck stops here.

We must measure what is happening to children in care, and until the late 1990s there was very little such measurement. The quality protects initiative, which the hon. Gentleman mentioned, invested some £1 billion in additional funds, and some of the statistics have improved; but an increase from 7 per cent. to 11 per cent. in the number of children gaining five GCSEs is not good enough. There is no need for any party-political points to be made. I should like to think that Members in all parts of the House, and certainly Mr. Willetts, are determined to tackle the problem.

That brings me to the issue of capacity. The hon. Gentleman rightly mentioned social workers. We are already involved in a project called "options for excellence", which aims to give social workers the right professional status, reduce wastage rates and ensure that social workers continue to work with children. It is rather like some of what we tried to do for teachers in the 1990s. An interim report has already been published, and the final report should be published shortly. We certainly do not want to stigmatise social workers, which is why I have gone out of my way to say that the problems we face in relation to children in care are not the fault of the dedicated professionals who work with them day in, day out.

We need to consider whether we should give foster carers a salary. That is a specific proposal in the Green Paper. Another is the proposal for three tiers of social workers: one to deal with the least difficult cases, then another, and a top tier dealing with the most difficult problems and receiving the support, training and salary that will enable them to do that.

I do not agree that the Children (Leaving Care) Act 2000 has made no difference. The statistics show that there are still too many children in care who are not in employment, education or training, but the figure of 46 per cent. before the Act was introduced now stands at 59 per cent., so there has been an improvement of 13 percentage points.

The hon. Gentleman challenged me to define a virtual head teacher. I will have a go. The idea is for a local education authority to employ someone—most likely a retired head teacher or a head teacher who has moved on to other employment—who will do the job for the whole authority. That person will cross school boundaries to ensure that children in care are being properly looked after and dealt with in the school system.

The point about parents' evenings—a poignant point that I believe features in the Green Paper—was made by a child in care, who said, "Nobody turns up on my parents' evening; there is nobody there." We want to ensure that someone is there. If the child in care has a foster carer, the foster parent should be there—and most foster parents would agree that that is part of being a foster parent. If the child is based in an institution, his or her social worker should be present. That is all very much part of the plans that we have set out.

The dedicated teacher idea—I believe that it emerged some years ago under the previous Government—can be made to work more effectively and it also connects with our ideas about advocacy. The problem with children in care not having a lead professional to look after them can be tackled in a number of ways.

The penultimate point is about stability, and I agree with the hon. Member for Havant that it is the key word. If there is a mantra that runs through it all, it is stability. We have to get the placements right in the first place, which is part of the tiered approach. Part of the reason why children move around so much is the fact that the original placement could have been handled better and dealt with more intelligently.

The hon. Gentleman's final point was about members of the family and social workers. It is right to look carefully into that. Social workers should not be in a position whereby the extended family cannot convince them about the care that they could provide. Children themselves are sometimes old enough and able to articulate their views and legislation already contains the presumption that the child's views should not only be heard, but taken into account, yet that does not seem to be happening. All those points need to be addressed. I accept that, as with other Green Papers, many other ideas will emerge as the consultation proceeds.

Photo of Ann Coffey Ann Coffey PPS (Rt Hon Alistair Darling, Secretary of State), Department of Trade and Industry

As my right hon. Friend says, early intervention in children's lives is crucial to prevent them from coming into care in the first place. What can make a difference is good-quality child care from birth, which some parents cannot provide on their own. Does the Secretary of State agree that, in implementing the Childcare Act 2006, it is important for families where children are at risk that free and good-quality child care is available in children's centres to support non-working parents and to improve children's early-life care?

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

My hon. Friend—my young hon. Friend—is absolutely right. One of the problems identified in the Green Paper is the availability of child care, but it is also important to ensure that foster carers are aware of Sure Start and children's centres. We are having some problems ensuring that Sure Start gets through to the most difficult-to-reach groups, which is an important element of the question.

Photo of Sarah Teather Sarah Teather Shadow Secretary of State for Education

May I begin by welcoming the Green Paper and thanking the Secretary of State for the tone of his statement? It deals with an area where Government policy has failed in the past, but I want to pay tribute to the Secretary of State's personal commitment to tackling the issue. There is much good news in the Green Paper and I want to acknowledge it before questioning the Secretary of State further.

I wholeheartedly welcome the announcement in the Green Paper that the designated teacher is to be put on a statutory footing—a matter that he did not mention in his statement but which appears in the Green Paper and for which we have called for some time. I also welcome the announcement that young people will be able to remain with their foster family until they are 21. Many young people in care have had a fractured experience of education, meaning that it often takes them much longer to complete their studies. The extension of fostering recognises that and the fact that care in a family setting does not normally end at 16. Similarly, I want to welcome the increased emphasis on academic achievement of young people in care, through priority in admissions and bursaries for university.

Surely, however, one way to encourage schools to take young people who may struggle is to target money on the pupil. Why have the Government not adopted a pupil premium to ensure that schools can provide the extra help that vulnerable young people need? Will the Secretary of State confirm that the new requirement on schools to prioritise admissions of looked-after children will apply throughout the school year and not just at the beginning?

I welcome the proposals for training and salaries for foster carers—something that we have called for some time. I also welcome the acknowledgment that too often potential carers from within the family are overlooked. Are the Government looking at better allowances for kinship care? When placements change, the only stable figure is often the social worker. What are the Government doing to ensure that there is less churn of appointed social workers for individual children?

The Green Paper announces that the Government will encourage councils to provide free leisure activities for young people. Will the extra money be provided to councils to ensure that that is possible, even where services have been outsourced to another provider? Will the Secretary of State confirm that the extended schools programme will be available free of charge to looked-after children? Do the Government have any plans to reintroduce the programme that provided foster homes with a home computer?

Finally, one of the greatest tragedies of looked-after children is, as the Secretary of State acknowledged, the fact that so many, so early in their lives, find themselves on the wrong side of the law. It is perhaps ironic that immediately after this statement there will be another one on overcrowding in prisons. Let us hope that this Green Paper marks a new chapter for some of the most vulnerable in our society.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

I thank the hon. Lady for her comments and for her welcome for many parts of the report. I shall pick out the issues that she raised when she went beyond praise, and important issues they are. The first was the issue of targeting money on individuals. The whole problem of children in care is that there are so few of them that they do not register on the system. Part of the idea behind the virtual head teacher and Ofsted inspecting every school in the local area every three years is to ensure that children in care do register. I do not think that this is an issue about finances. Martin Narey, the chairman of Barnardo's, made it clear this morning that, unlike most political issues with which he has dealt, this is an issue about systems rather than finance. That is at the core of the problem in terms of the help that we give to children in schools.

I will take away the issue of better allowances for kinship care; it has not been drawn to my attention and there may be a legal point. However, it fits well with the idea that if there is an opportunity to use a family member to avoid a child slipping into care, we ought to grasp it.

Ensuring less churn is part of the current work on social workers' pay and conditions. We must look at how social workers can bid for work, with the local authority being the commissioner. Social care workers often want to stay dedicated to looking after children but too often are diverted on to paperwork and bureaucracy. If social workers can continue to do what they want it will help with churn.

The issues of home computers and free extended schools will be addressed as the Green Paper goes through. They were very good suggestions, if I may say so.

Photo of Gwyneth Dunwoody Gwyneth Dunwoody Labour, Crewe and Nantwich

Sometimes quite simple things can make an enormous difference. Will my friend have a word with the Department for Work and Pensions about benefit offices' increasing use of telephone conversations held in open offices? This constitutes a barrier for young people who often do not want to discuss difficult questions about their private lives in front of an office full of benefit claimants.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

I did not even get an "honourable." My hon. Friend makes an important point about discussions with the DWP. I will raise it, just as we have raised the issue about foster carers who decide to keep a child past the age of 18 and find that this has an adverse effect on any benefits to which they are entitled. This issue needs to be discussed across Government, which is why the Green Paper was produced by a cross-Government working party.

Photo of Ann Widdecombe Ann Widdecombe Conservative, Maidstone and The Weald

I welcome many of the changes that the Secretary of State has announced, but it is one thing to enable and another to motivate. I talked recently to a foster mother who has fostered several children and who told me that when they reach 16 she advises them to stay on for sixth form and to be aspirational. However, along comes a social worker who tells them that now they are 16 they are entitled to independent accommodation and various benefits. It is not realistic to expect the degree of maturity required to choose education and pocket money over what looks like immediate independence. Can the Secretary of State assure me that the presumption will be that children will stay on, instead of the false motivation to leave education at 16?

P

Congratulations Ann. When will this Government realise that people are more important than their constant regulatory detailed interference in the lives of all of us. Paul Ledbrook

Submitted by Paul Ledbrook

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

The right hon. Lady is absolutely correct. The motivational aspect is one issue, and another is what is cheaper for the local authority. Persuading the child to move to an empty flat round the corner is less expensive than leaving them with foster parents. That is why we intend to pilot the presumption that a child will stay on past 16 in care and with their foster carers past 18. It is no good talking about the importance of listening to the child if they are insistent on moving away, but if we can get the motivational aspects right, we can create the climate in which the child can make a more mature decision, assisted by a social worker whom they have grown to trust because they have not been chopped and changed every five minutes. If we can achieve that, it will lead to different decisions being made by the child.

Photo of David Kidney David Kidney PPS (Rt Hon David Miliband, Secretary of State), Department for Environment, Food and Rural Affairs

The care leavers whom I met last week were clear that they want to see more help for families, more foster carers—so that they have a better choice and can stay in a stable home with the foster carer of their choice—more contact with social workers and more account taken of their views. The personal commitment of my right hon. Friend is beyond question, as is that of my right hon. Friend the Minister for Children and Families, but will he ensure that alongside the theme of stability that runs through the Green Paper he will add the themes of consistency of approach, by everybody who deals with the children and young people in that vulnerable group, and of listening to them? In the associate parliamentary group for looked-after children and care leavers that I chair, there are many youngsters who are bright, thoughtful and full of ideas to whom we should listen. They can certainly make a contribution to decisions on how they are looked after.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

I join my hon. Friend in congratulating my right hon. Friend the Minister for Children and Families on her commitment to this issue. Continuity is part of the stability argument, because continuity leads to stability. I therefore agree with the need to ensure continuity and I welcome my hon. Friend's comments about the voice of the child. The voices of children not in care, expressed through school councils and the like, are becoming an increasingly important way to instil citizenship and impart ideas about how democracy works at classroom level. That is even more important for children in care.

My hon. Friend has a long background in this issue and he will have heard many heartbreaking stories about teachers telling the whole class that a child is in care. The teacher thinks that they are doing a good thing for the child, but it can be embarrassing or stigmatising for them. We need to listen to the child and what they think that the state and local authorities should do, because that is crucial to the whole exercise. The Green Paper will involve our talking to children in care now, and going into prisons—I say that in front of my right hon. Friend the Home Secretary, who is in his place—and talking to prisoners who were in care to find out what went wrong. We have an enormous job to do in listening to the voice of those who have been in care and those who are in care at present.

Photo of Andrew Selous Andrew Selous Opposition Whip (Commons)

Will the Secretary of State say something about what his Department can do to turn off the tap of the flow of children coming into care in the first place? I am talking about practical examples. For example, a number of community family trusts across the country face obstacles, but they are not looking for more money from the Government. Those organisations do very good work. Frankly, we are being left behind by other countries that are making inroads into the problem; divorce rates have halved in some American towns. Will the Secretary of State say a little about that subject, too?

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

One of the countries that we have looked at is the United States. That is where the idea of functional family therapy comes from, in which there is serious concentration on conciliation; people are given an intensive three months to tackle the problems. That is a specific idea from the US. There is a lot of best practice in local authorities around the country. I went to a centre on Meliot road in Lewisham last week with my right hon. Friend the Minister for Children and Families, where we saw an initiative that has been under way for the past 20 years. It is on a very small scale because of the size of the centre's accommodation, but it works very well, as it concentrates on the interventions that can be made to prevent children from slipping into care in the first place. A large part of the Green Paper is about how best practice, both on this issue and others, can be adopted by local authorities around the country.

N

from THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005 "....... some models of family therapy have no empirical research to demonstrate their effectiveness (Sandberg et al., 1997), clinical significance of outcome research findings varies, and minimal research supports the long-term effectiveness of marital and family counseling (Bray & Jouriles, 1995). These findings suggest that interventions that occur late in the development of relationship and family distress may have a limited ability to produce significant, enduring...

Submitted by Nick Gulliford Continue reading

Photo of Joan Humble Joan Humble Labour, Blackpool North and Fleetwood

I very much welcome today's statement by my right hon. Friend, especially his emphasis on recruiting and training specialist foster carers, so that there is a match with the children for whom they care. In that context, will he pay special attention to the needs of children with disabilities, which are often profound? Recruiting people who can look after those children is a delicate, important task. They need specialist training and appropriate reimbursement, but they also need a package of measures—they need adaptations to their home, so that they have a long-term resource for looking after children with disability. They are often a forgotten group in the care system, and I hope that my right hon. Friend will address their needs.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

I agree with my hon. Friend. The idea is that third-tier foster carers will be trained, supported and given help, including with changes to the house, to enable them to deal with the most difficult cases, particularly of disabled children. My hon. Friend makes—and has made over several years—all those points. When she finds the time to look at the proposals, she will see that that is exactly what we are seeking to do.

Photo of Annette Brooke Annette Brooke Shadow Spokesperson (Children, Schools and Families), Shadow Minister (Education), Shadow Spokesperson (Home Affairs)

I welcome the approach to education and the incentives to go on to university, but what further help with training opportunities can be offered to those care leavers who wish to enter employment? Could there be an entitlement, or incentives for employers to provide such opportunities?

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

First, of course, there is the 14-to-19 agenda, which seeks to address that issue for all children. Children in care would be a particular part of that. There is the entitlement to a level 3 qualification for all 19 to 25-year-olds—I am talking about general issues now, but I shall come on to the specific point about children in care—and the initiatives around "Train to Gain". In addition, we all await the Leach report. Specifically for children in care, we found— once again in Lewisham, but it is also happening in Barnet and other local authorities—that there are initiatives through which children in care are offered help during that crucial period into work. They are offered training, and—in Lewisham—a certain number of jobs. The effect is that Lewisham now has a lead officer who was herself in care for 14 years but came through that process, and now does a very good, worthwhile, professional job. There are all kinds of ideas out there to reduce the number of children in care who are not in employment, education or training, which must be an absolute priority of the Green Paper.

Photo of Sharon Hodgson Sharon Hodgson PPS (Mr Liam Byrne, Minister of State), Home Office

My right hon. Friend is absolutely correct to say that children in care are our responsibility, and that we cannot continue to fail them. When children are in care, society is their parent. Does my right hon. Friend agree that, as good parents, giving children in care treats or rewards to aspire to good behaviour or good grades, as we do with our own children, may go a small way towards preventing them from turning to petty crime to obtain desirable items that our own children, and their peers, take for granted?

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

My hon. Friend is right. I am not pretending that part of the £500 that we will give the social worker will go straight on the latest whizzy toy—some of us would not give our own children that immediately—but if the child wants music lessons or to go ice skating on a Saturday morning, the social worker has a sum of money that they can use rather than having to go through a bureaucratic paper chase. All kinds of ideas are emerging, such as those from the music profession for providing children in care with free music lessons. Proportionately, only very few children are in care—about 0.5 per cent. of the child population—so those things are do-able, if there is a co-ordinated infrastructure to allow an integrated approach, which is what "Every Child Matters" gives us.

Photo of Julie Kirkbride Julie Kirkbride Conservative, Bromsgrove

I applaud the Secretary of State's desire to improve outcomes for looked-after children. He asks for ideas; is he considering the use of state or private boarding schools as a placement for those young people? That might improve the educational outcome of many and will add to their stability in many ways. It might also unleash more foster parents, including grandparents, who would be able to share care in the holidays and share the burden with the school.

Photo of Alan Johnson Alan Johnson Secretary of State for Education and Skills

Yes; we have a pilot with nine local authorities involving 50 boarding schools—both independent and state—because that is seen as a possible addition to our armoury for looking after children in care.