Tuesday, January 21, 2020


School and fostering are sometimes uncomfortable partners in fostering.

Generally speaking most children don't want to go to school. I get that, but have to sit on it because it's our job as parents to get them there, and it's double our job as foster parents.

When I say 'I get that' I mean I get they don't want to go because I never wanted to go to school myself. Nor did any of my friends. The journey to school could be ok if you hooked up with friends and there'd always be some fun before registration. After that you think of nothing more than the next playtime, then lunchtime, then best of all the final bell and all of us pouring out into the street, free again.

I did alright at school too, got a few exam certificates. But it didn't feel like fair exchange. My own children dragged their feet every morning. Foster children find it even harder, and we sometimes find it impossible to get them there. 

Schools have their targets these days, and the easier it is to measure something the easier it is to set a lofty target and point to a number as the be all and end all of the argument.

More then once I've wanted to say to schools "Ok, you want him at your door at 8.30am every morning, how about you take your turn persuading him, see you at our house 7.00am tomorrow morning".

Getting our foster children to school can feel like you're driving a wedge between yourself and the child and that could damage the other work you need to do with them; establish trust and mutuality so you can help them move forward through a difficult time of their life.

I've made a good case plenty of times that children in care should have different attendance targets than standard pupils and I'm never convinced about the replies which include "it's important that when they are at school they are seen as no different from everyone else".

I've even been heard to say "It's more important that she keeps her act together than that she knows where Berlin is." I've even been heard to mutter "What's more important; that he doesn't become neurotic or that he can spell neurotic?"

My nadir with school and attendance was as follows;

A girl came to stay with us who justifiably had various issues, she was bullied and a bully for one.

I asked to see her head to discuss attendance, and an appointment was fixed for 9.00am. I took the girl.

We were shown to the office and sat outside, the clock struck 9.00. No head. At ten past nine she appeared and said that the school attendance officer had asked to attend the meeting and we should wait for her to arrive. She showed up at 9.25. We went into the head's office, the head sat herself at her desk, turned to the girl and said something like "The first thing we have to talk about is your problem with punctuality".

Leaving aside the fact that I had called the meeting, so should have been invited to set the agenda, or at least asked why I called the meeting, yeah…leaving that aside, where oh where on earth other than in a school head's office would someone get away with being twenty five minutes late and then chew off a person who was on time for punctuality issues.

I was so keen to get something out of the meeting that I didn't say a word, but at the bottom end of schools, that's what can happen (Ofsted failed them BTW).

Then at the other end of schools you can get this;

I was pushing a trolley round the supermarket and thought the woman browsing the veg with a teenage girl at her elbow looked familiar. She was, she was the Senco (Special Education Needs Coordinator) at one of the schools a foster child of mine had attended about six years ago. I said hello.

First thing she said to me? First question she asked? I'll tell you;

"How's Jake doing? What's his news? Is he still painting? Does he still like art?"

You know that teacher is in the right job, not surprising that school got an Excellent from Ofsted.

 So I guess school and fostering can be uncomfortable partners, it can also be a match made in heaven


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