Definition of terms

Corporate parenting

The term corporate parenting ‘emphasizes the collective responsibility of local authorities to achieve good parenting … it is the duty of the whole local authority to “safeguard and promote his [a child’s] welfare” (1989, Children Act 1, S22 (3)(a))’ (OFSTED, 2001: 4.3). The ‘whole authority’ includes social services, schools and the Education Department. The responsibility of the corporate parent continues until the young person is 21, or 24 if in higher education or training. Depending on the needs and circumstances of the young person, there may be a considerable number of professionals involved in the maintenance of this role. The Guidance for the Education of Young People in Public Care (DfEE and DoH, 2000: 14,4.4) lists the majority of professionals that may be included in delivering corporate parenting:

They include: elected members, senior officers and managers of the LEA and social services department; representatives of the Health Trust/Authority; head teachers; school governors; social workers, residential social workers and foster carers; education social workers; teachers and learning support assistants; educational psychologists and education support personnel; Career Advisers; Personal Advisers: fostering/family placement managers and parents. A local authority may also have a Children’s Rights Officer, Independent Visitors, Mentors and Guardian ad Litem.

It is therefore essential that all the adults involved are fully aware of the importance of education and are committed to helping the young person achieve academically and socially in an appropriate educational setting. Sonia Jackson (1989), an influential figure in highlighting the educational needs of children in public care, agrees with this view. Jackson (1994) and Ward (1995) are very critical of past policies, particularly those of the 1970s, when carers and social workers were encouraged not to have high educational expectations of children in public care because of fears of reinforcing feelings of failure. In a study of young people who had grown up in care, but who still had managed to be educationally successful, Jackson wrote: ‘their ability had not been recognized or their achievement recognized by social workers and residential care workers’ (Borland et al., 1998: 74).

Discussion

■ Are the terms defined above known and understood by the teachers and support staff in your educational setting? Why do you think that is the case?

■ Do you think all educators in schools should be aware of this information or do you feel only a selected few require this knowledge?

مواضيع ذات صلة

What could be found in a Therapeutic Education program?

Social skills

Motivation

Teaching strategies

What next educators?

So how can an educator help a learner with challenging behavior?

Why is challenging behavior such a problem in schools?

Consistency

Unpredictability

The social web

The ecology of behavior

What does it mean to the educator?