Steve McCabe – 2016 Parliamentary Question to the Department for Education
The below Parliamentary question was asked by Steve McCabe on 2016-02-19.
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the strengths and difficulties questionnaire in assessing the wellbeing of children and young people when they enter the care system.
Edward Timpson
This Government is committed to supporting children in care and the unique challenges that they often face. That is why we’ve put in place a comprehensive package of support, including the introduction of the Pupil Premium Plus and compulsory Virtual School Heads to champion the attainment of children in care. We’ve also changed the rules so foster children can remain at home until 21 and have recognised long-term fostering as a placement in its own right, providing young people with greater stability as they prepare for independence and adult life.
The Department collects Strength and Difficulties Questionnaire (SDQ) scores for children looked-after for at least 12 months. The data returned by local authorities are based on questionnaires completed by the child’s main carer. SDQs should inform a looked-after child’s annual health assessment.
In England, 72% of 5-16 year olds, looked after for at least 12 months, have had an SDQ score submitted. In Birmingham, 85% of these children have had an SDQ score submitted. These figures are correct as of 31 March 2015. More information can be found in the Department’s Statistical First Release Children Looked After by Local Authorities in England at 31 March 2015[1].
The SDQ is an internationally validated screening tool that provides information about the behavioural and emotional health of children. It has been part of the Department’s statistical collection for looked-after children since 2008. Where the SDQ score from the main carer suggests there may be a problem, the statutory guidance Promoting the health and wellbeing of looked-after children[2], which is issued jointly by the Department for Education and Department for Health, makes clear that consideration should be given to further assessment.
The Department recently supported the research undertaken by the Rees Centre at the University of Oxford on The Educational Progress of Looked-After Children in England: Linking Care and Education Data[3]. This research demonstrates that having a high SDQ score was strongly predictive of poor GCSE outcomes. We are discussing the implications of this research with local authority Virtual School Heads.
“
