Partnership Working

Every school has an important role to play as a Corporate Parents. Under Part 9 of the Children and Young People (Scotland) Act 2014, corporate parenting is the collective responsibility of public services to promote the wellbeing, rights and opportunities of care experienced children and young people and to support them to achieve the same positive outcomes as their peers. Schools are central to this responsibility because education provides not only learning, but also stability, trusted relationships, belonging and aspiration.

Being a Corporate Parent means that school leaders and staff actively consider, Would this be good enough for my child? when making decisions about care experienced learners. It requires schools to be alert to factors that may impact wellbeing, promote learners’ interests, remove barriers to participation and achievement, and ensure children and young people have opportunities to be heard and involved in decisions affecting them.

Effective support for care experienced learners cannot be delivered by education alone. Strong multi-agency working, aligned to the principles of Getting it Right for Every Child (GIRFEC), is essential. Care experienced children and young people often receive support from a range of professionals including social work, health services, educational psychology, third-sector organisations, carers and families. Schools play a key role in coordinating and contributing to this support by sharing information appropriately, participating in planning and review meetings, and ensuring educational progress is reflected within wider wellbeing planning. Consistent collaboration helps create a joined-up approach that reduces fragmentation and promotes positive experiences and outcomes.Schools should ensure that care experienced children and young people are visible within their systems and that their needs are understood through a trauma-informed and nurturing lens. This includes recognising the potential impact of trauma, loss, disrupted education, attachment difficulties and changes in care arrangements. High expectations should be matched with appropriate support, ensuring that learners experience inclusion, belonging and success. Local guidance emphasises the importance of nurturing relationships, consistent support, effective tracking and monitoring, and robust pastoral systems to identify and respond to need early.

The national policy landscape also highlights the importance of listening to the voices of care experienced children and young people. The Promise calls on all services to ensure that children feel loved, safe, respected and supported by trusted relationships. Schools should therefore work in partnership with learners, families and carers to understand strengths, aspirations and support needs, ensuring that care experience does not define a child but that their experiences are recognised and responded to appropriately.

Key Expectations for Schools

Schools should:

Understand and fulfil their role as Corporate Parents.
Embed GIRFEC and wellbeing (SHANARRI) principles in practice.
Promote a nurturing, inclusive and trauma-informed school ethos.
Work proactively with multi-agency partners to provide coordinated support.
Listen to and act upon the views of care experienced children and young people.
Monitor wellbeing, attendance, engagement and attainment to inform support.
Ensure care experienced learners are considered within school improvement and self-evaluation activities.
Uphold children’s rights and the aspirations of The Promise.

Partnership Working

Key Expectations for Schools

Further Reading and National Guidance