Children growing up in permanent long-term foster care face some of the most complex barriers to educational success. New research funded by the Department for Education and using national administrative datasets shows just how early these challenges begin, and how strongly schools can influence whether pupils fall further behind or begin to catch up. The 1,170 children in the study were selected based on having entered care before the age of eight, having completed key stage 4 between 2015-16 and 2018-19 and having a permanent long-term foster care decision recorded. For teachers, the message is clear. Educational outcomes for children in care are not fixed, but cumulative. What happens in the early years, in classrooms and in relationships with trusted adults, really matters. By the age of seven, the attainment gap was already stark. Fifty-three per cent of the children in long-term foster care met expected standards in English and maths at key stage 1, compared with 90 per cent of all pupils. Their attainment was lowest in English writing (45 per cent vs 83 per cent of pupils). This early disadvantage stemmed from experiences before entering care, such as neglect and abuse, but it quickly became an educational issue as well. Attainment at key stage 1 strongly predicted outcomes later on. Pupils who were behind at this stage were much less likely to achieve strong GCSE results unless something changed in their educational journey. These early gaps didn’t just disappear. Progress scores and attainment at key stage 2 and key stage 4 continued to decline, with the attainment gap increasing, particularly for boys and children without a special educational need. Encouraging signs However, the research also highlights some encouraging signs of movement. Around one in five children who started behind caught up by the end of primary school. This suggests that timely, targeted support in the classroom could make a meaningful difference. One of the most striking findings was the high prevalence (53 per cent) of special educational needs (SEN) at key stage 4 among children in long-term foster care compared with 14 per cent of all pupils. Special educational needs were the most powerful predictor of poorer attainment at all stages. By age 16, the attainment gap was wide. Twenty-six per cent of the children in long-term foster care achieved a standard pass in English and maths, compared with 60 per cent of all pupils. Attainment at KS1 predicted KS2 outcomes, which in turn was the strongest predictor of success at KS4 Yet the story did not end at 16. One of the most hopeful findings was the use of further education colleges as a route to a “second chance” to gain qualifications they missed earlier. By age 19, outcomes improved significantly, though gaps remained. This underlines an important point for teachers. Progress may be slower and less linear, but still possible. Ten per cent were higher achievers, having gained eight or more GCSEs grades 9 to 4 and two or more A-levels Sixty-three per cent of long-term fostered young people without a SEN had a level 2 qualification, and 44 per cent had gained English and maths, compared with 87 per cent and 76 per cent of pupils respectively. The children were in placements intended to last until adulthood, but only 51 per cent experienced a stable foster home. Placement instability matters. Each move can disrupt routines, relationships and a sense of belonging – key ingredients for learning. Children who experienced multiple moves were significantly less likely to achieve a qualification. Fifty-six per cent of children with no moves or just one had a level 2 qualification, versus 22 per cent of those with five or more changes of carer. Thirty-one per cent of children with no moves or just one had a level 3 qualification. The figure for those with five or more carer changes was 7 per cent. School stability, by contrast, was often better protected. Most of the children remained in the same secondary school during GCSE years. But consistent attendance remained a challenge. Nearly one in five children in long-term foster care were persistently absent in secondary school, and over a quarter experienced a suspension. For teachers, this highlights the importance of early intervention. Patterns of absence or exclusion often emerged in primary school (12 per cent had been persistently absent in primary) and could escalate without coordinated support to prevent longer-term disengagement What can schools do? Prioritise early support. Closing gaps in literacy and numeracy in primary school is critical. Writing skills, in particular, require additional attention. Early intervention when patterns of absence begin in primary school, working closely with carers to understand barriers – whether anxiety, transport or relationships. Targeted intervention for boys. There was a widening gender gap observed across educational stages, consistent with broader national patterns, but it was amplified among children in long-term foster care. Work in partnership. Collaboration with foster carers, social workers and virtual schools is essential. Maintain high expectations. Despite the challenges, some children were high achievers, and more could be with the right support and placement stability. SEN provision is often stretched, but for long-term fostered children, it is absolutely central to closing attainment gaps. Ultimately, this research offers both a warning and a reassurance. The warning is that educational disadvantage can become entrenched early and deepen over time. The reassurance is that schools and FE colleges remain the most powerful places to change that trajectory.