School and education

As a foster, relative or kinship carer you play a crucial role in supporting children and young people in your care to participate and achieve the best outcomes at school. Find out more on this page or download a copy of this information in the Out-of-Home-Care Education Pathway: A Guide for Carers factsheet (PDF 794.84KB).

Why is education important for children in care?

Education is important to the development and wellbeing of all children as it influences their:

• future employment
• life opportunities
• overall quality of life.

A child/young person’s experiences before or while in care can directly impact their educational outcomes. As a carer, you play an important role in ensuring the child/young person in your care receives the support they need and are engaged in the Education Pathway – leading to positive learning experiences and outcomes.

What is the OOHC Education Pathway?

The OOHC Education Pathway is an agreement between the Department of Communities and Justice (DCJ) and the three major education sectors in NSW (Government, Catholic and Independent). The pathway is designed to support children and young people regardless of who they are case managed by (Funded Service Provider or DCJ) and which school they attend (Government or Private).

The Pathway is available to all children in OOHC who are beginning school for the first time, or who enter care at school age.

The Pathway provides children and young people with: 

• collaborative and consistent educational support
• early identification of educational needs and proactive planning to address their needs
• regular monitoring and review of educational planning
• support to improve and maintain school engagement
• funding to support their learning, wellbeing, or access to the curriculum (Government schools).

Steps of the OOHC Education Pathway

1. Pathway entry

The OOHC Education Pathway Process is triggered by an agency/caseworker sending a Notice to School (NTS) to the Department of Education (DOE) or the Principal if attending a Catholic or Independent school within 14 days of a student entering OOHC for the first time or beginning school. 

You do not need to do anything to refer the child onto the Pathway. 

If you are unsure if a child or young person is on the Pathway, contact your caseworker.

2. Personalised Learning and Support Planning (PLaSP) meeting

The school will arrange a Personalised Learning and Support Planning (PLaSP) meeting within 30 days of entry into care or starting school.

This will be a collaborative meeting to determine how to best support the child’s education.

You will work with the caseworker, child, teachers and any other relevant professionals or people to identify the needs of the child and plan how to address them.

The caseworker and school will take notes during the PLaSP meeting, which you can request. 

You will work with the school, teachers, caseworker, and child to implement the agreed actions and recommendations from the meeting.

At the PLaSP meeting, discussion will include the child’s:

• Needs: What are their learning, social, behavioural, cultural and wellbeing needs?
• Strengths: What are they good at? What do they enjoy? 
• Goals: What does the child want to achieve? What do you and school want the child to achieve in the next year?
• Actions: What supports, resources and strategies will be put in place? Who will implement these? What are the timeframes?
• Support from school staff: Who can the child talk to at school if they have concerns or need advice?
• Monitor and review: Set review dates to monitor goals, outcomes and the effectiveness of supports 
• Funding: How will Department of Education OOHC Change Funding be used to best support the child?

3. Monitor and review of the PLaSP process

The PLaSP process will be monitored and reviewed each year, or when the child’s circumstances change, to ensure their needs are met and any concerns are identified. 

Obtain copies of the child’s reports, certificates, and NAPLAN results from the school to assist you in monitoring their progress. 

If the PLaSP process is not effectively supporting or meeting the needs of the child, speak to your caseworker to organise a meeting with the school and review the process.

Educational Planning for Aboriginal children

Aboriginal children must have a Personalised Learning Pathway (PLP). This is a collaborative plan that forms part of the PLaSP process to identify, organise and apply personal approaches to learning and engagement, to ensure Aboriginal students reach their educational potential.

The caseworker will make sure the education of Aboriginal students upholds self-determination and genuine participation and supports and maintains meaningful connections to culture and Country.

Questions commonly asked by carers

What funding is available to support children in OOHC at school?

Government Schools

OOHC Change Funding is available to support students during significant changes in their lives that impact their learning, wellbeing, or access to the curriculum. This is triggered when a Notice to School or a Change of Details Advice is received from a caseworker. Change funding is for education staffing resources to counter the impact of these changes. 

If the child experiences other changes that adversely impact their education. The school will complete the Online Learning Impact Form to apply for extra funding to support the child.

For more information about funding to support children in OOHC in government schools, visit OOHC Change Funding model on the Department of Education website.

Catholic and Independent Schools

The caseworker will need to discuss with the School Principal to determine what funding is available to support the child.

How can OOHC Teachers support children in care?

Every NSW Government school has a designated OOHC Teacher to support children in OOHC at school. OOHC teachers work with schools and educational services staff, to build the capacity of teachers and schools to support students in OOHC and to improve their educational outcomes.

OOHC teachers collaborate with school, non-school-based staff, and external agencies to support students. They are the contact point for receiving and sharing information about children and young people in statutory OOHC, to support their safety, welfare, wellbeing, and engagement at school.

It is a good idea to know who the OOHC teacher is at your child’s school. They may attend the PLaSP meetings. If you’re not sure who the OOHC teacher is at your child’s school – ask at the school. 

Leaving care and transitioning to adulthood – further education

There is financial support available to young people who take on further study or training after leaving care, including government payments, government-subsidised courses, fee exemptions, discounts, and scholarships.

To find out about available scholarships and educational training, visit Education, training and employment. 

How can you help prepare a young person to exit school?

• Encourage and assist the young person to choose elective classes that will support their goals (commence these conversations when they start high school). 
• Encourage and help young people understand that completing school and going on to tertiary education or apprenticeships will create pathways for great opportunities in life.
• Make sure the young person is connected with their year/career advisor at school and is thinking about their goals and what they would like to work towards. OOHC Teachers, caseworkers, and career advisors can provide information about available pathways and scholarships.
• Attend open days with the young person and check university websites for the latest details.
• All universities run programs that support Aboriginal students to excel at university – including scholarships, special entry opportunities, fee-free bridging courses, mentoring, tutoring, and safe cultural spaces. To find out more, contact the university.

Who is responsible for education decisions for children in care?

To find out who is responsible for tasks and decisions relating to school activities (such as enrolment, PLaSP activities, behaviour, and excursions), please refer to the Checklist for Schools. 

What if the child refuses to go to school? 

School refusal is when a child becomes very emotionally distressed or anxious about going to school, to the point that they refuse to attend. School refusal is different from regular truancy, as it is not concealed and comes from the belief that the child genuinely can’t cope with attending. 

Talk to the teacher and your caseworker if your child is refusing to go to school or if you have any concerns regarding their behaviour. Together, try to work out why this is happening and what strategies can be put in place to encourage school attendance.

Check out this Beyond Blue Factsheet and visit Reach Out for some helpful information and resources to help you navigate school refusal.

How can you support an OOHC child’s education?

• Provide any relevant information to the school to help identify the needs of the child (such as previous school records) or issues which may impact their safety or welfare at school.
• Encourage the child to be involved and participate in decisions about their education.
• Encourage the child to think and talk about what they need and what they want to achieve.
• Have a variety of relevant and age-appropriate learning materials available at home.
• Facilitate access to activities outside of school, guided by the child’s interests.
• Facilitate access to additional learning support such as tutoring.
• Help the child complete their homework.
• Participate in school events to demonstrate your support and interest in your child’s education.
• Attend parent-teacher meetings to discuss supports and the child’s progress.
• Contact your caseworker if any concerns or difficulties arise. 

More information

For more information on supporting the education of children in care, visit Educational Resources for Carers at My Forever Family NSW.