Frances Fitzgerald (Dublin Mid West, Fine Gael) | Oireachtas source

I have just received it. I welcome the research conducted in the report, Education of Children in Care in Ireland: An Exploratory Study, commissioned by the Ombudsman for Children, Ms Emily Logan. The educational outcomes of all children are matters for my colleague, the Minister for Education and Skills. Monitoring issues relating to educational access and attainment are policy matters for that Department. Notwithstanding this, in cases in which the State is providing alternative care for the child, it has the role of the parent in supporting any child or young person in his or her academic endeavours, as in all other aspects of his or her well-being.

It is true that more information would assist in assessing the challenges for children and young people in care and how to maximise their outcomes across a range of indicators of their well-being. Education is one of these important indicators, a point on which I totally agree with the Deputy. It is also worth noting that the group of children under discussion is a cohort and as such, it is not static, with children moving in and out of the care system on a regular basis, which makes the process of tracking their progress complex. This needs to be recognised. The HSE compiles regular performance reports which include statistics for children in care in education. Since my appointment as Minister I have been making the point that the Deputy makes: how can we plan policy if we do not have proper statistics and data? I was appalled at the lack of some of the data I had sought in the early months after taking up my post. Some of the data I had sought was not available. I have asked for more performance indicators and that more information be obtained. That is happening and we must develop it more and more.

Children in care were hidden. They were out of public sight and there was not enough information on them. Thankfully, that has changed. Just yesterday, for example, I launched a new national advocacy service for children in care, run by Empowering People in Care, EPIC, in order that children in care will have a voice. Transparency about their experience in care is extremely important and that includes transparency about their actual experience of a host of issues, including education.

I have asked for more indicators and that is happening. For the first time, because of my request, we have firm data on the numbers of children and young people leaving care, in receipt of aftercare services and in education. These reports are published on the HSE's website. We need to see some of the good news about children in care, as well as highlighting some of the problem areas. I am happy to say that the latest published report shows that in December 2012, 96% of children in care between the ages of 6 and 16 years were in full-time education. That is a very recent statistic and one we did not have before now. However, we need others about what happens to children when they leave care, in education and what funding they receive. Early school leaving needs to be examined in more detail because we know, as the Deputy said, that children in the care system can be very vulnerable, some more so than others. I spoke to the Ombudsman yesterday about this issue and assure the Deputy that the two Departments will consider the issues raised in the report as we move towards the establishment of the child and family agency. The links between the Departments are already very strong across several themes but, in particular, the education welfare agenda.

The establishment of the agency with a broad base of universal and targeted services, with newly merged functions, including those of the National Educational Welfare Board which also falls within the remit of the Department, will enhance the potential for the two Departments to work well together in the interests of all children but particularly those in care. We will consider further the issues raised in the report, in conjunction with our colleagues in the Department of Education and Skills.

One of the main themes emerging from the study is related to the stability of care placements. The study found, as one would expect, that a stable and supportive environment, either a foster home or a residential care unit, enhanced children's ability to do well at school, helped their motivation and encouraged them to have high aspirations, while in contrast, multiple care placements might disrupt their schooling. When a child is taken into care, the policy of the HSE and the new agency will be to place him or her in care settings, preferably in foster care, as close as possible to his or her home and community in order that the links with school can be maintained and continue. When a child is being placed in foster care, the suitability of a placement with relatives is explored in the first instance.

Ireland is almost unique in that over 92% of children in State care are placed with foster carers. In Europe, many foster children are placed in residential settings. For that small number of children placed in residential care, these services have improved greatly in recent years. Children do often experience placement change; however, on 31 December 2011, the HSE reported that 34% of all children in care had been in their current placement for more than five years, while 42% had been in their current placement for between one and five years. This represents a considerable degree of stability.

It is important to obtain balance on this. Many children in care have good experiences. The issues highlighted in the report warrant further focus, and I assure the Deputy they will receive that. I have asked for further indicators to ensure we have the data we need to focus on the issues highlighted in yesterday’s report.

See this speech in context