Academic literature

, 115

Act on Prevention of Child Abuse’

, 21–22

Adoption and Children’s Act

, 66–67

Adoption and Safe Families Act

, 19

Adverse childhood experiences (ACE)

, 24, 26, 31–32

‘Affectional bond’

, 4–5

Agency

, 155–156

Agents of change

, 155–158

Alpha Primary School

, 109, 125–126, 148–149, 160

learning attributes

, 109–110

Anglo-American countries

, 17–18

‘Applying Nurture as A Whole School Approach’

, 126

‘Appropriate learning attributes’

, 101–102

At-risk children

, 18

Attachment theory

, 30

Attention Deficit Hyperactive Disorder (ADHD)

, 140

‘Attributed values’

, 158

Australian Institute of Health and Welfare (AIHW)

, 1–2

‘Avoidant attachment’ styles

, 71

Behaviour

, 135

Beta Primary School

, 145, 148–149

Bethany case study

, 45

achievement and agency

, 54–55

adults’ perspective

, 49–51

adverse experiences

, 45

Bethany’s perspective

, 46–49

comments in school report

, 46

learning conversations

, 52, 54, 58–59

reflection and audit tools

, 56, 58

transition

, 51–52

Body language

, 132–133

Care of Children Act

, 19–20

Case studies

, 153

Change agents

, 155–158

Charlene case study

, 61

adults’ perspectives

, 64–66

background

, 61

Charlene’s perspective

, 61–64

kinship care

, 66, 68, 72

reflection points

, 72, 74

resilience

, 68–70

self-confidence

, 70–71, 75

Cheryl case study

, 95

adults’ perspectives

, 97–99

background

, 95–96

Cheryl’s perspective

, 96–97

influence of perceptions

, 104–105

looked-after children

, 100–101

practitioners’ perceptions

, 99–100, 104

record keeping

, 101, 103, 105–106

social, emotional and behavioural challenges

, 103

supporting practitioners

, 107

Child Abuse Prevention Act. See ‘Act on Prevention of Child Abuse’

Child protection–orientated systems

, 17–18

Child’s placement, logistics of

, 3

Children

in learning activities

, 4

in out-of-home placements

, 18

in out-of-home-care

, 18

in out-of-parental care

, 18

and society

, 1

voice

, 22–23

Children’s Welfare Foundation

, 44

Class teachers role

, 154

Classroom practitioners

, 160

Classroom-based professionals

coordinated support

, 41–44

individualised educational planning

, 40–41

nurture

, 31–40

positive interpersonal relationships

, 29

socio-cultural perspective

, 29–31

transitions

, 40

Co-operative learning

, 119

‘Cognitive conflict’

, 118

Collaborative working

, 120–121

friends and peers-reposition above

, 114–115

planning

, 116–118

Communicating test

, 134

Community of practice (CoP)

, 34

Consistent approach

, 126

Convention on Rights of Child

, 38–39

Cooperative learning

, 7

Curriculum for Excellence

, 2

Data analysis

, 8–9, 11

Data collection

, 8–9

‘Department children’

, 145

Digital champions

, 153

‘Disconnected youth’

, 19

Distributed leadership

, 155–156, 160

Documentary analysis

, 10

Education Policy Institute

, 1

Educational leadership

, 160

Effective group work

, 118

Empowering school culture

, 156

England Special Guardianship

, 66–67

English language

, 109–110

Evaluation mapping

, 43–44

Extra-curricular activities

, 158–159

Extrinsically motivated behavior

, 141–142

Facial expressions

, 132–133

Golden Rule

, 35, 38–39

Group investigation method

, 119

Group work

, 117–118

‘Guided participation’ concept

, 20–21, 148–149

Her Majesty’s Inspectorate of Education (HMIE)

, 22

‘Home for Life’ policy

, 19–20

Inclusion

, 42

Inclusive pedagogy

, 146

Inclusive practices

, 131

Individual practitioners

, 147

Individualised Education Plans (IEPs)

, 40–41

Individualised educational planning

, 40–41

Information Communication Technology (ICT)

, 63, 110–111

Initial mapping

, 43

Institution level leadership

, 27–28

International data

, 1

International perspective

children’s voice

, 22–23

institution level leadership

, 27–28

labelling leading to low expectations

, 26–27

looked-after children

, 23–24

measurement of outcomes

, 18–20

sociocultural aspects of support

, 20–22

staff development and awareness of ACE

, 24–26

support mechanisms

, 18–20

terminology

, 17–18

young people to developing agency

, 23–24

Interprofessional collaboration

, 42

Interviews

, 9–10

Intrinsic motivation

, 141–142

John case study

, 77

adult’s perspective

, 79–82

background

, 77–78

bridging strategies

, 85–86

carers in wider school community

, 88, 90, 93–94

communicating with carers–working collaboratively

, 87–88

John’s perspective

, 78–79

reflection points

, 91

Social Pedagogy

, 86–87, 92–93

taking soundings

, 82, 85, 91–92

‘Just-in-time’ approach

, 154

Kenneth case study

, 139

adults’ perspectives

, 143–146

background

, 139–140

Kenneth’s perspective of learning

, 140–143

presumption of inclusion

, 146–147

socio-cultural learning

, 147–149

Kinship care

, 66–68

Leaders

, 154–155

Leadership

, 119–120

distributed

, 155–156, 160

importance of approaches to

, 158–160

institution level

, 27–28

managerial

, 162

teacher

, 161

values based leadership

, 161–162

Leanne case study

, 109

adults’ perspectives

, 112–114

background

, 109–110

considerations in forming groups

, 119–124

friends and peers-reposition above collaborative working

, 114–115

Leanne’s perspective

, 110–112

planning collaborative working

, 116–118

Learning

, 135

socio-cultural learning

, 147–149

Legislation role

, 153–154

Literacy

, 109–110

Looked after children

, 19–21, 23–24, 29–30, 79, 82–83, 100

Cheryl’s experience

, 100–101

National Care Standards

, 144–145

National Society for the Prevention of Cruelty to Children (NSPCC)

, 36

Non-verbal clues

, 132–133

Norwegian Child Welfare Act

, 18

Nurture groups

, 31–40

‘One size fits all’ approach

, 89

Organisation for Economic Cooperation and Development (OECD)

, 39

‘Pedagogy’

, 116–117

Peer interaction

, 118

Personal learning plans (PLPs)

, 134

Positive school culture development

, 157

Practitioners

, 155

Pre-care experiences

, 5

‘Promotive interaction’

, 120–121

‘Proximal learning zones’

, 42

Quality indicators

, 127–128

Reflection on practice

, 12–15

Reflective practice

, 12–15

Relational agency

, 155–156

‘Relational-self’

, 71

Resilience

, 135

Charlene

, 68–70

School

culture

, 158

practitioners

, 158–159

Self-confidence, Charlene

, 70–71

‘Skilled tutor’

, 20, 34

Skolfam programme

, 42

Social, emotional and behavioural challenges

, 103

Social interaction

, 119

Social Pedagogy

, 86–87, 92–93

Social relationships

, 115

Social structure

, 156

Social Work Services Inspectorate (SWSI)

, 22

Socio-cultural aspects of learning

, 120–121

Socio-cultural learning

, 6–7, 147, 149

Socio-cultural perspective

, 29–31

Socio-cultural theory

, 71

Sociocultural aspects of support

, 20–22

Sociometric techniques

, 119–120

Special Educational Need (SEN)

, 2

Specific, Measurable, Attainable, Relevant and Time-based criteria (SMART criteria)

, 12–13, 102–103

Staff development and awareness of ACE

, 24–26

Support

, 156–157

Support care

, 153

Support systems

agents of change

, 155–158

distributed leadership

, 160

importance of approaches to leadership

, 158–160

legislation role

, 153–154

managerial leadership

, 162

teacher leadership

, 161

teachers role

, 154–155

values based leadership

, 161–162

Taking soundings and engaging process

, 82–85

Teacher

leadership

, 161

role

, 154–155

Traumatic stress

, 6

United Nations Convention on Rights of Child (UNCRC)

, 41

Values based leadership

, 161–162

Virtual school heads (VSHs)

, 27–28

Wayne case study

, 125

adults’ perspective

, 129–132

background

, 125–126

responding flexibly

, 132–134

target setting

, 134–135

Wayne’s perspective

, 126–129

World Health Organisation (WHO)

, 25–26

‘Zero tolerance’

, 34–35

Zone of Proximal Development (ZPD)

, 6–7, 34, 147–148