Education Outcomes for Looked After Children 2022/23

Achievement of Curriculum for Excellence Levels

This section presents statistics on achievement of Curriculum for Excellence Levels (CfE) for children looked after within the year, and statistics in development covering children who have been looked after at any point since turning 5 or at any point since turning 12. This report covers children who were in P1, P4, P7 or S3 during the 2022/23 school year. For more information, please see the background notes.

The national and local authority data used within this section covers in publicly funded mainstream schools, and all pupils based in publicly funded special schools.

This year, the statistics comprise 2,791 children in years P1, P4, P7 and S3 in mainstream schools who were looked after in the last year. For pupils in P4, P7 and S3, the statistics also comprise 4,149 children who experienced care at any point since turning 5. For S3 pupils, statistics also include 1,229 children who experienced care at any point since turning 12.

Children in special schools/units are reported on at this end of this section. The information gathered as part of the return does not include a specific stage for these pupils. Therefore, it is not possible to calculate the percentage of pupils who have achieved the CfE level relevant to their stage. This year, our statistics cover 463 children who were looked after in the last year, and 595 children who experienced care at any point since turning 5.

Headline findings

• In 2022/23, 56.4% of children looked after in the last year in mainstream schools achieved the CfE level relevant to their stage in reading, 50.3% in writing, 65.4% in listening and talking, and 53.9% in numeracy. The proportion achieving the CfE level relevant for their stage is highest for listening and talking at all stages.
• Achievement levels in all but one subject increased for children looked after in the last year in P1, P4, P7, and S3 compared with 2021/22. The picture is more mixed when comparing achievement to pre-pandemic levels. When compared to 2018/19, achievement levels in P4 and P7 for all pupils looked after in the last year increased across all subjects. However, during this same period achievement levels decreased across all subjects for P1 and S3 pupils looked after in the last year. Although there also are some decreases among all pupils at these stages, they are less marked than the decreases for children looked after in the last year.

• Children looked after at home with parents had lower achievement levels than children looked after in other community placement types.
• In special schools/ units, the proportion of children looked after within the year achieving early, first, third, and fourth level was higher than for all children, with the difference being the largest at third level.

Comparison with CfE levels in previous years

The percentage of P1, P4 and P7 children looked after within the year who achieved the CfE level relevant to their stage increased between 2021/22 and 2022/23 for all stages and subjects, except for achievement in numeracy in S3 which fell by 2.1 percentage points. The picture is more mixed when comparing achievement in 2022/23 with pre-pandemic achievement in 2018/19. Children in P1 and S3 looked after within the year have seen achievement drop compared to 2018/19 across all subjects. Children in P4 and P7 looked after within the year saw increases across all subjects compared to 2018/19.

Tables 3.1a to 3.1d show the proportion of children looked after within the year, and all children, achieving the CfE level relevant to their stage in the 2018/19 to 2022/23. For S3 pupils, 2020/2021 data is unavailable.

For P1 pupils looked after within the year (Table 3.1a), 2022/23 achievement was higher than in 2021/22 across all subjects, with increases ranging between 1.4 percentage points in numeracy, to 3.3 percentage points in listening and talking. These results are, however, still lower than they were before the pandemic. Achievement in reading, writing, and numeracy at P1 level all remain 2-3 percentage points lower than in 2018/19. Attainment in listening and talking remains 0.3 percentage points lower than in 2018/19.

When comparing these trends to outcomes for all children, the gap in achievement between P1 pupils looked after in the last year and all pupils has narrowed very slightly since 2021/22 across all subjects. Most notably, this gap has narrowed by -2.6 percentage points in listening and talking. However, the achievement gap among P1 pupils remains wider when compared to 2018/19.

Table 3.1a: Percentage of P1 pupils achieving the CfE level relevant to their stage by subject [Note 1]

Percentage of P1 children achieving the CfE level relevant to their stage by subject, for children looked after within the year and all pupils, 2018/19 to 2022/23.

Subject	2019 All looked after in the last year	2019 All pupils	2021 All looked after in the last year	2021 All pupils	2022 All looked after in the last year	2022 All pupils	2023 All looked after in the last year	2023 All pupils
Reading	59.1	81.5	54.0	76.6	55.0	79.4	56.9	80.6
Writing	55.4	79.0	48.8	74.0	50.6	76.9	52.9	78.4
Listening & Talking	71.8	86.9	64.6	84.0	68.2	86.1	71.5	86.9
Numeracy	66.9	84.7	59.2	81.1	62.8	83.6	64.2	84.7

[Note 1] See background notes for information regarding the CfE levels relevant to a pupil’s stage.

For P4 pupils looked after in the last year (Table 3.1b), achievement in 2022/23 has increased across all four subjects when compared to 2021/22. Attainment in writing and numeracy both increased by 3.1 percentage points for P4 pupils, while listening and talking increased by 3.6 percentage points, and reading increased by 5.2 percentage points when compared to 2021/22. Achievement compared to 2018/19 has also increased across all four subjects for P4 pupils.

Compared to all pupils, in 2022/23 P4 pupils looked after in the last year still have substantially lower achievement levels, ranging from 19.0 percentage points in listening and talking to 31.2 percentage points in writing. The achievement gap between children looked after within the year and all pupils has decreased slightly across all subjects since 2021/22. This achievement gap has narrowed across all subjects when compared to the gap pre-pandemic in 2018/19. In particular, the achievement gap narrowed in writing, where in 2022/23 it was 4.9 percentage points lower than at pre-pandemic (2018/19).

Table 3.1b: Percentage of P4 pupils achieving the CfE level relevant to their stage by subject [Note 1]

Percentage of P4 children achieving the CfE level relevant to their stage by subject, for children looked after within the year and all pupils, 2018/19 to 2022/23.

Subject	2019 All looked after in the last year	2019 All pupils	2021 All looked after in the last year	2021 All pupils	2022 All looked after in the last year	2022 All pupils	2023 All looked after in the last year	2023 All pupils
Reading	48.7	78.0	46.8	73.3	46.1	76.0	51.3	77.9
Writing	36.6	72.7	37.2	66.7	37.7	69.7	40.8	72.0
Listening & Talking	63.6	85.4	62.2	82.0	64.0	84.5	67.6	86.6
Numeracy	46.2	76.8	42.3	71.6	44.7	74.9	47.7	76.9

[Note 1] See background notes for information regarding the CfE levels relevant to a pupil’s stage.

Pupils in P7 looked after in the last year (Table 3.1c) saw overall increases in achievement across all subjects between 2018/19 and 2022/23, ranging from a 1.9 percentage point increase in numeracy to a 4.9 percentage point increase in Reading.

Compared to all pupils, the achievement gap between children looked after in the last year and all pupils decreased compared to before the pandemic (2018/19) across all subjects, ranging from a 0.2 decrease in numeracy to a 3.9 decrease in reading. The change in achievement gap compared to 2020/21 varied across subjects, ranging from a 1.2 decrease in reading, to a 1.5 increase in the achievement gap in writing.

Table 3.1c: Percentage of P7 pupils achieving the CfE level relevant to their stage by subject [Note 1]

Percentage of P7 children achieving the CfE level relevant to their stage by subject, for children looked after within the year and all pupils, 2018/19 to 20212/23.

Subject	2019 All looked after in the last year	2019 All pupils	2021 All looked after in the last year	2021 All pupils	2022 All looked after in the last year	2022 All pupils	2023 All looked after in the last year	2023 All pupils
Reading	48.3	79.8	45.1	75.7	50.5	79.3	53.2	80.8
Writing	38.3	73.7	37.7	69.0	41.5	72.9	42.4	75.2
Listening & Talking	58.7	85.6	56.4	82.3	61.4	85.7	61.8	87.0
Numeracy	42.2	76.0	40.1	71.9	43.2	75.7	44.1	77.7

[Note 1] See background notes for information regarding the CfE levels relevant to a pupil’s stage.

For pupils in S3 (Table 3.1d), achievement was lower in 2022/23 than in 2018/19 across all subjects. This varied from a 3.8 percentage point decrease in numeracy to a 5.7 percentage point decrease in listening and talking when compared to 2018/19 levels. However, achievement for S3 pupils has increased when compared to 2021/22 across all literacy subjects, with reading increasing by 1.8 percentage points, writing increasing by 2.8 percentage points, and listening and talking increasing by 2.0 percentage points. Achievement has decreased by 2.1 percentage points in numeracy among S3 pupils.

The achievement gap between pupils looked after within the year and all pupils was larger in 2022/23 than in 2018/19, more significantly in literacy subjects. The achievement gap increased by 4.8 percentage points in reading, 4.5 percentage points in writing and 4.7 percentage points in listening and talking. The numeracy achievement gap also saw a slight increase of 3.1 percentage points when compared to 2018/19. The achievement gap remained broadly the same when compared to the previous 2021/22 school year, with only numeracy seeing a 2.6 percentage point increase.

Table 3.1d: Percentage of S3 pupils achieving the CfE level relevant to their stage by subject [Note 1]

Percentage of S3 children achieving the CfE level relevant to their stage by subject, for children looked after within the year and all pupils, 2018/19 to 2022/23.

Subject	2019 All looked after in the last year	2019 All pupils	2021 All looked after in the last year	2021 All pupils	2022 All looked after in the last year	2022 All pupils	2023 All looked after in the last year	2023 All pupils
Reading	66.9	90.5	[x]	[x]	60.0	88.4	61.8	90.1
Writing	65.7	89.6	[x]	[x]	58.0	87.3	60.9	89.2
Listening & Talking	69.8	91.5	[x]	[x]	62.1	89.3	64.1	90.5
Numeracy	64.3	90.2	[x]	[x]	62.6	89.1	60.5	89.6

Comparison with CfE levels in different groups

In 2022/23, across all stages and subjects, a lower proportion of children who were looked after within the year achieved the CfE level relevant to their stage compared with all pupils (Charts 5a-5d).

The proportion of pupils looked after within the year achieving the CfE level relevant for their stage is highest for listening and talking at all stages. The gap between achievement rates for children looked after in the last year and all children was smallest in listening and talking across all stages. At all primary stages, the gap is widest in writing; in all secondary stages, the gap is widest in numeracy.

Children who experienced care at any point since turning 5 have very similar outcomes to children who have been looked after within the last year, with the exception of writing and numeracy attainment at S3.

The four charts below show the proportion of pupils achieving the CfE level relevant to their stage, by subject. They compare children looked after in the last year, children who experienced care at any point since turning 5, children who experienced care at any point since turning 12, and all children.

Chart 5a: Percentage of P1 pupils achieving the CfE level relevant to their stage by subject

Percentage of P1 pupils achieving the CfE level relevant to their stage by subject, for all children looked after within the year and all pupils, 2022/23

Chart 5b: Percentage of P4 pupils achieving the CfE level relevant to their stage by subject

Percentage of P4 pupils achieving the CfE level relevant to their stage by subject, for all children looked after within the year, children who experienced care since turning 5, and all pupils, 2022/23.

Chart 5c: Percentage of P7 pupils achieving the CfE level relevant to their stage by subject

Percentage of P7 pupils achieving the CfE level relevant to their stage by subject, for all children looked after within the year, children who experienced care since turning 5, and all pupils, 2022/23.

Chart 5d: Percentage of S3 pupils achieving the CfE level relevant to their stage by subject

Percentage of S3 pupils achieving the CfE level relevant to their stage by subject, for all children looked after within the year, children who experienced care since turning 5, children who experienced care since turning 12, and all pupils, 2022/23.

Type of placement 

Achievement of CfE levels varies across the types of accommodation in which looked after children are placed. Children in voluntary homes had the lowest achievement in all subjects and children in other community accommodation tend to have the highest achievement rates. However, both of these groups only represent a very small number of children. Children placed with foster carers provided by the local authority, or purchased by the local authority had the second and third highest achievement levels in all subjects.

Children looked after at home with parents tend to have lower achievement levels than all children looked after within the year, and children looked after in the community in other placement types (Table 3.3).

Table 3.3: Pupils achieving the CfE level relevant to their stage by accommodation type

Number and percentage of P1, P4, P7 and S3 children who were looked after within the last year achieving the CfE level relevant to their stage by accommodation type, 2022/23.

Accommodation type	Number of children	Reading Percentage achieving the CfE level relevant to their stage	Writing Percentage achieving the CfE level relevant to their stage	Listening and Talking Percentage achieving the CfE level relevant to their stage	Numeracy Percentage achieving the CfE level relevant to their stage
In the community (children with one placement)
At home with parents	718	45.3	38.7	54.0	44.7
Kinship Carers: friends/relatives	922	61.0	54.2	72.0	56.6
Foster carers provided by LA	463	65.3	58.4	74.1	60.9
Foster carers purchased by LA	181	68.0	64.1	74.6	68.0
Other community [Note 3]	14	85.7	85.7	100.0	85.7
Residential accommodation (children with one placement)
Local authority home	66	46.8	46.8	51.6	43.9
Voluntary home	11	18.2	9.1	9.1	18.2
Other residential [Note 4]	39	38.5	30.8	35.9	38.5
More than one placement	377	53.3	48.5	61.7	52.3
All looked after in the last year	2,791	56.4	50.3	65.4	53.9

[Note 1] See background notes for information regarding the CfE levels relevant to a pupil’s stage.

[Note 2] Children marked as 'not assessed' are included in the total count of children, but are excluded from calculations of the number of children achieving the CfE level relevant to their stage.

[Note 3] Includes with prospective adopters.

[Note 4] Includes in voluntary home, residential school, secure care accommodation or crisis care.

Number of placements

Children who experienced one placement throughout the course of the year had higher achievement rates than children who experienced more than one placement. Children who experienced 3 or more placements had the lowest achievement rates across all subjects.

Table 3.4: Achievement of CfE level, by number of placements [Note 1], [Note 2]

Number and percentage of P1, P4, P7 and S3 children who were looked after within the last year achieving the CfE level relevant to their stage, by number of placements 2022/23.

Number of placements	Number of children	Reading Percentage achieving the CfE level relevant to their stage	Writing Percentage achieving the CfE level relevant to their stage	Listening and Talking Percentage achieving the CfE level relevant to their stage	Numeracy Percentage achieving the CfE level relevant to their stage
One placement	2,414	56.9	50.5	66.0	54.1
Two placements	298	55.0	50.3	63.7	53.7
Three or more placements	79	46.8	41.8	54.4	46.8
All looked after within the last year	2,791	56.4	50.3	65.4	53.9

[Note 1] See background notes for information regarding the CfE levels relevant to a pupil’s stage.

[Note 2] Children marked as 'not assessed' are included in the total count of children, but are excluded from calculations of the number of children achieving the CfE level relevant to their stage.

Children based in special schools / units 

For more information on how achievement of CfE levels for pupils in special schools/units is measured, please see section 1.3.1 of Achievement of Curriculum of Excellence levels: 2022/23.

Around a fifth of all children looked after in the last year based in special schools/units were recorded as following individual milestones, and around 11% of pupils were recorded as studying beyond Broad General Education (BGE) level. Between 17.8% (in listening and talking) and 21.8% (in writing) of children were assessed as not yet having achieved early level.

The gap in achievement between children looked after within the year and all children is much smaller for children in special schools/units and, at certain levels, pupils looked after within the last year achieve CfE levels at higher rates than all pupils. The proportion of children looked after in the last year achieving early, first, third, and fourth level was higher than for all children, with the difference being the largest at third level. Breakdowns for all children in special schools/units are provided in supplementary table 3.5c.

A smaller proportion of children looked after at any point since turning 5 were assessed as not having achieved early level, or to be following individual milestones compared to children looked after in the last year. A higher proportion of children who care experienced at any point since turning 5 were recorded as studying beyond BGE level.

Table 3.5a. Special schools / units pupils achieving CfE levels by subject for all children looked after within the year [Note 1]

Percentage of special schools/units pupils achieving CfE levels by subject for all children looked after within the year.

Stage	Reading	Writing	Listening and Talking	Numeracy
Not Yet Achieved Early Level	21.2	21.8	17.8	20.6
Achieved Early Level	16.0	16.3	19.2	17.8
Achieved First Level	13.8	14.9	14.6	13.2
Achieved Second Level	0.6	0.6	0.6	0.6
Achieved Third Level	7.7	6.6	7.4	9.2
Achieved Fourth Level	2.0	1.4	2.3	0.6
Not Assessed	6.6	6.3	6.3	6.0
Child following individual milestones	21.2	21.2	20.9	20.9
Pupil studying beyond BGE level [Note 2]	10.9	10.9	10.9	11.2

[Note 1] The information gathered as part of the ACEL return for Special schools and standalone special units does not include a specific stage for these pupils. Please see section 9.1.3.1 of the Achievement of Curriculum for Excellence (CfE) Levels 2022/23 publication for more details.

[Note 2] For standalone special schools/units, code 97 was used if pupils are studying beyond Broad General Education level.

Table 3.5b. Special schools / units pupils achieving CfE levels by subject for children who experienced care since turning 5

Percentage of special schools / units pupils achieving CfE levels by subject for children who experienced care since turning 5.

Stage	Reading	Writing	Listening and Talking	Numeracy
Not Yet Achieved Early Level	16.3	16.4	13.6	15.4
Achieved Early Level	15.7	16.7	17.7	17.1
Achieved First Level	13.6	14.0	13.9	14.2
Achieved Second Level	8.1	6.9	8.7	8.3
Achieved Third Level	1.8	1.3	1.9	0.6
Achieved Fourth Level	0.6	0.6	0.6	0.6
Not Assessed	6.1	5.9	5.9	6.1
Child following individual milestones	19.8	19.9	19.5	19.7
Pupil studying beyond BGE level [Note 2]	18.2	18.2	18.2	18.2

​​​​​​​[Note 1] The information gathered as part of the ACEL return for Special schools and standalone special units does not include a specific stage for these pupils. Please see section 9.1.3.1 of the Achievement of Curriculum for Excellence (CfE) Levels 2022/23 publication for more details.

[Note 2] For standalone special schools/units, code 97 was used if pupils are studying beyond Broad General Education level.​​​​​​​