The Pupil Premium Plus: The Implementation and Effects of Educational Policy for Children and Young People in Local Authority Care

接受地方当局照料的儿童和青年人一直被边缘化和排斥，在从教育成果到心理健康以及从危险行为到就业等领域，他们的成果比同龄人差。在2014年，14%的儿童和年轻人在地方当局的照顾达到5A*-C GCSE相比，他们的同龄人的68%。在随后的学年，联合政府推出了小学生附加费（PP+），这是小学生附加费的一个新的组成部分，旨在提高地方当局照顾的儿童和青年的成绩。通过提供人均1900英镑（现在为2300英镑），政府提议将这笔钱用于满足这些儿童和年轻人的教育需求，由虚拟学校校长（地方当局雇员，在政府叙述中称为“企业家长”）分配，然后分配给学校。本研究项目拟探讨PP+的实施和效果，通过“映射”PP+政策，并探讨：PP+是否可以解决这一群体的脆弱性;如果“企业家长”是适当的“见证”这些儿童和青少年;和政策可能对他们的主观立场的“其他”的影响。为了做到这一点，该项目将借鉴一些后结构和心理社会理论家，包括：德勒兹和瓜塔里（组装理论），朱迪思巴特勒（脆弱性），福柯（权力和主观化），和格尔森（见证）。研究人员将使用紧急民族志方法导航该领域，以便最好地跟踪和跟踪PP+从地方当局到儿童或年轻人的过程，使用观察，焦点小组，访谈和文件分析。

Children and young people in local authority care are consistently marginalised and excluded, experiencing poorer outcomes than their peers in areas ranging from educational outcomes to mental health and from risky behaviours to employment. In 2014, 14% of children and young people in local authority care achieved 5A*-C GCSEs compared with 68% of their peers. In the subsequent academic year, the coalition government introduced the Pupil Premium Plus (PP+), a new strand of the Pupil Premium, aimed at raising the achievement of children and young people in local authority care. By providing £1900 per capita (now £2300), the government proposed this money be used to meet the educational needs of these children and young people, to be distributed by Virtual School Head Teachers (local authority employees, known within the government narrative as 'corporate parents') and then assigned to the schools. This research project proposes to explore the implementation and effects of the PP+ by 'mapping' the PP+ policy and exploring whether: the PP+ can address the vulnerability of this group; if 'corporate parents' are appropriately 'witnessing' for these children and young people; and the effects the policy might have on their subjective position of 'other'. To do this, the project will draw upon a number of poststructural and psychosocial theorists including: Deleuze and Guattari (assemblage theory), Judith Butler (vulnerability), Foucault (power and subjectivation), and Gerson (witnessing). The researcher will navigate the field using an emergent ethnographic approach in order to best follow and trace the processes of the PP+ from local authority level to the child or young person, using observations, focus groups, interviews, and document analysis.