This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.What types of approaches lead to better outcomes for condition-specific learning needs in mainstream schooling? What works for SEND outreach work, for example from special schools to support learners in mainstream schools?This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.Contact detailsARI.Reply@education.gov.ukRelated UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS00601X%2F1">A profile of special educational needs and disability in Northern Ireland using educational and social data</a></li><li><a href="https://gtr.ukri.org/projects?ref=10001326">FS:Insight</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FP009670%2F1">Counting every child in: promoting inclusive and quality education for disabled children in China</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FM005453%2F1">Improving curriculum and teaching methods to influence policy and increase the quality of ECDE provision for children with disabilities in Malawi.</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FL002078%2F1">Making educational research count for children with disabilities in Malawi, Kenya and Uganda</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FP001009%2F1">DfE-Inclusion and the academisation of English secondary schools:trends in the placement of pupils with significant SEN and those permanently excluded</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FM005445%2F1">Learning outcomes and teacher effectiveness for children facing multiple disadvantages, including those with disabilities: India and Pakistan</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FX001431%2F1">A postcode lottery of SEND provision? Analysing and explaining variability in the education of children with SEND since the Children and Families Act</a></li><li><a href="https://gtr.ukri.org/projects?ref=10041908">POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS011161%2F1">The Inclusion of Autistic Children in the Curriculum and Assessment in Mainstream Primary Schools</a></li></ul>

What types of approaches lead to better outcomes for condition-specific learning needs in mainstream schooling? What works for SEND outreach work, for example from special schools to support learners in mainstream schools?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.How effective are attendance interventions in improving outcomes for pupils?Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.Contact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FM004740%2F1">Toward the Development of a Rigorous and Practical Classroom Observation Tool: The Uganda secondary school project</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FL00156X%2F1">Different Perspectives on Overcoming the Challenges of Conducting Education Evaluations in Real-World Settings</a></li></ul>

How effective are attendance interventions in improving outcomes for pupils?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.What is effective practice in pedagogy and curriculum design in technical education, apprenticeships and adult training? Where are the barriers to delivery of high-quality courses, and how might these be overcome?Our goal is to increase productivity and growth by bringing education and business closer together and improving the quality of our skills programme, so that we meet current and future business skills needs.Contact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FL000903%2F1">HIVE-PED: Higher Vocational Education and Pedagogy in England</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS000097%2F1">Supporting the Industrial Strategy</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS001751%2F1">University Technical Colleges - driving growth across the whole country and cultivating world-leading sectors?</a></li></ul>

What is effective practice in pedagogy and curriculum design in technical education, apprenticeships and adult training? Where are the barriers to delivery of high-quality courses, and how might these be overcome?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.What can cognitive science and neuroscientific developments tell us about effective teaching approaches?This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.Contact detailsARI.Reply@education.gov.ukRelated UKRI Projects<ul><li><a href="http://gtr.ukri.org/projects?ref=ES%2FN009266%2F1">The Educated Brain: From the Neuroscience to the Practice of Lifelong Learning</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FR007454%2F1">Promoting Rapid And Sustained Learning Of Novel Information: Towards A New Learning Technique For The Classroom</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FJ020796%2F2">Introducing a novel research based tool in teaching psychology in the A levels</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FW006413%2F1">Skills for Adaptability in the Global South: Researching Children's Executive Functions in Low-Income Contexts</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FK001892%2F1">Watch and Learn: Mapping the Behavioural and Neural Profile of Observational Learning Throughout the Lifespan</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FS013024%2F1">Neurocognitive foundations of successful foreign language learning: Researcher, student and knowledge exchange between the UK and Japan</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FT007664%2F1">Understanding cognitive individual differences to enhance second language learning in schools, universities, and corporate environments.</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FY007387%2F1">Maximising the awareness and impact in policy and practice of a multi-method research exploring the classwork of primary-school teaching assistants</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FN002679%2F1">Early Learning Abilities Promoting Success in Education (ELAPSE): Findings from the Millennium Cohort Study and directions of a new longitudinal study</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FV011049%2F1">How can we better support children with poor working memory in the classroom?</a></li></ul>

What can cognitive science and neuroscientific developments tell us about effective teaching approaches?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.How do skills needs in the national and local economy and qualifications of our labour force match up? Can careers advice policies, the Teaching Excellence Framework and spending decisions improve effectiveness?This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.Contact detailsARI.Reply@education.gov.ukRelated UKRI Projects<ul><li><a href="http://gtr.ukri.org/projects?ref=10065973">Skills2Capabilities</a></li><li><a href="http://gtr.ukri.org/projects?ref=700462">NUS HOLDINGS LIMITED - NUS Employability Skills system - Proof of Market</a></li><li><a href="http://gtr.ukri.org/projects?ref=102346">Ethos SkillsPlanner</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FK001272%2F1">Quantitative analysis of the teacher labour market in England</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FV011162%2F1">Skills at work: an analysis of the interaction between training and occupations in the labour market</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FR007349%2F1">Understanding the complex determinants of teacher shortages: an integrated approach</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FL000903%2F1">HIVE-PED: Higher Vocational Education and Pedagogy in England</a></li><li><a href="http://gtr.ukri.org/projects?ref=105031">Skillzminer</a></li><li><a href="http://gtr.ukri.org/projects?ref=10069843">MEGASKILLS [MEthodology of Psycho-pedagogical, Big Data and Commercial Video GAmes procedures for the European SKILLS Agenda Implementation]</a></li><li><a href="http://gtr.ukri.org/projects?ref=ES%2FZ502534%2F1">Unpacking returns to vocational education in England: the role of skills, labour market sorting and mobility</a></li></ul>

How do skills needs in the national and local economy and qualifications of our labour force match up? Can careers advice policies, the Teaching Excellence Framework and spending decisions improve effectiveness?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.What factors influence the recruitment and retention of teachers at all stages of their careers – particularly in schools that serve disadvantaged communities?Our goal is to create a world-class school system that ensures every child is taught a broad and ambitious knowledge-rich curriculum by highly skilled teachers, so they can achieve their potential. We need to continue to develop the evidence base around effective teaching practice and curriculum design, with teaching increasingly viewed as an applied science (akin to medicine) where evidence-based approaches are widely utilised, and skilled teachers draw upon expert support and professional communities. We also need to build our understanding of how best to replicate the success of high performing schools, and how school trusts can improve the effectiveness and efficiency of their schools, including through management of the school estate. A key part of this is building evidence on the most successful school approaches to improving attendance.Contact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FK001272%2F1">Quantitative analysis of the teacher labour market in England</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FR007349%2F1">Understanding the complex determinants of teacher shortages: an integrated approach</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FW003074%2F1">Comparative analysis of teacher policies across international education systems to understand the complex factors shaping teacher demand and supply</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FJ006076%2F1">Impact of school resources and teacher pay across local authorities - a Regression Discontinuity Design</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FL001314%2F1">Teacher education for the changing demographics of schooling: policy, practice and research</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FX00208X%2F1">Investigating the recruitment and retention of ethnic minority teachers, and its relationship to school outcomes</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV007661%2F1">Practices and Partnerships: Examining teacher learning and professional development in initial teacher education programmes</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FX00225X%2F1">Sustainable school leadership: comparing approaches to the training, supply and retention of senior school leaders across the UK</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FK007750%2F1">Leadership for Learning: Building Capacity for Effective Teaching and Learning in Schools Serving Disadvantaged Urban Communities</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FR00367X%2F1">ESRC SDAI DfE Highlight Notice: The Effects of Teacher Pay Reforms on Teacher Pay, Teacher Careers and Student Attainment (Invited Resubmission)</a></li></ul>

What factors influence the recruitment and retention of teachers at all stages of their careers – particularly in schools that serve disadvantaged communities?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.Are these programmes acceptable to families and easily scalable?Our goal is for the early years sector to provide the foundations for children to have happy, healthy and successful lives, and to enable parents to work. The sector has some challenges in common with our other sectors but it faces a different local and systemic context. We are interested in evidence that will help us enable a healthy and sustainable early years market which maximises the valuable outcomes of the sector.Contact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=63552">EasyPeasy Home Learning content task-force: Supporting families with young children</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FK003232%2F1">The effect of free childcare on maternal labour supply and child development</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT004169%2F1">Empowering Home Visitors in Early Intervention: Impact Evaluation of Teacher Training and Use of Technology on Childhood Development - Evidence from t</a></li><li><a href="https://gtr.ukri.org/projects?ref=79514">EasyPeasy Parenting - launching a SaaS social enterprise model to narrow the gap in Early Child Development</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FN010221%2F1">Investing in our Future: The Early Childhood Intervention and Parental Involvement in Bangladesh</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FK003690%2F1">Provision and use of preschool childcare in Britain</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV011243%2F1">Understanding Children's Lives and Outcomes</a></li><li><a href="https://gtr.ukri.org/projects?ref=69187">'Virtual nannies' to allow parents to work from home successfully</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT003936%2F1">Harnessing the power of global data to support young children's learning and development: Analyses, dissemination and implementation</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FY010566%2F1">ADR England Community Catalyst: Children at risk of poor outcomes</a></li></ul>

Are these programmes acceptable to families and easily scalable?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.How can we best support and promote mental health and wellbeing in schools, colleges and higher education?A sizeable minority of children and young people in England face a significant range of vulnerabilities and disadvantages. These include those already known to children’s social care, children in need, those eligible for free school meals (FSM) because of low family income, those with SEND, in particular those who have an Education, Health and Care (EHC) plans and those who attend Alternative Provision. Given the human, economic and social cost of poor performance in this area, we are seeking evidence on the best ways to improve outcomes for these children and young people, before issues become acute and require more significant interventionContact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FR005400%2F1">The influence of mental health on educational attainment in adolescence</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT009284%2F1">Exploring whole-system intervention to improve mental health and wellbeing through schools.</a></li><li><a href="https://gtr.ukri.org/projects?ref=MR%2FT046260%2F1">Understanding and enhancing mental health competence - a promising new approach to improving lives for young people</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV011936%2F1">Understanding the relationship between mental health difficulties and educational outcomes in children and young people</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS004726%2F2">Emerging Minds: Action for Child Mental Health</a></li><li><a href="https://gtr.ukri.org/projects?ref=MR%2FV049941%2F1">Kailo - A systemic approach to improving adolescent mental health</a></li><li><a href="https://gtr.ukri.org/projects?ref=MR%2FV025686%2F1">Building a prevention pathway for early mental health problems</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS00324X%2F1">SMARtEN: Student Mental Health Research Network</a></li><li><a href="https://gtr.ukri.org/projects?ref=MR%2FX002837%2F1">Long-Term Modelling Tools for Adolescent Mental Health and Wellbeing Research</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV009516%2F1">Improving the mental health of children and young people in Northern Ireland - making research count</a></li></ul>

How can we best support and promote mental health and wellbeing in schools, colleges and higher education?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice?A sizeable minority of children and young people in England face a significant range of vulnerabilities and disadvantages. These include those already known to children’s social care, children in need, those eligible for free school meals (FSM) because of low family income, those with SEND, in particular those who have an Education, Health and Care (EHC) plans and those who attend Alternative Provision. Given the human, economic and social cost of poor performance in this area, we are seeking evidence on the best ways to improve outcomes for these children and young people, before issues become acute and require more significant interventionContact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FX000494%2F1">Development of a research-ready dataset linking data on children and young people in London held by Local Authorities and healthcare providers</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FY010566%2F1">ADR England Community Catalyst: Children at risk of poor outcomes</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FR005478%2F1">Does local authority care make a difference to the lives of vulnerable children? Longitudinal analyses of a retrospective electronic cohort</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT000120%2F1">Comparing health outcomes for care experienced children and children in the general population in Scotland using linked administrative data</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV011243%2F1">Understanding Children's Lives and Outcomes</a></li><li><a href="https://gtr.ukri.org/projects?ref=509013">Nottingham Trent University and Nottinghamshire County Council</a></li><li><a href="https://gtr.ukri.org/projects?ref=10025118">Transformative children's social care (Resilience Fund)</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FV015435%2F1">Childcare and Wellbeing in Times of Covid-19: Developing crisis-resilient care solutions</a></li><li><a href="https://gtr.ukri.org/projects?ref=10001326">FS:Insight</a></li><li><a href="https://gtr.ukri.org/projects?ref=74011">Transformative children's social care</a></li></ul>

How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice?

This problem is a UK government area of research interest (ARI) that was originally posted at <a target='_blank' href='https://ari.org.uk/'>https://ari.org.uk/</a> by a UK government organisation to indicate that they are keen to see research related to this area.How effective are the key reforms set out in ‘Stable Homes, Built on Love’ in response to the Care Review that seek to improve the provision of children's social care across Local Authorities? These include recruitment of foster carers, support for kinship carers and provision of children's care placements.A sizeable minority of children and young people in England face a significant range of vulnerabilities and disadvantages. These include those already known to children’s social care, children in need, those eligible for free school meals (FSM) because of low family income, those with SEND, in particular those who have an Education, Health and Care (EHC) plans and those who attend Alternative Provision. Given the human, economic and social cost of poor performance in this area, we are seeking evidence on the best ways to improve outcomes for these children and young people, before issues become acute and require more significant interventionContact detailsIf you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.Related UKRI Projects<ul><li><a href="https://gtr.ukri.org/projects?ref=ES%2FS011323%2F1">Looked-after children in Wales: An analysis of the backgrounds of children entering public care</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT000120%2F1">Comparing health outcomes for care experienced children and children in the general population in Scotland using linked administrative data</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FM011674%2F2">Care pathways and outcomes: The teenage years</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FR005478%2F1">Does local authority care make a difference to the lives of vulnerable children? Longitudinal analyses of a retrospective electronic cohort</a></li><li><a href="https://gtr.ukri.org/projects?ref=10025118">Transformative children's social care (Resilience Fund)</a></li><li><a href="https://gtr.ukri.org/projects?ref=74011">Transformative children's social care</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FT00133X%2F1">Improving social care systems and practices for safeguarding young people at complex risk: what promotes and sustains innovation?</a></li><li><a href="https://gtr.ukri.org/projects?ref=10054923">Carers Assessment Support</a></li><li><a href="https://gtr.ukri.org/projects?ref=AH%2FJ500980%2F1">Communities in care: a scoping review to establish the relationship of community to the lives of looked after children and young people</a></li><li><a href="https://gtr.ukri.org/projects?ref=ES%2FX000494%2F1">Development of a research-ready dataset linking data on children and young people in London held by Local Authorities and healthcare providers</a></li></ul>

How effective are the key reforms set out in ‘Stable Homes, Built on Love’ in response to the Care Review that seek to improve the provision of children's social care across Local Authorities? These include recruitment of foster carers, support for kinship carers and provision of children's care placements.

Department for Education (GB)

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