Education, early learning & school support

Let children know that you value education and believe learning is important — even if your own school experience was difficult. 

Help them understand that finishing school and exploring options like university, TAFE, or an apprenticeship can open doors to future opportunities, independence, and financial security. 

Encourage young people to think about what they want to achieve and the steps they can take to get there.

Early learning builds strong foundations for school and lifelong learning.

This can include:

• preschool
• long day care
• occasional care
• early intervention programs

Early education helps children develop:

• language and communication skills
• emotional regulation
• social confidence
• school readiness

If the child in your care is under school age, speak with your caseworker about available early learning options and supports.

Preschool and early childhood education help children build foundations for learning and relationships.

Children in out-of-home care receive priority access to preschool and childcare.

High-quality early learning helps children:

• build communication and social skills
• develop problem-solving abilities
• learn routines and emotional regulation
• feel part of a community
• understand diversity and inclusion

If a child has additional needs, extra supports may be available. Speak with your caseworker about local options and funding.

Strong literacy skills underpin all learning.

Ways to build literacy:

• Read to babies and toddlers daily.
• Let children choose books that interest them.
• Use everyday reading — recipes, signs, websites, instructions.
• Celebrate effort and progress.
• Use local libraries for storytimes and holiday programs.

Reading should feel positive and relaxed. Confidence grows when children feel supported.

When possible, children and young people will stay at their usual school after entering care.

Most children in care attend public schools.

If you believe your child’s educational needs cannot be met locally, talk to your caseworker. Other options may include:

• Private school
• Boarding school
• Home schooling

Any approved change of school must be included in the child’s Case Plan.

Payment of non-government school fees is only approved in exceptional circumstances, and only if the school choice is part of an approved Case Plan. You may also choose to personally cover the cost of an approved non-government school.

Children in care may need to change schools due to placement moves. Where possible, maintaining school stability is important.

Your caseworker is responsible for enrolling the child in a new school and completing all necessary paperwork.  They will provide the new school with information about the child’s:

• notify the school that the child is in out-of-home care
• connect early with the school principal or wellbeing team
• share relevant information that supports the child’s learning
• ensure enrolment paperwork is completed promptly

Together with you and your child, your caseworker will explore ways to maintain friendships and connections with important people in the child’s life.

The new school will arrange the transfer of the child’s records from their previous school.

The student’s out-of-home care coordinator will ensure the new school understands and implements the child’s personalised learning and support plan.

Every child and young person in care should have a personalised learning and support plan (sometimes called an education plan). This plan helps make sure they receive the right support to learn, grow, and succeed at school.

The plan will:

• identify the child’s strengths, interests and learning needs
• set goals for their education and wellbeing
• outline the supports and strategies that will help them succeed
• clearly define who is responsible for each action
• be reviewed regularly and updated when needed

All children and young people in out-of-home care are also supported through the OOHC Education Pathway, which helps guide and coordinate their education support.

PLaSP meeting

When a child enters care or starts at a new school, the school will arrange a Personalised Learning and Support Planning (PLaSP) meeting within 30 days.

This is a collaborative meeting focused on understanding the child’s needs and planning how best to support their education.

The meeting may include:

• you (the carer)
• the caseworker
• teachers and school staff
• other relevant professionals
• the child or young person, where appropriate

Your role is important. As a carer, you provide valuable insight into the child’s strengths, needs and what helps them learn best.

During the meeting, the group will discuss:

• Needs: learning, social, behavioural, cultural and wellbeing needs
• Strengths and interests: what the child enjoys and does well
• Goals: what the child would like to achieve, and agreed education goals
• Actions and supports: strategies, resources and supports, including who will provide them and when
• School support people: trusted staff the child can talk to if they need help
• Funding: how available education funding will be used to support the child
• Review arrangements: when progress will be reviewed and supports adjusted

The school and caseworker will record what is agreed. You can request a copy of these notes.

Supporting and reviewing the plan

After the meeting, you, the school and the caseworker will work together to support the agreed actions.

The plan will be reviewed:

• at least once each year
• when the child changes placement or school
• after significant events
• if their needs or circumstances change

You can support the child by keeping copies of school reports, certificates and NAPLAN results, and sharing any concerns with the caseworker or school.

If you feel the plan is not meeting the child’s needs, speak with the caseworker to arrange a review.

You don’t need to be a teacher to make a difference.

Simple things help:

• creating a regular homework routine and offering help when needed
• reading together
• celebrating effort, not just results
• attending school events
• encouraging participation in sports or extracurricular activities
• getting involved in the school community and getting to know teachers and classmates
• attending parent–teacher meetings to talk about progress and support needs
• letting the school and your caseworker know about anything that might affect learning or if you have any concerns
• taking part in personalised learning and support planning, and encouraging the child or young person to have a say
• checking in with your caseworker or school to make sure agreed actions are followed up
• talking with children about what they enjoy at school and what they find tricky
• encouraging study time with friends when appropriate
• balancing homework with play, sport, and relaxation
• linking learning to real life through trips to places like museums and art galleries (many are free)
• making sure learning plans, school reports, and education records are shared if a child moves placement or returns home.

Consistency, encouragement and positive reinforcement build confidence.

Some children may need additional educational support due to:

• learning delays
• disability
• trauma impacts
• behavioural challenges

Support may include:

• Individual Education Plans (IEPs)
• learning support teachers
• counselling
• specialist assessments

If you have concerns, speak with the school and your caseworker early. Early support can prevent bigger issues later.

There have been times when we’ve been very proud

of the child in our care, especially with her schooling.

We identified early in her stay that there were a number of areas she was really struggling with and there’s been some

great improvements there.

 

Stephen, carer, St Ives

Strong communication between carers, schools and caseworkers is essential.

Regular check-ins can:

• monitor attendance and progress
• address concerns early
• support transitions
• celebrate achievements

You are a key advocate in the child’s educational journey.

The rewards are just seeing your child thrive

and knowing that you are helping this child

achieve to the best of their ability.

 

Vikki, carer, Wyong

The OOHC Education Pathway is an agreement between the Department of Communities and Justice (DCJ) and the three major education sectors in NSW (Government, Catholic and Independent). The pathway is designed to support children and young people regardless of who they are case managed by (Funded Service Provider or DCJ) and which school they attend (Government or Private).

The Pathway is available to all children in OOHC who are beginning school for the first time, or who enter care at school age.

The Pathway provides children and young people with:

• collaborative and consistent educational support
• early identification of educational needs and proactive planning to address their needs
• regular monitoring and review of educational planning
• support to improve and maintain school engagement
• funding to support their learning, wellbeing, or access to the curriculum (Government schools).

Key resources:

• About the OOHC Education Pathway
• Supporting students in statutory out-of-home care procedures
• Department of Education OOHC program

Every NSW Government school has a designated OOHC Teacher to support children in OOHC at school. OOHC teachers work with schools and educational services staff, to build the capacity of teachers and schools to support students in OOHC and to improve their educational outcomes.

OOHC teachers collaborate with school, non-school-based staff, and external agencies to support students. They are the contact point for receiving and sharing information about children and young people in statutory OOHC, to support their safety, welfare, wellbeing, and engagement at school.

It is a good idea to know who the OOHC teacher is at your child’s school. They may attend the PLaSP meetings. If you’re not sure who the OOHC teacher is at your child’s school – ask at the school.

Key resource:

Checklist for schools

Aboriginal children should have a Personalised Learning Pathway (PLP). This is a collaborative plan that forms part of the PLaSP process to identify, organise and apply personal approaches to learning and engagement, to ensure Aboriginal students reach their educational potential.

The caseworker will make sure the education of Aboriginal students upholds self-determination and genuine participation and supports and maintains meaningful connections to culture and Country.

• Aboriginal Education Officers (AEOs)
  AEOs work in schools with significant numbers of Aboriginal students. They provide guidance and support to students and families. To find out more, contact your school or call the Department of Education on 1300 679 332 or emailAECcorrespondence@det.nsw.edu.au
   
• NSW Aboriginal Education Consultative Group (AECG)
  The AECG is a not-for-profit Aboriginal organisation that provides advice on education and training from the Aboriginal community’s perspective. They run programs and policies across NSW to ensure Aboriginal students and communities benefit from educational opportunities. Visit www.aecg.nsw.edu.au or call (02) 9550 5666.
   
• AIME (Australian Indigenous Mentoring Experience)
  AIME is an educational program that supports Aboriginal high school students to build skills, confidence, and opportunities to finish school at the same rate as their peers. It also connects students with post-school pathways, including further education and employment. Learn more at aimementoring.com.
   
• Other programs and opportunities
  Many schools offer additional programs and activities for Aboriginal children and teenagers. Ask your caseworker or school about what’s available, and encourage participation in school events and activities that help children connect with their culture and community.

In NSW, children must attend school from age six (most start kindergarten at five) and remain in education until at least Year 10 or age 17.

Regular attendance supports stability and learning.

If attendance becomes a concern:

• speak with the school early
• involve your caseworker
• identify barriers (anxiety, bullying, learning gaps, transport)
• consider counselling, tutoring or learning adjustments

If a child is absent and you do not know where they are, contact your caseworker or the Child Protection Helpline on 132 111 immediately.

School refusal is when a child or young person becomes very distressed or anxious about attending school and feels unable to go. This is different from truancy, as the child is not trying to hide their absence — they are struggling emotionally to attend.

School refusal may be linked to:

• anxiety
• bullying
• learning difficulties
• trauma or past experiences
• social or emotional challenges

Early understanding and support can help prevent longer-term disengagement from education.

How you can support a child

If a child in your care refuses to attend school:

• stay calm and reassuring
• avoid punishment or blame
• gently talk with them to understand what may be happening
• contact the teacher or school counsellor to share concerns
• involve your caseworker early so supports can be arranged

You know the child well, and your observations can help identify what support they need.

Working together, you, the school and the caseworker can develop strategies to help the child feel safe, supported and able to return to school.

Helpful resources

You may find these resources useful:

• School refusal factsheet
• ReachOut– information and practical strategies to support children and young people experiencing school refusal

Shools will usually try a range of welfare and discipline strategies before imposing a suspension, unless an immediate suspension is necessary. if a suspension is decided, the school will notify you. for children and young people in care, who may already be struggling at school, a suspension can risk disengagement from learning.

You and your caseworker can:

• ask the school to reduce the length of the suspension
• explore alternatives, such as an internal suspension where the student stays at school but is supervised outside regular classes

If the suspension goes ahead:

• supervise the child and oversee their study
• ask the school for a study plan if one isn’t provided
• keep your caseworker informed and involved to help re-engage the child with school

If the school is considering expelling a child in your care:

• contact your caseworker immediately
• meet with the school to discuss why expulsion is being considered and ask about alternative solutions

For children in care, an expulsion can be a major disruption to education and difficult to recover from.

If a teen is at risk of leaving school before completing their Higher School Certificate (HSC):

• contact your caseworker
• explore options to stay on and finish Year 12, or participate in school-based apprenticeships or traineeships

Remind the young person that leaving school may affect Youth Allowance eligibility, which requires full-time study or a combination of work and study totaling at least 25 hours per week.

Key resources:

• Education, training and employment
• Leaving care information for young people
• Planning for a young person's future
• Suppors for leaving and after care
• Your Next Step - information for young people leaving care
• Go Your Own Way Info Kit
• Care Leavers’ Charter of Rights
• Guidelines for the provision of assistance after leaving out-of-home care.

School formals and graduation dinners celebrate educational achievements and the transition to young adulthood. Every young person in care should have the opportunity to attend if they want. The Care Allowance can cover costs such as:

• tickets
• dresses, suits, accessories, shoes
• hair, make-up, and beauty products
• transport, photos, and graduation gifts

Tips for planning:

• consider setting aside part of the Care Allowance throughout the year to cover costs

Schoolies week is a common way for teens to celebrate finishing school. Some may prefer other celebrations, like parties or contributing to a personal goal. Plan early in Year 12 and involve your caseworker if interstate or overseas travel is planned. Anyone under 18 will need prior agency approval.

When preparing for Schoolies Week, discuss:

• budget and contributions from Care Allowance, pocket money, or earnings
• risks associated with drinking, drugs, fights, and sexual behaviour
• strategies for handling peer pressure around social activities

The Care Allowance should cover general education costs, including:

• uniforms, stationery, and textbooks
• excursions and school camps
• school levies, photos, and activities

You may be able to get help with other education costs, such as tutoring or a computer, if included in an approved Case Plan.

It’s common for children and young people in care to have some learning gaps due to moving schools or placements, or because education has not been a priority.

If extra help is needed:

• discuss options with your caseworker and your child’s school
• explore extra support services at school, community programs, or homework clubs
• consider tutoring outside school if recommended

Agencies may cover tutoring costs if identified in the child’s Case Plan. Reimbursement without prior approval is not allowed.

School photos are an important record of a child’s school history. The Care Allowance should cover the cost of photos.

Prior approval is required for regular attendance at before-school, after-school, or vacation care. If part of an approved Case Plan, your agency will usually pay the gap between government childcare benefits and the fees.

The NSW Government’s Student Transport Scheme (SSTS) provides subsidised travel for eligible students on rail, bus, ferry, and long-distance coaches. Eligible students in the Opal network will receive a School Opal Card, while rural or regional students may receive a school travel pass.

The card or pass can only be used for approved travel on school days between home and school (6.30am–7pm, or 6.30am–9.30pm for TAFE students). A subsidy is available for private vehicle transport where no public transport exists.

The Assisted School Travel Program (ASTP) supports students with disabilities by providing free specialised transport to and from school if carers cannot provide or arrange transport.

For more information:

• contact the school principal or the Assisted School Travel Unit on 1300 338 278
• visit education.nsw.gov.au/public-schools/astp