We’ve made education comorbid. We’re killing it

The reactions to Ofsted’s fresh inclusion considerations have predominantly centered on special educational needs and disabilities (SEND). However, an additional group now comes into focus with the new framework. ASDAN’s CEO, Melissa Farnham, is personally invested in this discussion, having grown up as a child in care.

“If I were entering school today, my education health and care plan would be remarkable,” she chuckles. “Classified as dyslexic—though I’m uncertain about that label myself, I also faced epilepsy, the challenges of being in care, and various traumas,” she adds.

In jest, we imagine a bingo card for inclusion, with young Farnham potentially marking every box. Yet the truth is, many children in care often grapple with multiple hurdles in the education system.

Recent data from the Department for Education indicates that looked-after children are over three times more likely to have special educational needs compared to their peers, and nearly seven times more likely to have an education, health and care plan (EHCP). Among those with EHCPs, the most prevalent needs are social, emotional, and mental health.

“A decade ago, the phrase ‘comorbid needs’ was frequently echoed. Considering the meaning of ‘morbid,’ it’s an unpleasant way to refer to youth,” Farnham remarks.

“However, I often discuss how education has layers of complexity intertwined with various aspects: curriculum demands, regulatory expectations, and a generation deeply influenced by social media. In essence, we’ve made education a confluence of challenges; it’s not thriving.”

As the CEO of ASDAN, a charity focused on providing programs for students facing obstacles in conventional learning environments, Farnham is not only equipped to identify the problems; she is also well-positioned to initiate change.

Striving for success 

Her achievements today might seem unlikely. “Early on, my ambitions were probably limited,” she reflects.

“With my father’s departure and my mother dealing with significant health issues, she struggled immensely. Her challenges often manifested physically towards us kids,” she shares.

At just two years old, Farnham’s older brother left a message using Smarties’ lids for a neighbor who frequently treated them. This act led to police intervention, and shortly after, the siblings were placed into care.

This initiated a series of brief placements, until at age five, they were taken in by grandparents they had never met. “We were meant to stay for just six months while our mother sorted things out, but after numerous court proceedings, she never returned, and we became wards of court,” Farnham explains.

Her brother exhibited challenging behavior due to their past, while Farnham became an elective mute for a year and a half in school.

She praises her grandfather as a testament to resilience, achieving significant responsibilities in hospital management despite functional illiteracy.

Eventually diagnosed with asbestos-related illness, her grandparents relocated to South Africa, leading to yet another change back into care.

Numerous placements followed—ranging from three weeks to a whole school year— marking unstable schooling during crucial years.

Farnham thrived in her studies, contrasting with her brother’s more tumultuous educational path. Although he didn’t complete his GCSEs or A-levels, he now oversees major projects in Antarctica.

Paving the way to success 

Today’s results for looked-after children still trail behind their counterparts.

In 2018-19, only 37% achieved the expected standard in reading, writing, and mathematics at Key Stage 2, compared to 65% of all students. Most recently, it dropped to 34% versus 61%.

Their average Attainment 8 score is alarmingly low at 18.3, compared to 45.9 for the entire student population.

These statistics emerge even as institutions touted as the country’s best cater to their educational needs. The guidance mandates that local authorities prioritize placements in “good” or “outstanding” Ofsted-rated schools, avoiding “inadequate” ones unless absolutely necessary.

However, this wasn’t the case during Farnham’s schooling years, which makes her achievements even more remarkable, especially as systemic barriers remained prevalent.

At 16, still in supported living, she successfully campaigned for head girl, only to be dismissed by the headteacher for being a ward of court. She recalls, “The school forced me into child development instead of French, suggesting it would better prepare me for motherhood. This was their notion of realism for someone like me.”

The indignation in her voice remains palpable even today.

Despite the odds, she completed A-levels while living independently, motivated by two teachers who believed in her potential. She pursued a teaching degree to emulate the support she received.

Throughout her 14-year career as a special needs headteacher, she has supported many resilient youths, many of whom could have thrived in mainstream education.

A commitment to transformation 

ASDAN originated as a curriculum initiative developed by the University of the West of England in 1991 and became its own charity in 1997 under Farnham’s leadership.

Today, with patron Lord Jim Knight, ASDAN continues fostering the original mission: equipping the youth with skills essential for life, learning, and work.

“The organization has always addressed barriers to engagement,” Farnham notes, highlighting core issues such as economic, social, and cognitive disparities.

Recently, over 42,000 learners engaged with ASDAN’s programs, with around 7,500 receiving recognized qualifications.

Recognizing that the organization experienced a peak two decades ago, Farnham sees potential for a resurgence, coinciding with the current government reform agenda spurred by a new Labour administration.

However, she urges caution to Bridget Phillipson, stating, “While I appreciate the drive for ‘belonging’ in her narrative around inclusion, I stress that belonging requires identity.”

“Ofsted claims it will assess whether headteachers ensure every learner feels they belong, but quantifying that sense of belonging remains elusive. As an executive headteacher, I’d rely on attendance metrics and assessment outcomes, but measuring belonging in an environment that isn’t wholly inclusive is a much tougher challenge.”

Thus, for Farnham, true belonging hinges on the experiences youth have and how these shape their capabilities.

Reflecting on her grandfather’s and brother’s journeys, she stresses: “To help all young people excel, we must understand and define what capability truly looks like.”

A brewing revolution 

Here lies the strategic opportunity for Labour, according to Farnham.

Ofsted’s framework prompts institutions towards identifying areas in need of enhancement, yet success hinges upon whether environments enable schools to genuinely meet these expectations—this calls for redefining the curriculum and performance measures.

“When speaking with MAT CEOs, many express the notion of ‘rebellion’—debating whether they should shift focus from Progress 5 back towards encompassing qualifications like those offered by ASDAN, which have proven effective,” she reveals.

She adds that ASDAN’s courses foster “portfolio learning that reflects growth, granting learners agency, helping them recover, and enabling opportunities for retries.”

“Our programs aim to cultivate executive function skills, and it’s vital we return our focus to this because it’s precisely what’s currently absent from our education system.”

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