Low participation rates in education, employment and training for young people in and leaving foster and residential care has been an area of particular concern for policy and practice in England for many years. This is reflected in existing UK research, which has consistently shown that many care leavers face greater difficulties and disadvantage compared to other young people as they embark upon their journeys into adulthood and involvement in education, employment and training (EET) (Stein and Carey, 1986; Biehal et al. 1995; Broad, 1998; Dixon and Stein, 2005, Dixon et al., 2006).