Transcript As the CWDC moves towards NDPB status, what issues will we

Children at risk
What it takes to close the gap
Christine Davies CBE
1
Presentation will cover:
 Why ‘narrowing the gap’ for children at risk is
important
 The challenges!
 Evidence of ‘what works’
 Sustaining improvement – Centre for Excellence
and Outcomes in Children and Young People’s
Services (C4EO)
Why ‘narrowing the gap’ is important in
the UK and the developed world!
 Despite 10 years of sustained
investment in public services – the
‘gap’ remains steep and wide
(education, health,
well-being, economic success).
 Much excellence, less equity –
economically unsustainable in a
competitive global economy
 Strong sense of ‘moral purpose’ –
imperative for social inclusion and
community cohesion
Cost of not doing it too high
for: - individuals
- families
- communities
- nation
What are the challenges?
Poverty (and social class) matter
• Despite all efforts, the strongest links between
circumstances into which a child is born (socioeconomic group) and their adult outcomes.
• The lower the social economic group, the higher
the risk of poor outcomes.
• ‘Poor’ circumstances, leading to poor qualifications,
transmits poverty across generations.
• Inequality affects us all.
and it starts early!
100
90
80
70
60
50
40
30
20
10
0
22 months
4 years
5 years
6 years
10 years
(Reducing Inequalities - NCB 07)
Overall children’s health, educational
achievements and general well being are
improving
But strong correlation between social class and
poverty with:
 Low birth weight and poor physical health
 Poor mental health
 Poor educational outcomes
 Poor school attendance
 High admissions into care
 Criminal activity record of school at
- poor record of school attend
Schools matter
 Attainment has risen all round.
 Teachers recently qualified are best ever
(Ofsted).
 Class sizes down, absenteeism down,
post-16 participation up.
 98% 3 and 4 year olds accessing early years
education and quality improving.
Enjoy and Achieve:
% 5+ A*to C GCSEs - by Free School Meals
80.0
70.0
60.0
50.0
FSM
40.0
Non-FSM
All pupils
30.0
20.0
10.0
0.0
2002
2003
2004
2005
2006
2007
2008
Source: DCSF. GCSE attainment by eligibility for Free School Meals, 2002 to 2008.
 Performance gap between
advantaged and more
disadvantaged pupils, little
changed in 10 years.
 Those who do least well –
poorer white boys, mixed
race and black Caribbean
boys, Irish travellers.
• Key Stage 1
FSM 71% in reading (84%)
66% in writing (81%)
• Key Stage 2
FSM 63% in English (80%)
64% in Mathematics (79%)
77% in Science (88%)
• GCSE 27% (5+A*-C inc. English & Maths) 51%
Source: DCSF- KS1, KS2 and GCSE attainment by pupil characteristics in England 2008/09
• Post-16 participation low by international
standards (UK 20th out of 28 OECD
countries).
• Significant and sustained gaps in participation
in full-time education or training based on
gender, ethnicity, social class and region.
• 16-19 year olds not in education, employment
or training (NEET’s) (11%) and is higher than
other developed countries.
Health matters
 Infant mortality falling –

But incidence of ‘low birth weight’ rising and
high (11% of total) compared to other
developed countries - correlates directly with
social class and gives rise to poor health,
development and educational attainment.
• Obesity risen by 50% since 1997 (17% of 210 year olds and 21% of 11-15 year olds
classified as obese, a rise of 10% in last 10
years).
 But physical activity increased (60%  80%
5-16 year olds take part in sport in last 3
years).
• Mental Health declining – (13% 11-16 year old
boys and 10% 11-16 girls) had clinically
diagnosed mental disorders.
• Children living in lone parent families most
vulnerable (19% compared to 9%) as well as
those in poorer families (21% compared to 6%).
54% children with emotional
disorders come from households with
gross incomes under
£300 per week
 Teenage pregnancy at lowest level for 20
years but still high compared to other EU
countries.
• Sexually transmitted diseases up – diagnosis
of Chlamydia up by 34% (2001 – 2005).
• Young people smoking is significantly associated
with being white, low socio economic groups and
being excluded from school.
• Drinking is declining but amount of alcohol drunk
by those who do, up dramatically
(5  12 units per week 1990–2006).
 Drug use has declined since 2001 (20% 
17% 11-15 year olds).
• But level of drinking and drugs use amongst 1016 year olds higher than other EU countries.
Being Safe matters
• Minority of offenders commit majority of offences
(7% 10-25 year olds for 83% offences).
• Offenders most likely to be victims (32%).
 Rates of death from injury falling, traffic
accidents declining.
 Instability in care placements falling.
But...
• The UK has largest proportion of children in
custody (as % of prison population)
compared to other developed countries.
• 16-19 year olds NEET’s are more likely (15%
compared to 5%) to commit offence.
• 25% of all children witnessed domestic
violence.
Children Matter
Majority of young people
‘happy’ with their lives (89%
of 11-15 year olds) and are
‘moral’ (80% frown on
cheating, bullying etc).
Most (93% of 11-15 year
olds) enjoy living in their
area and feel safe,
although this declines at
night.
 Nearly all teenagers view doing well at school as
important…
• But while 94% happy with their families, 71%
happy at school but 11% very unhappy at
school.
 Most 11-15 year olds are happy with their
appearance (80%) and their health (90%)
 50% 16-24 year olds and 66% 11-15 year year
olds ‘volunteer’ in their local communities.
‘Narrowing the Gap’ has been
 A 2 year programme funded by DCSF
(Dept for Children, Schools and Families).
 Focussing on 0-13 years.
 Across all 5 outcomes





Staying Safe
Enjoying and achieving
Being healthy
Making a positive contribution
Economic well-being
Included

Children from poorer socio-economic groups (including
white ‘working class’ boys)

Children in Care

Children with disabilities

Children with SEN

Children excluded from school


Children with poor records of attendance at school
Children from different ethnic minority backgrounds

Young Offenders


Young Carers
Children at risk from significant harm

Children living with ‘vulnerable’ adults
What does make the difference?
NtG Review brought together:
 Best research evidence from the UK (and where
relevant abroad) of what works in improving
services and outcomes
 Best quantitative data with which to establish
baselines and assess progress improving
outcomes
 Best validated local experience and practice
on strategies and interventions already proved to
be most powerful
The Narrowing the Gap Programme has
tried to answer fundamental question?
What is it, if applied universally and
pursued relentlessly, would make a
significant impact on the outcomes
of vulnerable groups of children
and young people?
NCSL Leadership Network
National initiative on narrowing the gap
 88 groups of leaders (from 8 to 23 in each group)
 From 52 local authorities across all government regions
 Focussing on wide range of issues and identifying different
target groups (leadership skills of middle managers,
engaging with parents, looked after children, student voice,
transitions, early reading, boys writing, behaviour etc)
 Looking at how effective leadership can help to narrow the
gap
 Starting with Audit tool, moving on to Action plans,
recognising challenges and opportunities
Year 1 guidance – areas of focus
 Moving towards early intervention and prevention
(so that fewer children fall behind the rest)
 Engaging and supporting parents and carers in
helping their children to succeed
 What children’s centres and early years settings
can do to ‘narrow the gap’
 What schools can do to ‘narrow the gap’
 Links between children’s centres, schools and
extended services to ‘narrow the gap’
Year 2 guidance
 How to strengthen local leadership and
governance arrangements - both professional
and political
 How to strengthen systems for developing
local leaders to deliver improved services
based on the understanding of ‘what works’
2 ‘packs’ of Guidance
What Children’s Centres and Early Years Setting can do
Integrated
Frontline
Delivery
What needs to be in place between schools and other services
Integrated
Integrated
Frontline
Processes
Delivery
Integrated
Integrated
Frontline
Integrated
Strategy
Delivery
Processes
Integrated
Integrated
Integrated
Integrated
Frontline
Governance
Processes
Strategy
Delivery
What schools can do
Effective Practice in engaging parents and carers
Shifting towards early intervention and prevention
All Children
Integrated
Integrated
Integrated
(Universal Services)
Integrated
Strategy
Governance
Processes
Frontline
Vulnerable Children with
additional needs
(Targeted Services)
Delivery
Integrated
All Children
Integrated
Governance (Universal Services)
Strategy
All Children
Integrated
(Universal
Services)
Processes
Integrated
Governance
Integrated
Strategy
Children with complex,
Children in need of care
multiple needs
or protection/
(Intensive Targeted/
acute needs
Specialist Services)
(Specialist Services)
Vulnerable Children with
Children with complex,
Children in need of care
additional needs
multiple needs
or protection/
(Targeted Services)
(Intensive Targeted/
acute needs
Vulnerable Children with
Children
with
complex,
Children
in need
of care
Specialist
Services)
(Specialist
Services)
additional needs
multiple needs
or protection/
(Targeted Services)
(Intensive Targeted/
acute needs
Specialist Services)
(Specialist Services)
All Children
(Universal Services)
Vulnerable Children with
additional needs
(Targeted Services)
Children with complex,
multiple needs
(Intensive Targeted/
Specialist Services)
Children in need of care
or protection/
acute needs
(Specialist Services)
Integrated
Governance
All Children
(Universal Services)
Vulnerable Children
with additional needs
(Targeted Services)
Children with complex,
multiple needs
(Intensive Targeted/
Specialist Services)
Children in need of
care or protection/
acute needs
(Specialist Services)
Top 12 Golden Threads
- each supported by Case Studies
from across England
- focussing on governance,
strategy, process and
front-line delivery
You can do it! (Expect the best)
- creating a culture of high aspiration
every service, every early years setting, schools,
health centres, libraries, shopping malls,
business
- and giving children and parents
access to a trusted (dependable)
adult (e.g. mentor / health visitor)
No child written off!
Together with parents (“you know your
child, we know about children’s services,
together we can do better”)
- working in real partnership with
parents and families and building
on their strengths
- schools support parents to create
supportive home learning environments
- ‘doing with, not doing unto’
…Parental involvement in a child’s
schooling is a more powerful force than
any other family background indicator
such as social class or family size…
and contributes to 10% or more of
variation in educational achievement…
(Desforges 03)
Through the voice and eyes of the child
- ensuring children and young people’s
views are listened to, their participation
supported and they help shape services.
- adult services more sensitive to their
clients as parents and alert to the needs
of children
‘Think Family’
Holding onto the baton
- ensuring as much stability and
continuity as possible, in
relationships between trusted
adults, with children and parents
- managing those transitions that are
unavoidable with care (between
schools, services)
- Always ‘3-way’ (child / parent /
service)
‘Learning to learn’
- make the building of children’s
resilience a major policy objective
- ensure children feel physically and
emotional secure, are stimulated and
engaged and able to communicate
effectively
- accurately identify and assess children
at risk of under-achieving , and tailor
support to their individual needs
- celebrate success across all areas
of learning
What matters in schools
Leadership
Data - understood and acted on
Strong behaviour management
Trusted, interested Adult - mentors
Focus on social/emotional development – CHATTER MATTERS
Engagement of children in decisions about school organisation,
and their learning
‘Cornflakes to Canoeing’ - extended
schools
- taking active steps to make extended
services available to disadvantaged or
vulnerable children and their families
within, and beyond, the school
• Breakfast
• After school
• Weekends
• Holidays
• Booster classes
• Sports
• Arts
• Music
• Able and gifted
Extended Services work in ‘disadvantaged’
areas:
Health advice, adult learning,
community activities, study support,
sport, arts, music, wrap-around
childcare
Impact on:
Educational Attainment at 11 and 16 years old
Post-16 participation
Incidence of anti-social behaviour reduced
Ref: Dyson study, Manchester University
Unite to succeed – ‘sanity not vanity’
- focus on early intervention/prevention
- locally based, multi-disciplinary teams
- wrapping services around child and
family ‘Team around the Child’
- common language, common values,
common assessment
Multi-disciplinary Teams
Police Sgt
School Improvement
Connexions
Primary Mental
Health Worker
Youth Inclusion
Support
School & Community
Hub
Education
Welfare
School Based Staff
Behaviour &
Learning Support
Youth Service
Family Support
Worker
Health Visitor
Integrated Service
Manager
School Nurse
Neighbourhood
Action Team
Safeguarding
Social Worker
‘Shape up and keep fit’
- re-shaping the workforce and
ensuring it is appropriately trained,
supported and celebrated!
- trained to work with and
communicate with children and
families
- understand child development and
child protection
Culture not structure
- ensuring structures and processes
underpinned by a culture of
co-operation and high aspiration
for all children (and all services)
- driven by leaders who ‘walk the talk’
From good to great – ‘passion with
purpose’
- having transformational leadership in
place, political and professional (local
and national)
- school leaders who are focussed on
narrowing the gap
- a clear vision communicated and
communicated.
- planning and processes to back it up and
deliver results.
‘Prove it’ – making change happen
- rigorous planning and performance
management
- explicit focus on where the ‘gaps’ are
- shared approaches to this across
services, including Health
- underpinned by shared data and
information
Know ‘your’ children and
‘your’ communities
Describe needs of
the local community
Vulnerable
Complex
Decayed missing or filled teeth
Non school attendance
Foundation stage profile
Achievement at KS1-4
Children attending TCDC
SEN
Ethnicity
Single Parent Families
Poverty
Free School Meals
Multiple Deprivation
Smoking in Pregnancy
Low Birth-weight babies
Infant Mortality
Breastfeeding
Children whose first language is not English
Children in need
Looked After Children
Children excluded from
school
Children Not in
Education Employment
or Training
CAMHS
Substance misuse
Young Offenders
Teenage Conceptions
Universal
Numbers of children resident
Number of children on school rolls
Population projections
Acute
Children in need of protection
‘It takes a community to raise a child’
- regenerating local communities
(improved housing and local
employment, play, safe streets)
- open accessible local services
- Council’s/Health services employ local
people
- bring together all capital funds for
physical and cultural regeneration
Ten steps to heaven!
Key messages for Local Government
Use ‘NtG’ findings – and celebrate success
Aspiration, aspiration, aspiration!
Children’s centres and schools – at heart of
early intervention and prevention
Workforce – children and parents as partners
Employ local people inc. volunteers / apprenticeships
Use C4EO and CSP programmes
Data – find it, share it, act on it
Identify and grow ‘change champions’ and support
leadership development
Secure whole Council support
Shared vision and clear focus on Narrowing the Gap
What schools can do....
Children’s success is celebrated – and celebrated!
Safeguarding + child protection everyone’s business. Lead
by senior staff
Strong links with health services + every school ‘a healthy school’
Children’s views are sought, listened to and acted on
Emotional resilience + communication taught e.g. SEAL
Parents as active partners + given help to support their child’s learning
Extended services embedded for all community – sports, arts, lifelong
learning
Explicit focus on NtG – children ‘at risk’ identified / assessed + high quality
tailored support
Aspiration and ambition for every child – evident throughout. School leaders
‘walk the talk’
Schools are active partners in their local Children’s Trust – commissioning the
services they need + playing central role as leaders of their local communities
Centre for Excellence and Outcomes in
Children and Young People’s Services
54
C4EO helps the Sector make a difference
On line ELearning Tools
Progress
Mapping Tools
Local areas have a
choice in which
products and services
will help them
Access to
evaluated
knowledge
Capacity
Building
C4EO’s
Services
Examples of
Effective
Local Practice
Events
Newsletters
and access to
useful info
Sector
Specialists &
Tailored
Support
Available across Themes:
Early Years
Disability
Vulnerable Children
Child Poverty
Safeguarding
Schools and Communities
Youth
Families, Parents & Carers
Early Intervention
www.c4eo.org.uk
Suggest local
practice examples
The Spirit Level: why more equal
societies almost always do better
Richard Wilkinson and Kate Pickett,
(Penguin, March 2009)
Comparative evidence gathered from
rich countries is presented on each of
eleven different health and social
problems: physical health, mental
health, drug abuse, education,
imprisonment, obesity, social mobility,
trust and community life, violence,
teenage births and child well-being.
For all eleven of these health and social
problems, outcomes are very
substantially worse in unequal
societies.
...Or put another way
If you do what you’ve always done,
you’ll get what you’ve always got.
Contact:
 020 7843 6358
 www.C4EO.org.uk
 8 Wakley Street,
London, EC1V 7QE
 [email protected]