Transcript EVERY CHILD MATTERS Presentation by Susie Higgs

Building Stronger School
Communities
A Presentation by Susie Higgs
Extended Services Coordinator (Fareham East)
THE BACKGROUND
Responding to the enquiry by Lord
Laming into the death of Victoria
Climbé, the 2003 Green Paper ‘Every
Child Matter’ proposed a range of
measures to reform and improve
children’s care.
THE AIMS
 The primary aim was to protect children like
Victoria, but it went far beyond that to maximise
the opportunities to young people, improve their
lives and fulfil their potential.
 It set out a framework of services that covered
children and young people from minus 9 months
to 19 years.
 It aimed to reduce the numbers of children who
experienced educational failure, engaged in
offending or anti-social behaviour, suffered from
ill health, or became teenage parents.
THE FIVE OUTCOMES
staying safe
being healthy
enjoying and achieving
economic well-being
making a positive
contribution
AN OVERVIEW THE 2003 ECM VISION
 Sure Start Children’s Centres in each of the
20% most deprived neighbourhoods
 promoting full service extended schools
 increasing the focus on activities for children
out of school through the creation of a Young
People’s Fund
 increasing investment in child and adolescent
mental health services (CAMHS)
 improving speech and language therapy
 tackling homelessness
 reforms to the youth justice system.
The introduction of the Every Child Matters
programme was a major shake-up in how
schools and other agencies work. The old
practices, saw many teachers, doctors,
social workers and other professionals
working in isolation and sometimes secrecy,
unwilling or unable because of red tape to
share information and resources that might
help children at risk, are now fast
disappearing.
KEY BENEFITS
All of these measures should prevent any child from
‘slipping through the net ‘and they will receive the
necessary services at the first onset of problems
through:
 Information sharing between agencies.
 Developing a common assessment framework (CAF) so that
basic information follows the child.
 Introducing a lead professional responsible for ensuring a
coherent package of services to meet a child’s needs
 Developing an ‘on the spot’ service in a multi-disciplinary team
based in and around schools and Children’s Centres.
HOW DO EXTENDED SCHOOLS
PLAY A PART?
Since most children and young people
spend much of their time in school, it
was logical that the school would
become integral to the delivery of
services, drawing together social and
healthcare agencies to help children
"enjoy and achieve" during their time at
school.
THE EVIDENCE?
Government figures indicate that
attending extended schools can
boost children’s academic
attainment by around double the
national average.
There is clear evidence that children’s
experiences greatly influence their
outcomes and life chances in later life.
“Educational attainment is a
powerful route out of poverty and
disadvantage”
Hampshire Biographies
 Keith is 21- living in a deprived ward
 Intermittent schooling
 No qualifications
 In perfect physical health
 Has never worked – and neither have his
parents
 Living in a social housing flat with his two
year old boy – ‘difficult’, violent, unaffiliated,
behind his peers
 About to be a father of another child
HOW THIS HAS BEEN IMPLEMENTED
Each school cluster has been asked to
develop its own model of managing its
extended facilities through consultation
and based on local need.
A partnership ‘Wedding Cake’
THE FIVE ELEMENTS OF THE
EXTENDED SERVICES ‘CORE OFFER’
A varied menu of study support such as
homework, sports and music clubs
High quality childcare from 8am- 6pm
Parenting support and information,
parenting programmes and family learning
Swift & easy referral to a range of
specialist services
ICT, sports & arts facilities and adult
learning for the wider community
A REAL EXAMPLE
 Temporary support assistant qualified as a a dance teacher asks to
take a year 6 class for dance
 The first lesson is very difficult. The pupils are reluctant to take part,
particularly the boys. They mess about, laugh and treat the session
as a joke
 Next lesson the support assistant decides to teach ‘street dance’
 During breaks staff find pupils practicing dance moves in the
playground
 Support assistant asks pupils to demonstrate some moves during a
lesson. Other pupils are impressed, even clap
 This particular support assistant provides help to one of the Year 6
boys with significant learning difficulties (Level 1 in English and
Maths) he becomes very interested in ‘street dance’. This pupil is
generally badly behaved, regularly absent and not interested in
learning but street dance captures his interest.
IMPACT
 Assistant asks the pupils to demonstrate his dance
during a dance lesson – at first reluctant, embarrassed
and then with encouragement, he performs
 Fantastic! The other pupils are amazed. For the first
time this pupil is praised for his work in school and he
gains the approval of both staff and peer group.
 The impact of his achievement has had enormous
benefits to the rest of this pupil’s life. He begins to smile,
enjoys working with the support assistant to improve his
Maths and English and performed an individual dance
for the end of year concert. The pupil eventually gained
Level 3 in English and Level 4 in Maths at the end of
KS2 tests.
DEVELOPMENT
 This pupil now in secondary school is a second
Billy Elliot – he is currently performing with a
large production company
 He is a different boy – proud of himself, his
achievements and his school; it could have been
so different.
 The knock-on effect of extended services have
had a huge benefit for the pupils of this school,
the local community and public spending.
MOVING FORWARD FROM ECM
 2008




Building Brighter Futures: Next steps for the children's workforce
Care Matters: Time to deliver for children in care - An implementation plan
Youth Taskforce Action Plan Give respect, get respect - youth matters
Aiming high for young people: a ten year strategy for positive activities Implementation Plan
 2007
 The Children's Plan: Building brighter futures
 Unicef’s Report Card 7 - An overview of child well-being in rich countries”

Aiming high for young people: a ten year strategy for positive activities



2005

Youth Matters - Green paper on young people
Consultation on the rationalisation of grant funding from the Children, Young People and Families directorate to
voluntary organisations
Russell Commission: a national framework for youth action and engagement
 2004

Children's Bill
 2003






CRB - proposed reforms
Children and Families Directorate
Children at Risk Green Paper
Children's Trusts
Every Child Matters
Lottery funding
The Principles of The Children’s Plan
Five principles underpin the Children’s Plan:
 government does not bring up children – parents do – so
the government needs to do more to back parents and
families;
 all children have the potential to succeed and should go
as far as their talents can take them;
 children and young people need to enjoy their childhood
as well as grow up prepared for adult life;
 services need to be shaped by and responsive to
children, young people and families, not designed
around professional boundaries; and;
 It is always better to prevent failure than tackle a
crisis later!
THE BENEFITS
Improving parenting and family support
through:
 Universal services such as schools, health &
social services and childcare providing
information and advice and engaging parents to
support their child’s education and development.
 Targeted and specialist support when
required at a much earlier intervention stage.
LONG TERM BENEFITS
 Giving young people a voice by ensuring that
they are involved in the decision-making process
that affects their lives.
 Opening schools to the community so that
they become an focus of activities for everyone.
 Raises the sense of community cohesion,
involvement and unity by working in
partnership to implement the government’s
strategy for ECM and The Children’s Plan and
building stronger school & community
partnerships.
COMMUNITY COHESION
By community cohesion we mean working
towards a society in which there is a
common vision and sense of belonging by
all communities; a society in which the
diversity of people’s backgrounds and
circumstances is appreciated and valued; a
society in which similar life opportunities are
available to all and a society in which strong
and positive relationships exist and continue
to be developed in the workplace, in schools
and in the wider community
COMMUNITY COHESION STANDARDS
 Close the attainment and achievement gaps
 Develop common values of citizenship based on
dialogue, mutual respect and acceptance of
diversity
 Contribute to building good community relations
and challenge all types of discrimination and
inequalities
 Remove the barriers to access, participation,
progression, attainment and achievement
The school’s contribution to community cohesion
Teaching, learning and the
curriculum
Equity and excellence
Engagement and extended services
How Does The Voluntary Sector Fit?
Extended
Services
LEITCH REVIEW OF
SKILLS
CHILDREN’PLAN
EDUCATION AND
SKILLS BILL
GLOBAL
COMPETITIVENESS
EMPLOYER
ENGAGEMENT
ROSE REVIEW
SKILLS
AGENDA
CHILDREN’S
AGENDA
14 – 19
NATIONAL
STRATEGIES
CHILDREN’S
WORKFORCE
PERSONALISATION
FOUNDATION
DEGREES
DEPARTMENT OF
INNOVATION AND
SKILLS
ECM AND YOUTH
MATTERS
PARENTS
PUPIL VOICE
COMMUNITY
AGENDA
COMMUNITY COHESION
ADULT AND COMMUNITY LEARNING
WIDENING PARTICIPATION
THIRD SECTOR ENGAGEMENT
CITIZENSHIP
DEPARTMENT OF CULTURE AND LOCAL
GOVERNMENT
WELL BEING
DEPARTMENT OF
CHILDREN,
SCHOOLS AND
FAMILIES
“When spiders unite they tie
up a lion”
African Proverb
Many thanks for you attention!
Any Questions?
See www.farehamES.org.uk for more
information