Transcript Local Children’s Partnerships Autumn 2009 Briefing for Governors The National Context “We haven’t always been consistent in our message about how important it.

Local Children’s Partnerships
Autumn 2009
Briefing for Governors
The National Context
“We haven’t always been consistent in our
message about how important it is that services
work together, not just to provide a safety net for
the vulnerable but to unlock the potential of
every child.”
Social Justice Arguments
• ‘The conditions of people’s lives are still
determined by the conditions of their birth’
• Black, male, poor – fewer than 20% good GCSEs
including En and Ma.
• Chinese, female, advantaged – more than 80%
good GCSEs including En and Ma
• At the root of vulnerability, risky behaviours, an
absence of well-being and poor outcomes at the
end of childhood…..usually lies poverty.
All pupils - GCSE English 2008
FSM pupils - GCSE English 2008
White FSM boys - GCSE English 2008
Economic Arguments
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Leitch
6m, 3.6m, 600,000
‘There will no jobs for people without skills’
‘Large majority of IT jobs have already left
the UK’
• Need to recognise our future lies in the
global knowledge based economy
Apprenticeships, Skills, Children
and Learning Bill
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Requires Local Authorities, Primary Care Trusts,
schools, colleges, health services and others to work
closely together to jointly own local children’s plans;
Extends the ‘duty to co-operate’ to all schools and
colleges
Puts effective early intervention for children at risk
central to those plans;
Requires individual members to be held to account for
delivering their agreed part of the shared plan;
Requires that each Schools’ Forum ‘has regard’ to the
local Children and Young People’s Plan.
Your Child,Your School, Our Future
- The White Paper
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The White Paper formally requires schools to
collaborate with other schools and other partners in
their everyday practice.
Schools will be expected to provide support and
provision for all children in their area, not just those
on their roll.
Schools will be expected to play their part in community
development.
This is for all schools, not just those who are keen
on this sort of thing!
We tried competition and that took us some
way; we tried prescription and that took us a
bit further; we tried inspection and that had
some impact but none of these things made
the decisive difference we needed.
Only through collaboration and the creation of
a whole system for children and young people
will we make the difference that’s needed.
The County Context
How well is Hampshire doing at
unlocking the potential of every child?
• 31% of our 11 year olds do not reach the national
standard in English and maths
• 29% of our 16 year olds do not achieve 5 A*-Cs
• 54% of our 11 year olds on free school meals do not
reach the national standard in English and maths (2008)
• 44% of our 16 year olds do not achieve what’s needed to
become a teacher or a nurse
• 71% of our 16 year olds on free school meals do not
achieve 5 A*-Cs (2008)
• 94% of our children in care do not achieve 5 A*-Cs
including English and maths
What are Children’s Services
for in Hampshire?
To better safeguard children
To better equip those children and young people
who have traditionally done well, to do well in a
different and uncertain world
To equip those children and young people who
have never done well to do well in the future
Hampshire Children & Young
People’s Plan
• Reducing the incidence and impact of poverty on the
achievement and life chances of children and young people
• Securing children and young people’s physical, spiritual, social,
emotional and mental health, promoting healthy lifestyles and
reducing inequalities
• Providing opportunities to learn that raise children and young
people’s aspirations
• Ensuring that children and young people are safe and feel safe,
enabling them to build resilience and personal confidence
• Providing vocational, leisure and recreational activities that
provide opportunities for children and young people to
experience success and make a positive contribution
• Removing barriers to access, participation and achievement and
not tolerating discrimination and abuse
What should individual institutions do?
• Assess, track and intervene earlier and better
• Personalise better
• Recognise what a lousy measure CVA is – for
people who are interested in social justice
• Work on all ECM outcomes, for those outcomes
themselves but also because of their link to
attainment
• Work proactively on self regulation, resilience and
autonomy to enhance self worth and well-being
• Counter inappropriate beliefs – about class,
aspiration, expectation.
……..and also recognise that the job
is bigger than the individual school
Key Research Findings
• By the age of 3 a child from a middle class
family is likely to have twice the number of
words than a child living in less advantaged
circumstances
• By the age of 7 a ‘below average’ middle
class child is already doing better than an
‘above average’ child living in less
advantaged circumstances
The problem
The best secondary school in the country in
2008 – in terms of the progress made by young
people – is in Hampshire.
Its contextual value added was 1087
68% of its students failed to achieve 5 A*-C at
GCSE including English and maths
This is an excellent school in a pretty poor system
The solution
• Partnerships focused on improving outcomes
• Plans informed by local data and local
intelligence
• Partners prepared to see the whole system, to
intervene early and decisively
• Partners prepared to challenge each other (it’s a
professional activity not a club) and not settle for
second best.
• Partners prepared to take collective responsibility
• Leaders prepared to lead
Local Children’s Partnerships:
purpose and function
• Ensure educational inclusion
• Strengthen and develop local networks
• Detailed understanding of needs and
outcomes – local but in the context of the
CYPP
• Direct responsibility for delivery locally of
defined outcomes, e.g. teenage pregnancy
• Influence improvement for all outcomes for all
children
• Co-ordinate early intervention and prevention
activities (with resources)
Thinking about outcomes
• Vaccinations and immunisations
• Progress in English in an individual institution
Key Stage 1 to Key Stage 2
• Number of schools reaching the enhanced
healthy schools standard
• The value added by a post 16 college
• The social care placement stability of children
in care
Thinking about outcomes
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Obesity in 5 and 11 year olds
Teenage pregnancy rates
Entrants to the Youth Justice System
NEET figures
Achievements of children and young people
in care
• Achievements of young people on free school
meals
Local Children’s Partnerships: membership
• All schools, academies, sixth form and education
colleges
• District Councils
• Local NHS
• Local District Managers – who will develop the
challenge and support role to partnerships
• Local coordinators /managers of children’s centres,
parent support services etc
• Local police
• Social care
• Voluntary organisations
Hampshire’s Vision
Hampshire Children’s Trust
Children and Young People’s Plan
19-23 Local Children’s Partnerships (or so)
19-23 local versions of the CYPP (or so)
Local development and local leaders, defining local
social policies, transforming communities and the
learning and development of all the children in the
local area.
Time scale
• Direction agreed by the Trust Board on 1st July 2009
• Purpose and function reported to Executive Member
on 8th Oct
• Direction agreed by Standing Conference on 5th
November 09
• Local scale and organisation agreed in December 09
• Initial meetings of Partnerships in January 2010
• Early intervention strategy developed by April 2010 including agreed resource base
• Work plan in place in each partnership by April 2010 –
e.g. to address - Teenage conception, NEET,
attendance, repeat Child Protection plans etc
Issues to be resolved
• The necessary scale and geography of local
partnerships to ensure the direct involvement
of all schools and colleges
• Improving links between local partnerships,
Local Strategic Partnerships and the
Hampshire Children’s Trust – perhaps via a
‘chairs’ group
• Governance
• Better data at a local level
Next steps
• Consider the issues with ‘partner schools’
- purpose and function
- local scale – too large - too small
- local links – e.g. District Councils
- what must be in place to take the
partnerships forward locally
• Discuss options with local Area Directors and
District Managers
• By December identify local framework - to
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