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2. Every Child Matters: Children and young people have told us that 5 outcomes are key to well-being in childhood and later life – Being healthy, staying safe, enjoying and achieving; making a positive contribution; and achieving economic well being.

3. 150 local change programmes

4. Change for Children Policies –Children’s Trusts –Safeguarding Boards Plans –Children and Young People’s Plan Processes –Common Assessment Framework –Joint commissioning –Pooled budgets –Joint Area reviews –Information sharing datasets People –Children’s Commissioner –Director of Children’s Services –Lead Members –Lead Professional Roles

5. Try these for starters D. Hargreaves – series – Personalising Learning –Set of materials produced for the specialist schools trust e.g. Student Voice and assessment for learning Mentoriing and coahing and workforce development. Robin Alexander – Towards dialogic teaching – Rethinking classroom talk

6. Cinderella status? What does this mean for the IT community that serves schools? Support staff, suppliers, builders etc What does this mean for support roles that currently reside in IT centres, in providers of products and services and in schools learning settings?

7. Change for children The realisation of this ambition for improved outcomes requires radical changes in the whole system of children’s services, including: universal and targeted servicesThe improvement and integration of universal and targeted services – in early years settings, schools and the health service. Listening to children, young people and their families when assessing and planning service provision, as well as in face to face delivery.

8. Areas of change Local needs Local planning – Joint commissioning Working with partners and stakeholders Leadership Accountability Workforce development Information Sharing Pooling resources Contestability Efficiency

9. The issue of contestability

10. Local needs

11. Local Planning Joint Commissioning

12. PROCESS – JOINT COMMISSIONING

13. Plans Children and Young People’s Plan The CYPP will cover all the services available to children in a locality, and so the involvement of local partners in the formulation of the plan is fundamental to its success.

14. Partners and Stakeholders

15. Policies – Children’s Trusts Children's trusts are not legal entities, they are partnerships between different organisations who provide, commission, or are otherwise involved in delivering better outcomes for children and young people.

16. Leadership

17. People Director of Children’s Services Lead Members

18. Children’s Commissioner –In March 2005, the government appointed Professor Al Aynsley Green. –Role is to provide an independent national voice for children and young people.

19. Accountability

20. Workforce development

21. Information sharing

22. In 2002 a DfES target was set that: by 2005, robust multi-agency systems will be in place in each local authority to identify and track children missing education or at risk of doing so. 2002/2003 CYPU Project to identify why and how children go missing from education. CME - Background

23. All children of compulsory school age who are not on a school roll, nor being educated otherwise (e.g. at home, privately or in alternative provision) and who have been out of any educational provision for a substantial period of time (usually agreed as four weeks or more). CME - Definition

24. December 2004 critical Ofsted report (Out of school: A survey of the educational support and provision for pupils not in school). "As Ofsted reports, there is excellent practice in some local education authorities. Our challenge now is to help all of them to improve the quality of provision for excluded pupils and to identify children who may be missing from school rolls. We will achieve this through a sustained strategy of prevention, quality assurance and tracking." Stephen Twigg in DfES Press Notice 2004/0215. CME – Further Developments

25. Pooling resources

26. Harnessing Technology Transforming Learning and Children’s Services: A strategic approach to ICT Priorities for reform An overview of the DfES e-Strategy Priority Actions.

27. Harnessing Technology A strategic approach to ICT –Where is the good practice in the use of ICT and the associated software, hardware and peripheral tools ? –Much of the strategy focuses on a wide and broad agenda such as ‘real benefits for all’.

28. Harnessing Technology Priorities for reform: Online information service for citizens Online personal support for learners portfolio’s A collaborative approach to personal learning Training and support for practitioners Leadership package for organisational capability Common infrastructure

29. Harnessing Technology Priority Actions The priority actions then outline system actions and sector actions. They really are tasks to achieve much more important things. These are the 6 key things that the report describes the learner should have: More ways to learn More subjects to choose from More flexible study Easier ways to try things out A personal online learning space Help to move on

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