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Working in partnership to improve the lives of vulnerable children Christine Davies CBE … or pressures, possibilities and partnerships.

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Presentation on theme: "Working in partnership to improve the lives of vulnerable children Christine Davies CBE … or pressures, possibilities and partnerships."— Presentation transcript:

1 Working in partnership to improve the lives of vulnerable children Christine Davies CBE … or pressures, possibilities and partnerships

2 This presentation... Policy context (where weve come from and where were going) Challenges faced by children and young people Partnerships matter Concluding principles

3 Partnerships – Why bother? …Creation of a self-improving system needs a degree of co-ordination and strong incentives to encourage schools to look beyond their own gate. Otherwise there is a danger that many schools will operate in isolation rather than in co-operation… …we heard of near universal support for the concept of schools collaborating in order to provide a better service for all children and young people… Education Select Committee

4 …Local Authorities have an indispensable role to play as champions of children and parents, ensuring that the school system works for every family and using their democratic mandate to challenge every school to do their best for their population… …LAs create an enabling environment, reflecting a collective accountability with Headteachers, driving moral purpose for system improvement for all children… Sir Michael Wilshaw – Dec 2013 NFER – What works in enabling school improvement?

5 Partnerships do matter Drive strong moral purpose Secure equity and social justice Promote community cohesion Protect the vulnerable and narrow the gap Attain the best education outcomes for all Enable wise use of resources Ensure economic growth and success

6 Policy Context ( ) Significant challenges - Raise education standards, particularly literacy / numeracy Narrowing the gap, long tail underachievement Child deaths (Victoria Climbe), poor information sharing Diversity of school structures (Grant Maintained v. Community) Deprived communities Highest rate of teenage pregnancy/NEET in Europe

7 Political Commitment School structures dont matter: Standards not Structures Greater school autonomy – Academies Protecting most vulnerable – Children Act 2004/ECM Deprived communities, deprived families – Sure Start Schools at the heart of their Community Need for middle tier, holding all partners to account – Working Together/Childrens Trusts

8 Literacy and numeracy strategies EAZ Sure Start Children Act 2004 E.C.M. Childrens Fund Extended Schools Healthy Schools School Sports Partnerships Parent Partnerships (SEN) Partnerships Childrens Trusts Building Schools for the Future Initiatives, trailblazers, pathfinders and partnerships flowed Strong sense of moral purpose Schools, LA, families and communities together

9 Social mobility stalled Austerity (Public Services) Technology (sex texting, 200+ chat sites) 2012 Was then, is now... Raise education standards for all Narrow the gap Child deaths (Keanu Williams, Daniel Pelka) Highest rate of teenage pregnancy in Europe Deprived communities, deprived families Greater school autonomy (Academies, Free Schools, Teaching Schools) Youth Unemployment Plus

10 Political ambitions the same… Raise standards School diversity and autonomy Protect vulnerable children (Pupil Premium) BUT E.C.M. rolled back (Children Act still in place) Role of LAs, ambivalence and huge cuts Top-down reorganisation / fragmentation - Schools - Health - Police - Probation COMPLEXITY + CHALLENGES = COOPERATION

11 What are the challenges?

12 Despite 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 - individuals - families - communities - nation for:

13 Despite all efforts, the strongest links between circumstances into which a child is born (socio- economic 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 Poverty (and social class) matter

14 and it starts early! 0 22 months 4 years10 years5 years6 years Low SEG Low cog at 22 m. Low SEG High cog at 22 m. High SEG Low cog at 22 m. High SEG High cog at 22 m. (Reducing Inequalities - NCB)

15 (Net Mums and Kids Company – June 2012) 2 children in every classroom are going hungry 1 million children in the UK live in homes without enough to eat.

16 Institute of Fiscal Studies UK child poverty rates likely to rise in % in 2021 (return to child poverty levels of 20 years ago) 61% children from working households, living in poverty (2013)

17 Key Stage % FSM at Level % (all other pupils) % (LAC) Key Stage % FSM (5 A*-C, including English & Maths) % (all other pupils) % (LAC) 19 year olds - 34% FSM 58.1% (all others) [2012] Key Stage % FSM at Level % (all other pupils) % (LAC) Key Stage % FSM (5 A*-C, including English & Maths) % (all other pupils) % (LAC) 19 year olds - 34% FSM 58.1% (all others) [2012]

18 - Drug users with dependent children increased -2.6 million children live with parents who drink seriously (705,000 living with dependent drinkers) -Parental alcohol misuse a factor in over 50% child protection cases

19 -12% of under 11 years -17.5% years -24% years -5% of children have experienced severe domestic violence in their homes. -These children also 4½ times more likely to experience physical violence and neglect. -Alcohol-related domestic violence increases risks to children (up to 33% of cases of child abuse) Exposed to domestic violence between adults in their homes

20 -1.8 million children living in workless households (down 26,000 from 2010) - 7.6% years NEET (10.2% 2010) %19-24 years NEET (16.5% 2010) 1.4 million years looking for work

21 -1 in 10 children diagnosed with mental health disorder -3 children in every classroom have diagnosed mental health disorders -1 in 12 deliberately self harm (25,000 hospitalised each year) -80,000 children suffer from severe depression -2 young people kill themselves every day.

22 1 in 10 children have communication difficulties 2-3 children, in every classroom, have communication difficulties that require specialist help Speech, Language and Communication difficulties in the UK

23 25-35% alleged sexual abuse – by under 21 year olds 47% cautions of sexual offences year olds Known children subject to child sexual exploitation (CSE) = 17,000 (20 medium sized secondary schools) 200+ chat sites used by young people

24 68,100, an increase of 12% compared to March % LAC (abuse or neglect) 74% LAC White British Children Looked After (2013)

25 Other challenges!

26 LAs ( ) £10 billion real terms + further £2.1 billion (2015/16) (New Local Government Network) Public Sector cuts

27 Measured number of families with children most vulnerable due to adverse economic conditions Estimated impact on vulnerable families by changes to tax and benefits, cuts to public services and economic projections In the Eye of the Storm – Britains forgotten children and families

28 Household dataset Families and Children Study (used by Cabinet Office for families at risk / troubled families) Families at risk have 5+ vulnerabilities; 1.Worklessness – no parent in family in work 2.Housing – living in poor quality and/or over-crowded housing 3.Qualifications – no parent having academic or vocational qualifications 4.Mental Health – mother has mental health problems 5.Illness/Disability – at least one parent limiting, long-standing illness/disability 6. Low income – below 60% of the median 7. Material deprivation – cannot afford number of food/clothing items Definition of vulnerable children and families

29 Assume average value of all in-kind public services (health, social care, education, transport, housing, police, welfare to work) of £16,200 for all families in 2008 Vulnerable families depend more on public services, especially children New measures i.e. pupil premium + childcare for disadvantaged 2 year olds direct spending on vulnerable children But do not compensate for cuts. Cash impact on vulnerable families between £1,000 and £2,500 per year by 2015 Combining changes to tax and benefit system with spending cuts to public services shows that families with 5+ vulnerabilities will lose £3,000 per year by 2015 Impact of spending cuts on vulnerable families ( )

30 Between , estimated number of families with 5+ vulnerabilities increase from 130,000 to 150,000 (up 14%) Number of children in these families set to rise by 54,000 up to 365,000 (17% increase) Number of children living in families with 4+ vulnerabilities increase from 885,000 to 1 million (up 17%) Other worrying facts… Particularly worrying is the number of children living in families with 6+ vulnerabilities increase from 50,000 to 96,000 (up 100%)

31 Commissioning context for children more complex Health commissioning for children: – School nurses LAs – Health visitors; public health NHS Board LAs (2013) – Safeguarding Clinical Commissioning Groups (CCGs) Mixed economy of providers and commissioners e.g. Social Enterprises, academies, free schools Re-organisation of Council services (especially Adult Social Care / Childrens Services) Police Crime Commissioners

32 Five degrees of partnership Co-existence – You stay on your turf and Ill stay on mine Co-operation – Ill lend you a hand when my work is done Co-ordination – We need to adjust what we do to avoid overlap and confusion Collaboration – Lets work together on this Co-ownership – We feel totally jointly responsible CONFUSION, COMPLEXITY + CHALLENGES = COLLABORATION AND COOPERATION

33 Everything still possible Schools at heart of forging strong partnerships, with other schools and Local Authorities to drive up education achievement and narrow the gap Essential to protect the most vulnerable

34 Education Select Committee Conclusions … School partnerships and cooperation have become an increasingly important part of a self-improving or school-led system... we believe that such collaboration has great potential to continue driving improvement to the English education system … the issue of locality or geographical coherence is a key factor in creating effective school partnerships … the issue of locality or geographical coherence is a key factor in creating effective school partnerships

35 … Local Authorities have a critical role to play in a school-led system. We recommend that Government set out clearly the role of LAs in helping broker school-to-school partnerships and acting as champions of all parents and all children in their region NFER: … LAs are repositioning themselves to put schools in the lead, whilst securing delivery of their statutory duties through education partnerships. They were adopting a more adaptive style of leadership and were prepared to move rapidly to enable school to school support

36 Changing role of Local Authorities Champion for children addressing inequality, promoting fairness, ensuring best possible life experiences and outcome Catalyst bringing stakeholders, including all schools, together through shared vision and building effective partnerships to best meet need Commissioner making best use of resources, through joint planning and joint commissioning, ensuring cost effective delivery – either in house or through external providers

37 Working together to safeguard children 2013 LSCB (Local Safeguarding Childrens Board) including new local learning and improvement framework (all services/agencies) Statutory responsibilities for schools & LAs Multi agency responsibilities to support children and families (emphasising role of universal services in identifying early signs of abuse and neglect).

38 Mapping, joint planning, joint commissioning Joint Strategic Needs Assessment (shared understanding of data and soft intelligence and engagement of C&YP) Joint Health and Well-being Strategy and other opportunities... Greater integration across childrens services, public health and adult social care prompted by Health and Well-being Boards: Healthy Child Programme

39 SEN -Single assessment; Education, Health and Care Plans 0 – 25 years Publish local offer for pupils with SEN. Children and Families Act 2013 Children and Families Act

40 School Improvement… Education Act 1996 – promoting high standards in schools so that children and young people achieve well and fulfil their potential + support for schools causing concern Education and Inspections Act 2006 Ofsted inspecting LAs now – Blackpool / Bournemouth / Isle of Wight / Norfolk / Wakefield

41 Plus Early Intervention locality teams Pupil Premium, including Pupil Premium Plus and Catch-up Premium Troubled Families programme (£450 million) 2 year old offer / Family Nurse Partnerships / Health Visitors E-safety!

42 Education and LA Partnerships Herfordshire Herts of Learning Liverpool Lifelong Learning Partnership York Education Partnership (YEP!) Devon Dartmoor Federation Southend Education Trust Brighton & Hove Learning Partnership Wigan Schools Consortia Telford & Wrekin Severn Teaching School Alliance

43 Conclusions – the evidence is... Schools have strong sense of moral purpose, taking collective responsibility for all children in local area Schools are looking beyond the school gate Schools and LAs are cooperating, through innovative partnerships, to drive school improvement and ensure welfare of children LAs must have vision, energy and ambition to safeguard and champion all children and all families

44 So, as local leaders we can... Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead Great leaders are almost always great simplifiers, who can cut through argument, debate and doubt, to offer a solution everybody can understand." Colin Powell The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy. Martin Luther King


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