Presentation on theme: "Extended Services in the East Riding. Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin."— Presentation transcript:
Extended Services in the East Riding
Here is Edward Bear, coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it. Stories of Winnie-The-Pooh, AA Milne 1989
Only 15% of a childs learning takes place in school. At age 7, the influence of good parenting at home on childrens achievements is almost 6 times as great as the influence of the best or worst schools. The influence of mothers in particular is crucial. By age 10, a childs socio-economic background is a better predictor of a childs attainment than their prior achievement at 22 months. Well-being and educational attainment go hand-in-hand. Achieving at school provides the foundation of economic and personal stability in adulthood. Our teenage pregnancy rate is still the highest in Western Europe (3 times higher than France, 5 times higher than the Netherlands). Drop out rate of school at 16 among the worst in the EC countries – Organisation for Economic Co-operation and Development (OECD). One in four young people will not even achieve a level 2 qualification by 19 – the equivalent of 5Cs at GCSE.
AchievementParents/School effects (Correlation %) Age 7 P 29% S 5% Age 11 P 27% S 21% Age 16 P 14% S 51% Charles Desforges 2004 The Critical Importance of Parents:
The achievement gap between socio-economic groups opens up between 22 and 40 months
The 5 outcomes we want for children and young people are: Enjoying and Achieving Making A Positive Contribution Being Healthy Economic Well-being Staying Safe Every Child Matters
CHILDCARE Aim:Identify which form of childcare is right for which school and begin to develop these services through priority and need. Target group: Children. Either children, whom it may develop their general behaviour, attendance and attainment. Or those whose children & families it would support towards work life, FE or further training. Potential partnerships: Schools, Early Years, Childrens Trust, Child minding network, Health Services, Youth Service, Connexions, Voluntary groups & Private Sector (supermarket sponsorship) ACTIONTIMESCALESWHO?TARGET / SUCCESS CRITERIA EVALUATI ON CONTRIBU TION TO SCHOOLS AUSpSu Analysis of individual school community questionnaires X Co-ordinatorDocument showing the need for childcare, which particular type and where? Early years FISH SEF: 1b, 2, 2d, 4a, 4b, 5b2, 5b5, 6a, 7a, 7d, A18a School Improvement Plan: - Raising attainment in Early Years and Primary Education - Support for improved attendance in schools -Encourage active partnership with parents -Every Child Matters: -Enjoy & Achieve -Make a positive contribution -Stay Safe -Be Healthy -Achieve Economic well being Meet with Early Years to identify schools where there is a local need and funding may be sourced X Co-ordinator- Schools identified - Schools contacted - Initial parent research Create resources that will enable schools to make informed choices X Co-ordinator- Breakfast Club pack out to schools Feedback from schools Work with schools to help set up Breakfast Clubs XXX Co-ordinator- 5 Breakfast Clubs up and running by Aug 06 Pupil feedback Staff Work with school and partners to help set up before / after school clubs XXX Co-ordinator- 5 After School clubs up and running by Aug 06 Formally between Early Years and Schools Set up a child-minding network in all schools X Co-ordinator- Network promoted in every school Survey parents Feedback from child minders
High quality 'wraparound' childcare provided on the school site or through other local providers, with supervised transfer arrangements where appropriate, available 8am–6pm all year round. A varied menu of activities to be on offer such as homework clubs and study support, sport (at least two hours a week beyond the school day for those who want it), music tuition, dance and drama, arts and crafts, special interest clubs such as chess and first aid courses, visits to museums and galleries, learning a foreign language, volunteering, business and enterprise activities. Parenting support including information sessions for parents at key transition points, parenting programmes run with the support of other childrens services and family learning sessions to allow children to learn with their parents. Swift and easy referral to a wide range of specialist support services such as speech therapy, child and adolescent mental health services, family support services, intensive behaviour support, and (for young people) sexual health services. Some may be delivered on school sites. Providing wider community access to ICT, sports and arts facilities, including adult learning.
ChildmindersDay NurseriesSchool ClubsPre-Schools Aldbrough C.E. Armathwaite First Barmby on the Marsh Bempton Beswick & Watton Bishop Wilton Bubwith C.E. Bugthorpe C.E. Burton Agnes C.E. Cowick C.E. Dunswell ????
ChildmindersDay NurseriesSchool ClubsPre-Schools Eastrington Flamborough C.E. Gembling Gilberdyke Holme on Spalding Moor Hornsea Hornsea Burton Langtoft Leven C.E. Little Weighton Lockington C.E
Be healthy Stay Safe Enjoy and Achieve Make a Positive Contribution Achieve Economic Well-Being Focus on Every Child Matters outcomes:
Babies shot by graduates Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: Help your students become more human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing, arithmetic are important only if they serve to make our children more human. Source: unknown survivor