3 Background to Every Child Matters 2003 Government published green paper called Every Child Matters, published alongside the formal response to the report into the death of Victoria Climbié building on existing plans to strengthen preventative services by:Increasing the focus on supporting families and carers - the most critical influence on children's lives.Ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net .Addressing the underlying problems identified in the report into the death of Victoria Climbié - weak accountability and poor integration.Ensuring that the people working with children are valued, rewarded and trained.Following the consultation, Government published Every Child Matters: the Next Steps, and passed the Children Act 2004, providing the legislative spine for developing more effective and accessible services focused around the needs of children, young people and families.Every Child Matters: Change for Children was published in November 2004, website was launched soon afterwards at
4 Every Child Matters…the vision Radical improvement in opportunities and outcomes for children, driven by whole-system reform of the delivery of children’s services.Systemic change toBuild services around the child, young person and familySupport parents and carersDevelop the workforce, changing culture and practiceand to integrate workforceUniversal and targeted servicesServices across the age range 0-19
5 Every Child Matters…progress so far Legislative foundation: the Children Act 2004Outcomes Framework; (National Service Framework (NSF) for Children, Young People and Maternity Services) (A framework from 0-19)Cross-government change programmeBuilding a national framework for 150 local change programmes (this reflects the 150 local authorities nationally)
6 Legislative Foundation for ECM Children Act 2004 Children’s Commissioner - Professor Al Aynsley GreenDuty to cooperate (April 2005) to improve the well-being of children and young peopleThe Children Act names the Local Authority, Primary Care Trust and Strategic Health Authority, Connexions Service, Youth Offending Service, Police Force, Probation Service and Learning and Skills Council as the organisations under a duty to co-operate.Duty to safeguard and promote welfare of childrenDuty to set up Local Safeguarding Children BoardsProvision for indexes or databases to enable better sharing of informationSingle statutory Children and Young People’s Plan
7 Outcomes Framework Outcomes (consistency & flexibility) Be Healthy, Stay Safe, Enjoy & Achieve, Make A Positive Contribution,Achieve Economic Well-being.Aims & support from parents, carers & familiesData(2008targetdateseton08/12/05)Targets & Indicators – taken from the Outcomes FrameworkInspection Criteria reflects ECM
9 5 Key outcomes for children & young people OUTCOME - BEING HEALTHY(Encompassed within the National Healthy Schools Standard) (NHSS)Personal, social & health education including sex & relationship edDrug education (including alcohol, tobacco and volatile substance abuse)Healthy eating & lifestylesPhysical activityEmotional health and well-being (including bullying)OUTCOME – STAY SAFE – (SAFEGUARDING)Safe from maltreatment, neglect, violence & sexual exploitationAccidental injury & deathBullying & discriminationCrime & anti-social behaviour in & out of schoolHave security & stability
10 5 Key outcomes for children & young people OUTCOME – ENJOY & ACHIEVE Ready for schoolAttend & enjoy schoolAchieve standards at primary schoolAchieve personal & social development & enjoy recreationAchieve stretching national educational standards at secondary schoolOUTCOME – MAKE A POSITIVE CONTRIBUTIONEngage in decision making & support the community & environmentEngage in law-abiding & positive behaviour in & out of schoolDevelop positive relationships & choose not to bully or discriminateDevelop self confidence & deal successfully with significant life changes & challengesDevelop enterprising behaviour
11 5 Key outcomes for children & young people OUTCOME – ACHIEVE ECONOMIC WELL-BEINGEngage in further education, employment or training on leaving schoolReady for employmentLive in decent homes and sustainable communitiesAccess to transport & material goodsLive in households free from low income
22 Link to the new Standards Standards are underpinned by the 5 outcomes for children and young people identified in Every Child Matters and the Common Core of Skills and Knowledge for the Children’s WorkforceThe work of practicing teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the well being of children and young people expressed in the Disability and Discrimination Act (2005) and the Special Educational Needs and Disability Act (SENDA) (2001) and its associated codes of practice, the Race Relations Act as amended (2000) and the DfES guidance Safeguarding Children in Education.
23 Standard 2.7 (proposed)In the section of the Standards relating to Professional Knowledge and Understanding: Teachers with QTS possess the knowledge and skills essential for them to be effective classroom teachers.Understand their responsibility to make effective provision for all learners and take active practical account of the principles of equality, inclusion and diversity in their teachingKnow and understand the roles of colleagues and other professionals who have specific responsibilities for learners who are gifted and talented or who have other special learning needs
24 Standard 3.1 (proposed)In the section of the Standards relating to Teaching, Learning and Assessment: Teachers with QTS possess the knowledge and skills essential for them to be effective classroom teachers.Work collaboratively with colleagues as appropriate to assess the learning needs of all those they teach and set them appropriate learning objectives and targetsWork effectively as a team in making a positive contribution to learners’ attainment and their enjoyment of learningEnsure that colleagues working with them in the classroom are appropriately involved in formulating lesson objectives and agreeing the role(s) they are expected to fulfil
25 Implications for ITT Ensuring that trainees: gain the required knowledge and skills to practise at a basic level in 6 areas of expertise- effective communication and engagement- child and young person development- safeguarding and promoting the welfare of the child- supporting transitions- multi-agency working- sharing informationgain the knowledge and understanding of the work of other professionalshave experience of working with other professionals
26 What are you planning to do? What are the specific challenges you face?How will you address these within your- course- programme- institution?What resources do you have to meet these challenges?What actions do you need to take to deliver change?How will you mange change?