Every Child Matters Presentation


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Every Child Matters Presentation

  1. 1. Beyond taking the register... Working together for children Making a multi-agency approach work – and playing our part
  2. 2. A quick reminder <ul><li>Stay safe </li></ul><ul><li>Be healthy </li></ul><ul><li>Enjoy and achieve </li></ul><ul><li>Make a positive contribution </li></ul><ul><li>Achieve economic well-being </li></ul>
  3. 3. What does ECM look like in a good school? <ul><li>Properly delegated responsibilities for pastoral care and guidance </li></ul><ul><li>An integrated programme of activities and events fits in with teaching and learning </li></ul><ul><li>Embedded good habits – monitoring of attendance, behaviour, wellbeing </li></ul><ul><li>Involvement with wider community </li></ul><ul><li>Children are known to staff as individuals and are listened to (judiciously) </li></ul>
  4. 4. In practice......? <ul><li>Phone calls (home) are made by pastoral leaders – not subject or form teachers </li></ul><ul><li>Pastoral concerns are shared (carefully) with all staff according to need </li></ul><ul><li>Lessons are monitored, observed, and supported to maintain and develop quality </li></ul><ul><li>Parents and other members of the community come into school for positive reasons </li></ul>
  5. 5. Children know (or are learning).... <ul><li>About their own and others’ personal safety and how to be streetwise </li></ul><ul><li>About issues relating to their health – diet, drugs, habits..... </li></ul><ul><li>Their potential achievement and how to get there - and beyond...... </li></ul><ul><li>How to control themselves and relate to others </li></ul><ul><li>That the world does not owe them a living and that money doesn’t grow on trees </li></ul>
  6. 6. Every Child Matters really means <ul><li>“ there are no children </li></ul><ul><li>who don’t matter ” </li></ul><ul><li>there is a difference – </li></ul><ul><li>“ ..they didn’t have dyslexia then, you sat at the back with raffia.....” </li></ul>
  7. 7. In action: <ul><li>PRO-ACTIVE </li></ul><ul><li>(The bits you can plan for) </li></ul><ul><li>REACTIVE </li></ul><ul><li>( The urgent, the challenging and the unexpected ) </li></ul>
  8. 8. We are not alone..... <ul><li>Who are the other agencies out there? </li></ul><ul><li>TASK: working in pairs or threes, make a list of FIVE agencies that you have seen working in schools or that you think schools might work with. </li></ul>
  9. 9. Just a few... <ul><li>Local Authority officers, advisers and service providers eg. Extended Schools, NTG, Strategy Managers, SEN, EPS </li></ul><ul><li>Education Welfare Officers </li></ul><ul><li>Social Services (Child Protection/ Looked After Children ) </li></ul><ul><li>Social Services (Residential/Respite care, Young Carers) </li></ul><ul><li>Child Protection Teams </li></ul><ul><li>Police </li></ul><ul><li>MAPPA </li></ul><ul><li>Youth Services (Strategic Intervention for targeted pupils) </li></ul><ul><li>Courts and criminal justice system </li></ul><ul><li>Youth Offending Teams </li></ul><ul><li>Careers Services/Connexions </li></ul><ul><li>Counsellors </li></ul><ul><li>Providers for Young Mothers </li></ul>
  10. 10. And a few more.... <ul><li>Health Service providers: SMO, School Nurses, OT, Physio, Speech and Language Therapists, Consultants, Mental Health Services, Psychologists, GPs </li></ul><ul><li>Legal Services </li></ul><ul><li>Data Protection </li></ul><ul><li>Wheelchair services </li></ul><ul><li>Providers of specialist equipment (access for disabled pupils to school and curriculum) </li></ul><ul><li>Fire and Ambulance Services </li></ul><ul><li>Community/charitable organisations </li></ul><ul><li>Sure Start </li></ul><ul><li>Township forum/Over 50s groups </li></ul><ul><li>Local Councillors </li></ul><ul><li>Access services eg disabled access to sport </li></ul><ul><li>British Council/Central Bureau </li></ul>
  11. 11. Know your agencies! <ul><li>Who work fast? </li></ul><ul><li>Which ones work as fast as schools? </li></ul><ul><li>Who work slowly? </li></ul><ul><li>Who don’t appear to work at all? </li></ul><ul><li>Who are at daggers drawn with each other? </li></ul><ul><li>Which prefer to act, which to react? </li></ul>
  12. 12. What does a multi-agency approach mean? <ul><li>That children have their needs met, </li></ul><ul><li>to enable them to meet the five outcomes, </li></ul><ul><li>by the people most professionally equipped </li></ul><ul><li>to help them to do this successfully </li></ul><ul><li>and who have the right skills to support them </li></ul><ul><li>and their parents and carers in the right way. </li></ul><ul><li>Do the job you’re paid to do! </li></ul>
  13. 13. What should it look like? <ul><li>Decisions taken at the right level </li></ul><ul><li>Appropriate support builds and sustains young person’s capacity to succeed </li></ul><ul><li>Professionals find ways to work cooperatively and effectively and are accountable for the actions taken </li></ul><ul><li>No children fall by the wayside........ </li></ul><ul><li>There are no gaps in provision....... </li></ul>
  14. 14. In practice? <ul><li>There are lots of built-in projects addressing identified areas of need eg. groups, clubs, drop-ins for children </li></ul><ul><li>One professional based in the setting of another </li></ul><ul><li>Out-of-school provision for children </li></ul><ul><li>Panels, groups, projects to support specifically targeted children </li></ul>
  15. 15. Their effect? <ul><li>Keeping young people off the streets </li></ul><ul><li>Focusing their attention away from drugs and anti-social behaviour </li></ul><ul><li>Acquiring new skills, particularly social skills </li></ul><ul><li>Keeping children safe and occupied </li></ul><ul><li>Helping to build communities </li></ul><ul><li>Sometimes... </li></ul>
  16. 16. What are the risks? <ul><li>SEP culture </li></ul><ul><li>Over-referral </li></ul><ul><li>An over-therapeutic approach </li></ul><ul><li>which, if you think about it, is just what was there before.... </li></ul><ul><li>and particular situations can arise: </li></ul>
  17. 17. HOW COME KYRA DIED? And Baby P...... Can all situations be dealt with?
  18. 18. You can’t easily address <ul><li>Determinedly wicked or sick people (eg pimps, paedophiles, psychopaths) </li></ul><ul><li>Inadequate or distracted parents (drug users, in abusive relationships, or with an obsession – social, religious) </li></ul><ul><li>Reticence on the part of families to share troubles and difficulties (bereavement, financial problems, mental health issues) </li></ul>
  19. 19. Safeguarding <ul><li>Safeguarding is a limiting factor – if a school’s procedures are not right, it can go straight into a category on inspection. </li></ul><ul><li>Safeguarding training and procedures are designed to make it as difficult as possible for the determinedly evil to get to children. </li></ul><ul><li>Stand back – look carefully! </li></ul>
  20. 20. The latest report highlights: <ul><li>The effectiveness of low level , low impact interventions working on a local issue to address a particular need </li></ul><ul><li>The effectiveness of good relationships in tackling issues early and with appropriate level interventions </li></ul><ul><li>Concern about inconsistent levels of referrals and response across the country. </li></ul><ul><li>Continued need for individual focus on children and holistic responses to concerns. </li></ul>
  21. 21. Will a CAF make a difference? Depends..........?
  22. 22. If we’re being picky <ul><li>Schools: impatient with other agencies, good sources of intelligence </li></ul><ul><li>NHS – outstanding at referring </li></ul><ul><li>Social Services: totally overstretched </li></ul><ul><li>EWO: can be outstanding and move quickly (if you’ve got one, that is) </li></ul><ul><li>Police: can be excellent – have statutory right of entry to property and are in uniform which makes people take them more seriously. </li></ul><ul><li>Specialist support (technical) – usually outstanding! </li></ul>
  23. 23. The ECM rules for teachers <ul><li>Do your job – know your pupils – know what they are doing and where they are </li></ul><ul><li>Never take anything at face value – check </li></ul><ul><li>Listen </li></ul><ul><li>Do not go looking for trouble, but log things and gather intelligence </li></ul><ul><li>Seek advice if you have a concern </li></ul><ul><li>Write it down!!!!! </li></ul>
  24. 24. The real challenge: <ul><li>PLEASE – do not be judgemental. </li></ul><ul><li>It is very easy to attach quick labels. </li></ul><ul><li>In the mad, bad, sad choice – </li></ul><ul><li>sad is the usual one you will meet. </li></ul>