Title: DCSF Review of School Improvement and Childrens Social Care
1AGENDA
- Welcome
- Children and Young Peoples Agenda Sharon Scott
(Interim Director of Childrens Services) - Community Cohesion Kewal Goel
- Succession Planning for School Leaders Trisha
Wright - Feedback on DCSF Review of Local Authority
David Gamble - Update on Budget and Services for Schools David
Gamble - Managing Allegations Against Staff Jayne
Murphy/David Howe
2Children and Young Peoples Agenda
- Sharon Scott (Interim Director of Childrens
Services)
3Community Cohesion
4Community Cohesion
What is community cohesion?
Diversity appreciated and valued
Common values
Sense of belonging
Strong and positive relationships
Equal life opportunities
Knowing rights and responsibilities
Trusting each other and local institutions
Shared vision for community
Shared access to English
Many definitions are being produced
5What is community cohesion?
Community cohesion is what must happen in
all communities to enable different groups of
people to get on well together. A key
contributer to community cohesion is integration
which is what must happen to enable new residents
and existing residents to adjust to one another.
In February 2008 the Government adopted a new
definition of Community Cohesion
6- Difference between
-
- race equality
- community cohesion
- preventing violent extremism
7Race equality
- Race equality is about building an equally free
and fair society for all people regardless of
their racial or ethnic background. - It focuses on narrowing gaps in outcomes for
different groups. - This will help promote cohesion and tackle
extremism, but it is not enough on its own, and
there are other, wider, motivations for promoting
race equality.
8Building community cohesion
- Building community cohesion is about building
better relationships between people from
different backgrounds including those from new
and settled communities. Experience has shown
that violent extremism can emerge from even the
most cohesive communities, but that extremist
messages are less likely to find support in the
environment. - So work to build cohesion can help prevent
violent extremism but will not be enough on its
own.
9Preventing violent extremism
- To prevent violent extremism we often need a
targeted approach which deals with the specific
threat, builds resilience to extremist messages
at a community level but also works to counter
the global terrorist ideology. - At the same time a community in which extremism
is minimised is likely to be one where people
have more confidence to build relationships with
one another and so increase community cohesion
and race equality.
10Community Cohesion
We can inspect these through the schools duty to
promote community cohesion
The six Equalities Strands have a narrower,
sharper focus and are inspected through the
equalities and discrimination judgement
Socio-economic
Religion and non-religion
Ethnicity and Culture
11Community Cohesion
The different social dimensions of community
Ethnicity and culture
Religious and non-religious
Engagement Ethos
Socio-economic
Equality Excellence
The Global Community
Teaching, Learning Curriculum
UK Community
Community in which school is located
The schools contribution can be grouped under
these headings.
School Community
The different scales or geographical dimensions
of community
12The duty on schools is to promote community
cohesion
- The duty must be linked to the leadership of the
school, as it is on the governing body - This duty is linked to the effectiveness of the
schools provision what it is doing about it - The school should not be judged according to the
local community, but according to what it is
contributing
13Inspecting community cohesion
- Inspection can be built around three key
- questions
- 1. What does the school know about the
- communities it serves?
- 2. How has it used that knowledge to
- promote community cohesion and serve the needs
of its users? - How does it know whether its strategy is
- successful?
14Inspecting community cohesion
- Inspectors will look at data from the SEF,
RAISEonline etc to identify issues about
ethnicity, deprivation etc. - Inspectors will engage with school leaders about
their understanding, strategies and evaluation of
impact - Inspectors will examine schools own evidence
- Inspectors will talk with learners and observe
them
15-
- Succession Planning for School Leaders
- Trisha Wright
- School Improvement Adviser
- Leadership and Management
16Succession planning
-
- The range of activities and approaches
employed to ensure a sufficient quantity of
engaged and talented school leaders. -
17Recruitment challenge
18A drawn-out apprenticeship
19Perceptions and realities of Headteacher role
20Succession planning
- Systematic approach to leadership recruitment and
development - System wide challenge
- Local issues need local solutions
- Need to plan
-
21MK Succession Planning Strategy
-
- To develop effective and innovative local
solutions to secure a sufficient long term supply
of talented, committed and engaged leaders at all
levels in our schools.
22NCSL guidance
23NCSL guidance
24MK - Summer Term 2008
- Steering group set up to oversee development of
strategy and action planning - Succession planning officer headteacher
secondment for part of Summer Term - Future Leaders conference 17.6.08 Local launch
for Heads, Deputy / Assistant Heads and Chairs of
Governors to raise awareness, gather views ,
suggest possible actions - Deputy / assistant headteacher session with NCSL
succession planning consultant - 5.6.08 - Potential NPQH applicants workshop session
20.5.08 - Aspiring leaders workshops jointly being
planned with Bucks - Questionnaires will be coming out to schools to
obtain views
25Contacts
- Karen Kilshaw, Succession Planning Officer,
01908 254091 - Trisha Wright, School Improvement Adviser,
Leadership and Management - 01908 253972
- Sheila Ellis, Admin Assistant
- 01908 253881
26Reflections
- What implications does this have for you and your
school? - What do you think are the local issues in Milton
Keynes?
27DCSF Review of Local Authority
David Gamble
28Reasons for the Review
- DCSF concerns about strategic capacity at LA
level - Part of National Strategies programme of LA
reviews of LA School Improvement services - Low standards at KS2 and KS4 and low CVAs
29Key Foci
- School Improvement
- The LAs capacity for School Improvement
- The LAs intervention in schools to secure
improvement - The collection and use of data
- Social Care
- The capacity of childrens social care
- The collection and use of data
- Safeguarding capability, inc children in care
- Suitability and structure of the service
30Methodology
- 7 DCSF/National Strategies officers
- Normal inspection processes over 4 days
- Visits to 6 schools
31Context of Milton Keynes
- Unusual growth and development
- Increasingly diverse population
- Above average proportion live in low income
households - School population unusually mobile
32Summary and Recommendations
- School Improvement
- Good support for weakest schools (ISP) better
capacity at primary level - Effective pupil tracking systems developed
- Positive responses from headteachers to the
quality of many LA staff - Positive outcomes of DCSF funded Intervention
Programme (SITU project) - Need for significant improvement in capacity of
LA to improve schools particularly at secondary
level
33Summary and Recommendations
- Need for clearer school improvement strategy
generated with partners - Better early warning systems to intervene before
schools decline - Better engagement of secondary schools in
collaboration work - Better sharing of good practice including use of
ASTs and Leading Teachers - Recognised SIP implementation in April 08 more
serving heads
34Summary and Recommendations
- Childrens Social Services
- Recognised improvements made
- No unallocated work or waiting lists
- No evidence of children at risk due to low
numbers on CP register - Weak outcomes for Children in Care
35Summary and Recommendations
- Use of Data
- More strategic approach to the availability and
use of data across Childrens Services - More central analysis of data available to
schools and benchmarking against other schools - More challenge in target setting process and
follow up by SIPs
36Summary and Recommendations
- General
- More meetings between DCS and headteachers to
drive forward ECM agenda - More awareness needed for CAF, Lead Professional,
integration of service delivery, locality working - More pace, fewer interim roles
37What has happened?
- Strategy and Improvement Board set up
- Monthly meetings
- Action Plan agreed
- Monitoring meetings (progress RAG rated)
- Productive link with Tower Hamlets
- Good progress
38What has happened?
- Structural changes being implemented plus extra
capacity - More capacity for performance and data
management, agreeing data set timetable - Interim AD Secondary School Improvement appointed
- Restructuring of School Improvement Team for
September 2008 - Increasing pace of implementation
- Childrens Trust
- Locality working
- New vision more strongly communicated
- Wide ranging School Improvement Strategy
- Strategy for Children in Care
39What has happened?
- Using successful schools more within SI Strategy
- Closer partnership between schools and LA (new
expectations and accountabilities) - Launch conference
40- Update on Budget and Services for Schools
- David Gamble
41Issues
- Changes to funding formulae after much work and
consultation - Some turbulence, some budget difficulties
- Impact of formula changes
- MFG issues
- Tighter budgets for schools with low deprivation,
increased charges
42Review of new funding formulae
- EAL allocations
- Small schools threshold allocation
- Early years single pupil count
- Impact of increased charges
- New school allocations
- Schools with deficit budgets
- 52 week residential provision
43Formal processes in place
- Working group reports to Schools Forum
- Autumn term consultation on any proposed changes
April 2009 - Meeting schools with difficulties
- Reviewing Services to Schools packages and charges
44Managing Allegations Against Staff
- LADO
- Local Authority Designated Officer
45ECM Five Outcomes
- Be Healthy
- Stay Safe
- Enjoy and Achieve
- Make a Positive Contribution
- Achieve Economic Well-Being
46Named Senior Manager
- Every agency with contact with children
- Liaison with LADO
47Named Senior Officer
48Procedures need to be applied with common sense
and judgement. Some allegations are so serious as
to require immediate referral to social care and
the police for investigation. Others are much
less serious, and at first sight may not seem to
warrant consideration of a police investigation
or enquiries by childrens social care. However,
it is important to ensure that even apparently
less serious allegations are seen to be followed
up, and that they are examined objectively by
someone independent of the organisation
concerned. Consequently, the LADO should be
informed of all allegations that come to the
employers attention and appear to meet the
appropriate criteria, so that s/he can consult
police and social care colleagues as appropriate.
49When does LADO need to know ?
- behaved in a way that has harmed a child, or may
have harmed a child - possibly committed a criminal offence against or
related to a child or - behaved towards a child or children in a way that
indicates s/he is unsuitable to work with children
50Process
- Allegation/concern raised
- Reported to NSM
- Contact with LADO
- Discussion/agreement on action
- Possible strategy meeting
- Sharing all relevant information re victim and
staff member concerned - Action agreed e.g. S47, criminal investigation
and/or internal investigation - Review strategy meeting, final outcome recorded
51The Three Strands
- An allegation may require consideration from any
of the following three inter-related
perspectives - Enquiries and assessment by Childrens Social
Care about whether a child is in need of
protection or in need of services - Criminal investigation by the police
- Staff disciplinary procedures of employing agency
52July Dec 2007
- Education 13
- Oakhill STC 21
- Foster carers 7
- Other 5
- Total 46
53Categories of Allegations
- Physical 33
- Sexual 10
- Emotional 0
- Neglect 0
- Other 3
- Total 46
54Section 12 Allegations against staff, carers and
volunteers
- Milton keynes Guidance based on
- Working together to Safeguard Children 2006
55LADO
- Safer recruitment
- Safe working Practices
56Central direction
Universal safeguarding
Targeted safeguarding
Public awareness
Local delivery
Responsive safeguarding
Ref Staying Safe Action Plan
57LADO