Monthly Status Report

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Malcolm Lister
Education Leeds Extended Services Team Leeds
University Presentation October 2008
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Objectives for this morning

• Provide an overview of the new world of
  working with children,
• young people, their families and local
  communities
• Identify the key drivers and rationale for
  change
• Consider Every Child Matters ( and the
  Children Act 2004)
• Consider the timeline and implications for
  Local Authorities
• Implications for schools
• Implications for professionals working with
  children,
• young people and their families
• Whats in it for you?
• Opportunities and challenges (Next Steps?)

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Rating scale

Where do you think you are in terms of your
knowledge of the Extended Services agenda? 1
No knowledge 10 Know all
about it 1 2 3 4 5
6 7 8 9 10
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What does extended mean?

• The DCSF uses the notion of extended in four
  ways
• Scope and range of the provision offered
• Audiences the schools support is offered to
• Times at which the school provides this support
• Range of professionals who collectively offer
  these services

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Unscrambling the acronyms

• DCSF
• SOA
• ECM
• CC
• YOT
• CAF
• BSF
• PCT
• CIS
• CAMHS
• NEET
• VFCS

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Life for some members of our communities

• 4.1 million live in poverty
• 2 million children go without at least two things
  they need such as three meals a day, toys or
  adequate clothes
• Two thirds of heads of households in social
  housing are unemployed
• 16 of children live in households where no one
  works
• Over 20 of children in the UK are designated as
  obese
• 40,000 girls under 18 become pregnant each year
• Infants born to fathers in unskilled or semi
  skilled occupations have infant mortality rates
  over 70 higher than those in professional and
  managerial positions
• Around 10 of children between the age of 5 and
  15 experience some sort of mental disorder
• Effects of drug and alcohol abuse / obesity /
  Black and Ethnic Minorities etc

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The Children Act 2004 places a duty on local
authorities in the following areas

• Cooperation local authorities have a duty to
  cooperate with other agencies and local partners
  to bring about joint planning, commissioning and
  delivery of services
• Accountability local authorities must appoint
  Directors of Childrens Services and lead members
  by 2008 at the latest
• Safeguarding local safeguarding Childrens
  Boards will replace Area Child Protection
  Committees to bring a sharper focus
• Inspection new Joint Area Reviews and an
  integrated inspection framework to be created
  beginning with new arrangements Sept 2007. Ofsted
  inspection regime extended.
• Information - sharing and retrieval of
  information to be enabled for all agencies and
  partners who care for children and their families

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Support for vulnerable young people and groups

• What are some of the different types of
  vulnerability young people?

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What does vulnerable mean? Temporary or permanent?

• Home circumstances
• Physical factors ( mobility, obesity etc.)
• Victims of abuse
• Learning
• Age
• Mental health
• Emotional health
• Behaviour
• Powerless / defenceless
• Illness (e.g Hospital schools)
• Travellers
• Asylum seekers
• Minority ethnic groups
• EAL
• Young mothers etc.
• n.b. SOME OF THESE GROUPS ARE NOT NECESSARILY
  VULNERABLE

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What does it mean in practice for Local
Authorities?

• Establish a Childrens Trust bringing together
  all services for children and young people in an
  area to focus on improving outcomes for all
  children and young people
• Commissioning ( and de-commissioning ) services
• Create a Childrens Services Directorate
• Publish Children and Young Peoples Plan
• Identify a lead elected member for Childrens
  Services
• Broker partnerships and collaboration
  arrangements between schools
• and other agencies public, voluntary and
  private
• Schools not expected to work alone

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Current workforce position?

• Only constant is change (pace of change?)
• Greys at chalkface ( by 2020 one in 3 workers in
  UK will be over 50)
• By 2010, majority of teachers 55 to 65 if no
  loss
• End of job for life
• Feminisation
• Flexible working part-time and long time
• Diversification of the workforce / job market
• Career not job
• World financial crisis

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Local authority timeline for extended schools
2005-2010
2005
2006
2008
2010

• 2005
• Development of Integrated Inspection Framework

• Mid-2006
• Children and Young Peoples Plans in all
  authorities
• Safeguarding Children

• 2006
• Most authorities have Childrens Trusts
  arrangements in place
• Most authorities have a Director of Childrens
  Services
• A lead elected member for Childrens Services in
  most authorities

• 2008
• Wraparound affordable childcare in at least half
  of all primary schools
• One third of all secondary schools open 8am-6pm,
  all year round and offering activities
• All authorities have Childrens Trusts
  arrangements
• All authorities have a Director of Childrens
  Services
• A lead member for Childrens Services in all
  authorities

• 2010
• Wraparound affordable childcare available for all
  parents of primary aged children
• All secondary schools open 8am-6pm, all year
  round and offering activities
• All 3-4 year olds receiving 15 hours of free
  early years education, 38 weeks of the year

Underpinned by the Core Offer for parents
and families
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The core offer for parents and families to be
in or accessed through all schools by 2010
Community access
Community access
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Core offer extended services will contribute to
achieving the Every Child Matters outcomes
National agendas for local change
Every Child Matters outcomes
Extended Services Core Offer

• Raising standards achievement
• Support for vulnerable children and families
• Developing communities and partnerships
• A childrens workforce strategy

• Being healthy
• Enjoying and achieving
• Staying safe
• Making a positive contribution
• Achieving economic well-being

• Quality Childcare
• Swift and easy access
• Parenting support
• Varied menu of activities
• Community access

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System-wide change requires a significant
investment to build relationships and connections
Integrated inspection of Childrens Services
Local Strategic Partnership
Statutory Duty for multi-agencyco-operation
Health eg Primary Care Trust
Local Safeguarding Childrens Board
Parent Groups
Connexions
Childrens Centres
Business Partnerships
Social Services
Whole Child responsibility all agencies
Schools
Information sharing across agencies
Sports/Arts Groups
Local Authority
Children
Faith Groups
Other Schools
Multi-disciplinary project teams
Childrens Trust
Specified accountability eg Lead Professional
Voluntary Organisations
Pupil Representation
Common Assessment Framework
Police and Youth Justice
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Every Child Matters in action

• Childrens Centres and Extended Schools
• Permanent, universal, integrated front line
  provision
• Focusing on prevention and early intervention
• Most intensive range of services in most deprived
  areas
• Delivery through mixed market, drawing on
  expertise and commitment of all sectors

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National Targets

• By 2010 all parents of primary age children able
  to access affordable childcare, in school or
  locally
• By 2010 all secondary schools to be open from 8
  until 6 all year, providing a range of extended
  activities
• By 2010 all 3 and 4 year olds to receive 15 hours
  free integrated learning for 38 weeks
• By 2010 all children have access to a variety of
  activities beyond the school day
• By 2010 all schools providing the core offer

n.b. More money is promised over the next 3
years 1.2 billion subsidy for most
disadvantaged
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Extended Services - Force field
analysis exercise

• Issue
• Establish a permanent police presence on a
  school site
• Benefits? Disadvantages?

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Isolation for schools?

• Schools often largest public funded organisation
  in a community
• Only open 190 days per year
• 9.00 to 3.30?
• Constant public scrutiny
• Workforce demographic
• Schools will not be able to exist on their own (
  size? curriculum?)
• Core business still raising standards

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Why do schools need Extended Services?

• Improve pupil attendance and motivation ( and
  therefore potential impact on achievement )
• Re-engage hard-to-reach pupils
• More information about pupils
• Meet individualised needs with a personalised
  offer
• Enhance childrens and families access to
  services
• Improve parental engagement with the school and
  with their childrens learning
• Enable teachers to focus on teaching and learning

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Teaching and Learning 2020 The Gilbert Report

• Schools cannot be held solely responsible for
  closing the gap.
• Schools in communities damaged by generations of
  underachievement, unemployment and social
  fragmentation rightly expect other agencies to
  help them tackle systemic barriers to raising the
  aspirations of children, parents and teachers.
  Local implementation of the Every Child Matters
  agenda offers the opportunity to improve
  continuity and progression in learning for
  children at risk of falling behind.

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What will schools be like in the future?

• Less traditional places of learning
• Multi-schools and virtual schools
• Partnerships, collaborations and extended
  services
• Learning networks
• ICT and e-learning - technology embedded
• Flexible, differentiated curricula
• School design - physical space reconfigured (BSF)
• Group and personalised learning

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What will schools be like in the future?
continued

• Other adults ( or peers? ) with expertise
• Home - school learning ( interactive )
• School days and school terms
• 24 hour learning
• Inclusive environments ( behaviour ? )
• Transition
• Creativity - the capacity to reinvent itself
• The USP of each school as an organisation

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Whats in it for me?

• Workforce agreement
• - 24 tasks
• - Planning Preparation Assessment ( PPA )
  time 10 etc.
• - Work-life balance
• Continuing Professional Development
• Effective induction ( school, departmental,
  individual )
• Additional adults
• Additional services
• Team based structures
• Unlocking the cul de sacs for career development

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Please identify

• 3 benefits of the new agenda?
• 3 challenges or potential barriers?

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Challenges for Leeds reflect the National Picture

• Finance pooled budgets, bidding processes,
  realigning existing funding
• Leadership and management sharing
  responsibilities
• Sustainability
• Lack of knowledge and understanding of
  implications
• Dislike for and resistance to change
• Relationships and trust between some partners
• Buildings, access and space ( including PFI
  Private Finance Initiative)
• Quality versus quantity
• Links to standards and achievement

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Rating scale

Where do you think you are in terms of your
knowledge of this agenda? 1 No knowledge
10 Know all about it 1 2
3 4 5 6 7
8 9 10
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Questions and answers