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Child Poverty: What’s it got to do with me?

Child Poverty: What’s it got to do with me?. Governing Body Training 2010. Barbara Breed – Head of Primary and Special School Standards & Chloe Surowiec – Graduate Trainee (and governor). Understand the link between attainment and poverty reduction How schools can achieve this

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Child Poverty: What’s it got to do with me?

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  1. Child Poverty:What’s it got to do with me? Governing Body Training 2010 Barbara Breed – Head of Primary and Special School Standards & Chloe Surowiec – Graduate Trainee (and governor)

  2. Understand the link between attainment and poverty reduction How schools can achieve this Governors’ role in supporting and challenging schools Other factors to consider in reducing child poverty Child PovertyAims of the Session:

  3. Why should we eradicate child poverty? 5 Minute Discussion

  4. Cooperate with partners to tackle child poverty Carry out a Local Needs Assessment to understand the local drivers of child poverty Develop a local child poverty strategy Child Poverty Act 2010

  5. Narrowing the gap Raising standards FSM Ethnicity SEND/EAL Implications for schools

  6. 0.8% rise for 2010 National gap narrowed by 1.7% Trend likely to continue Year on year decline to 2009 Narrowing the gap (National 2010 data is not currently available)

  7. The average of the lowest scoring 20% GAP

  8. 4% increase for non FSM 1.1% rise Widened by 2%

  9. 4.2% Lower 13.4% smaller 10%higher 2010 data is not yet available

  10. Tracking and monitoring Pupil progress reviews Drilling down to the ‘who’ Addressing the needs of the individual Support for the whole family What schools should be doing to narrow the gap

  11. School ethos of high expectations and aspirations Led by the Head Teacher and Senior Leadership Team Robust systems in place Involvement in teaching and learning from the top What schools should be doing to narrow the gap

  12. Ensure that tracking and monitoring is taking place Expect the HT to report back on Pupil Progress Reviews – which children are vulnerable, what are the interventions and evaluation of impact Is there a trend re gender/race/language? Expect the HT to know and report on who the vulnerable groups are Governors’ role re Narrowing the Gap

  13. Look at the SIP reports and agree to have them as an agenda item for GB meetings Monitor the progress of the six children agreed between the HT and SIP Agree to do the same for Narrowing the Gap generally Ensure that the school has a strategy for supporting vulnerable families Ensure that there is targeted support for those likely to be NEET – e.g. – teenage parents Monitor exclusions Governors’ role continued

  14. Classes/information for parents on how to support their child's learning Opportunities for family learning – ICT EAL Parent support Homework clubs Family support workers Supporting the family

  15. Support for families re benefits etc. Ensuring school offers or signposts extended day – breakfast clubs, after school provision etc. Monitor mobility – housing issues Free school meals – schools can administer locally Issues other than attainment

  16. Jobcentre Plus – “Options& Choices” Haringey Guarantee Citizens Advice Bureau ESOL and Pre-ESOL What else is going on in Haringey?

  17. Discuss Child Poverty with HT Share this briefing with GB Clarify who the vulnerable groups in school are Understand the trends in the school Suggest schools administer FSM locally What should I/we do next?

  18. What could your school do to tackle child poverty? Tackling Child Poverty in your Schools

  19. Any questions? barbara.breed@haringey.gov.uk chloe.surowiec@haringey.gov.uk Thank you for coming

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