Every Child Matters: The Whole Child Matters

1. Every Child Matters: The Whole Child Matters Update: Spring Term 2008 Mike Hillary Senior Inspector PSI

2. Do we have a strategy to support schools?- How are we doing? For: • Raising awareness of ECM and its importance with all stakeholders in schools • Improving the knowledge and understanding of ECM amongst ourselves and with all stakeholders in schools • Links to whole school improvement planning / pupil voice etc • Including ECM in the revision of relevant policies • Helping schools to audit and map their provision • Helping schools identify qualitative and quantitative outcomes of their provision eg for the SEF • Helping schools self evaluate their provision – ie sound /good/outstanding? – where would we come?

3. Support from the Local Authority? • Guidance documents – web site? • Directories of services linked to the 5 outcomes • Major high profile conferences involving schools and partners in the LA children’s services • “Schools only” conferences in the next courses booklet - to incorporate the bullet points (above) – needs to be sooner rather than later • SLA style agreements – from an hour presentation to on-going support programme

4. Issues for young people, schools, local communities and society • Obesity in children and the rise in diabetes – now a major issue for the PCT • Teenage pregnancy – issue from the JAR • Concerns over bullying – particularly cyber bullying – pupil council – bullying poster/CD to all schools • Emotional health and well being of all children and young people – new NHS guidance • Mental health problems in the young - report • Extended schools -

5. What’s ECM got to do with me? – are attitudes changing? • Am I bothered? Should I be bothered? • Have I got the time? • Where is it on my job description? (New Standards C5 C18 C20 – C25) • Is it part of the school’s job? – to what extent? • How can I be aware of every child’s problems/concerns? • “Nobody was interested in my views at school – we just had to get on with it”

7. Involving Parents? • develop for parents a personal progress record on their child’s development from the early years to primary school, building on the idea behind the ‘red book’ on young children’s health; • What aspects of personal progress would be recorded? How? When? How often?

8. Recording Children's Progress • All children registered at Aveton Gifford Pre-school are given a Progress Record Book when they start attending. The Progress Record is divided into six areas of learning: • Personal and Social and Emotional Development • Language and Literacy and Communication • Mathematical Development • Knowledge and Understanding of the World • Physical Development • Creative Development

9. Key Delivery goal for 2008 – 85% to achieve Level 4 or above More personalisation will be needed at KS2 63% of pupils achieved Level 4 or above in English in 1997 In 2005,79% of pupils achieved Level 4 or above 14% achieved Level 3, of whom: 3% falling behind 0% stuck 11% slow moving at Level 3 6% at Level 2 or below 1% Absent …each group needs different treatment

10. Update? Every Child Matters - 5 outcomes

11. Outcome 1 - Be healthy • Ofsted SEF 4a • To what extent do learners adopt healthy lifestyles? For example: • - whether learners take adequate physical exercise, and eat and drink healthily • - learners' growing understanding of how to live a healthy lifestyle (for example, through education about smoking, substance • abuse and sexual health risks).

12. Obesity

14. Outcome 2 – Staying safe Ofsted question (SEF 4b) – • To what extent do learners feel safe and adopt safe practices? For example: • - whether learners feel safe from bullying, including any religious, racial (including Gypsy, Roma and Travellers of Irish heritage), • sexual and homophobic incidents • - the extent to which learners have confidence to talk to staff and others when they feel at risk • - the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet.

16. Key Aspects of Keeping Myself Safe Safety in new situations Stranger Danger Peer pressure and risk taking Safety when travelling Internet grooming and chat room safety – Think u know Peer to peer abuse – cyber bullying “Staying Safe” - Safeguarding

17. Cyber Bullying When inspectors ask pupils about feeling safe in school and being bullied, pupils may not immediately interpret this as including ‘cyber bullying’. This term includes the use of text messaging, e-mails, social networking sites or calls from mobile phones. A recent DCSF study showed that up to 34% of 12-15 year olds had experienced it. On 21 September Ed Balls, Secretary of State for Children, Schools and Families, launched a campaign to halt cyber bullying. Inspectors should ensure that explicit reference is made to cyber bullying when asking pupils about any bullying or harassment they may have experienced. It may also be appropriate to ask schools how they try to protect learners from this form of bullying. “Inspection Matters” 17

18. Outcome 3 -Enjoy and achieve Ofsted questions – SEF 4c • How much do learners enjoy their education? For example: • - their attitudes and participation, including any significant variations for specific groups of pupils • - how the school's overall absence rate compares with other schools, including those in similar circumstances • - the number of pupils who are persistently absent

19. Ofsted SEF 4d How good is the behaviour of learners?For example: - what proportion of lessons is significantly disrupted by poor behaviour?

20. Outcome 4 -Make a positive contribution SEF 4e Ofsted questions • How well do learners make a positive contribution to the community? For example: • - learners' growing understanding of their rights and responsibilities, and of those of others • - how well learners express their views and take part in community activities both within and beyond the school. “Pupil Voice” Rights Respecting Schools Award RRSA

23. RRS School Council Healthy Schools ECM Citizenship SSE / SEF Governors School Improvement Extended schools SEAL

24. Outcome 5 -Economic well being Ofsted question (4f) • How well do learners prepare for their future economic well-being? For example: • - through the development of literacy, numeracy, information and communication technology, financial and enterprise • capability, economic and business understanding, and understanding of sustainable development • - learners' developing understanding of different types of work • - learners' acquisition of the social skills and other workplace skills, essential to their future economic well-being.

26. Your task • What guidance do you need ?

27. Every Child (and the whole child) Matters?