Luton Borough Council

1. Luton Borough Council Extended Schools Remodelling Programme Workshop 1 – May 2006

2. Introductions • Introduce yourself to someone you don’t know • Find out three things about each other: • who you are • what you do • something you have in common

3. Today’s agenda Objectives and agenda The National perspective Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

4. Workshop 1 – objectives • Make clear the position of this programme in relation to the Every Child Matters and Extended Schools agendas • Focus attention on the change process and outcomes • Learn new skills and tools which can help to implement necessary change • Network with colleagues to move forwards on this agenda • Help you to run an event back in your communities to identify the needs for core offer extended services

5. We will develop a shared understanding of where we are now We will consider how we can work together to deliver extended services We will create a future view of extended services in our own communities We will consider the next practical steps to engage our communities in this opportunity Workshop 1 – our journey today Agenda Outcomes 9.30 Welcome and introductions Objectives and agenda The National/Local authority perspective Where are we now? 10.45 Coffee 11.00 Collaboration is key for this agenda Change works if you have a process 12.30 Lunch 13.30 How it can be done – a case study A view of the future 14.45 Tea 15.00 Planning your community event Practical next steps Review and wrap-up 16.00 Close

6. Before we start • Parking lot • Ground rules

7. Ground rules • Acknowledge each other as equals • Listen to each other • Expect it to be messy at times! • Minimise distractions (mobile phones off!) • And…?

8. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

9. 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 • 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

10. Socio-economic status has the single biggest influence on achievement and life chances

11. Every Child Matters….the vision Whole system reform of children’s services with the child at the centre: • Better outcomes for children and young people • Focus on opportunities for all and narrowing gaps • Support for parents, carers and families • Shift to prevention, early identification and intervention • Integrated and personalised services

12. What does an Extended School look like?

13. Quality childcare A varied menu of activities Core offer All year round 8am-6pm on site or through local providers including study support Parenting support Swift and easy referral including family learning to specialised support services including adult learning The core offer for parents and families:to be in or accessed through all schools by 2010 Community access Community access

14. Government targets and monitoring • By 2010 all children, young people and their families will be able to access the core offer through their schools • By 2008 the core offer will be accessible through 50% of schools • By 2006 the core offer will be accessible through 10% of schools • The 2008 and 2010 targets are a statutory obligation on Local Authorities • There is no statutory obligation on schools but new inspection arrangements are a driver • NRT have established a monitoring procedure for the Government showing the progress toward access to the core offer in every school in the country • Features strongly in Chapters 4 and 6 of the Schools White Paper

15. Local authority timeline for extended schools 2005-2010 2005 2006 2008 2010 • 2005 • Development of Integrated Inspection Framework • Mid-2006 • Children and Young People’s Plans in all authorities • Safeguarding Children • 2006 • Most authorities have Children’s Trusts arrangements in place • Most authorities have a Director of Children’s Services • A lead member for Children’s 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 Children’s Trusts arrangements • All authorities have a Director of Children’s Services • A lead member for Children’s 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

16. System-wide change requires a significant investment to build relationships and connections Schools Child

17. Business Partnerships Social Services Sports/Arts Groups Local Authority Faith Groups Other Schools Voluntary Organisations Pupil Representation System-wide change requires a significant investment to build relationships and connections Parent Groups Schools Child

18. Business Partnerships Social Services Sports/Arts Groups Local Authority Faith Groups Other Schools Voluntary Organisations Pupil Representation System-wide change requires a significant investment to build relationships and connections Local Strategic Partnership Health eg Primary Care Trust Local Safeguarding Children’s Board Parent Groups Children’s Centres Connexions Schools Child Multi-disciplinary project teams Children’s Trust Police and Youth Justice

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

20. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

21. Luton Local Authority – Joining up & Partnership • Working in partnership with:- • Building Schools for the Future • Children’s Centre initiative • Family Support Worker Strategy • Children’s Workforce Strategy • Health • Other Agencies • Voluntary and Private Sector • Parents, Children and Young People, Local Community

22. Luton Local Authority – Key Learning from the Nottinghamshire Extended Schools Pilot • Offered through not by schools • Locality delivered using clusters of schools • Community shaped and led • An ECM agenda not just an education agenda • The local face of integrated children’s services • Building on existing good practice • Collaboration and cooperation is the key • No single model

23. Luton Local Authority - Roll out • The Luton interim target is 100% of schools through the Extended Schools Workshop programme and 50% of schools offering access to the core offer by September 2008. • 9 Family Clusters in 3 Soft Area Alignments. (SAA) • Family Clusters means working with other schools in your locality and your local community. • Cluster Managers – Consultation – School or LA appointment

24. Luton Local Authority - Funding • Extended Schools money direct into school budget via Schools Standards Grant (SSG) • Extended Schools Standards Fund • 2005/2007 Funding Family Worker Strategy agreed by consultation • Cluster Incentive Grants – for collaborative working e.g Cluster Manager appointments

25. Luton Local Authority – Help !!! • Four full day events with the local community and services (initially brought together by schools) • Facilitation of events • Support with change management processes • Advice and Support with:- • Planning • Implementation • HR • Finance • Sustainability

26. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

27. Where are we now? – core offer brown papers A varied menu of activities Things we do now Things we could do

28. Where are we now? – instructions • You have 25 minutes to read and contribute to the five brown papers • Under each of the core offer headings, write: • Look at “Things we do now”in terms of extended services core offer • Contribute to “Things we could do”in terms of extended services core offer • Please add your name/organisation to your ideas

29. Coffee

30. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

31. collaborate /klabbrayt/ Collaboration   • verb1 work jointly on an activity or project. 2 cooperate traitorously with an enemy. — DERIVATIVEScollaborationnouncollaborationistnoun & adjectivecollaborativeadjectivecollaboratornoun. — ORIGIN Latin collaborare ‘work together’. — ORIGIN Latin collaborare ‘work together’.

32. Local Strategic Partnership Local Safeguarding Children’s Board Health e.g. Primary Care Trust Parent Groups Social Services Connexions Children’s Centres Business Partnerships Local Authority School Faith Groups Child Other Schools Children’s Trust Pupil Representation Multi-disciplinary project teams Voluntary Organisations Sports/Arts Groups Police and Youth Justice Why should we collaborate? • “To gain real advantage from collaboration, something has to be achieved that cannot be done by any one of the organisations acting alone” Adapted from Huxham and Vangen ‘Managing To Collaborate – The Theory and Practice of Collaborative Advantage’ (2005)

33. You have 15 minutes to discuss the following:- • What are the advantages of collaboration? • What barriers are there to collaboration? • How can we overcome these barriers? • Be prepared to summarise your discussions in plenary afterwards using the flip chart Making collaboration work – instructions

34. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

35. An effective change process must be based on a a number of key principles • Open inclusive leadership that provides clear direction and focus, drawing on the contributions of all staff and stakeholders • A positive and ambitious culture that enables everyone to play their part in driving the change agenda forward and have their contribution valued • Developing/facilitating constructive communication, collaboration and working practices between schools, their stakeholders and associated external agencies • An inclusive change team (in terms of make up) approach to help enrich the generation of solutions, inform decisions and implement change • A proven, structured process for managing change that is adaptable and supported by appropriate skills and tools • Recognition and management of rational, political and emotional aspects that influence change

36. Remodelling is a structured change process that works with local issues and circumstances Mobilise (the stakeholders) Discover (open our minds and behaviours to spot the opportunities) Extending the school … continuing to assessthe needs of the communityand adapt to deliver those needs Deliver (Establish theenterprise) Results Deepen (Evaluate and choosethe opportunities) Develop (Vision & Plan )

37. Mobilise Discover Deepen Develop Deliver Sustain At every stage the process will produce outcomes that drive forward the provision of extended services • Outcomes • Identify clusters/ networks to organise work around • Initial communications about programme • Secure the right people to come together to work • Understand the advantage in working together • Create a view of the future • Build a plan for community consultation • Outcomes • Consolidate opportunities across the cluster • Assess the opportunities and agree the priorities • Create change teams to develop solutions and proposals • Initial views on potential solutions • Identify and begin implementing quick wins • Outcomes • Understand needs of children, parents, families • Describe specific opportunities for services that deliver the core offer • Identify who needs to be involved in pursuing these opportunities • Outcomes • Feedback on implementation of quick wins • Agreements about solutions • Detailed proposals for delivery • A delivery plan detailing actions, responsibilities and milestones • Outcomes • Change teams ensure the services will be delivered • Start to provide results and feedback • Outcomes • Continue to assess needs and adapt services • Transition to a sustainable operational structure • Continually review and monitor performance • Establish ongoing feedback and learning process

38. For successful change, emotional and political barriers must be overcome • Active involvement • Groundswell of support • Senior management consensus • Personal staff commitment • Visible stakeholder support • Enthusiasm • Appreciation of need • Clear role(s) • Engagement • Willingness to act • Clear vision/ understanding • Case for change • Plan of activities • Agreed way forward Rational Political These are the difficult bits Emotional

39. Mobilise Discover Deepen Develop Deliver Sustain The remodelling change process recognises a natural emotional curve that we all experience What we will do! Confidence What we can do! What could we do? +ve What’s been done? • We have a plan to success • We have the answer Emotional State • Made the right decision • We have some news We have a solution • There is a solution • We have some options • It’s difficult • It is not the best news • Now I understand, but . . • Not sure how to solve -ve

40. R + V + P = C A simple formula summarises what is required for successful change to occur A successful and sustainable change programme (C) requires … a compelling reason for change (R) a clear vision of the future (V) and a coherent plan for getting there (P)

41. Mobilise Discover Deepen Develop Deliver Sustain Develop Proposals This programme is designed to follow the remodelling change process Workshop1 Mobilise & Discover Workshop2 Discover & Deepen Workshop3 Develop & Deliver Workshop4 Deliver & Sustain Identify Opportunities DeliverServices

42. Recap of this morning 9.30 Welcome and introductions Objectives and agenda The local authority perspective Where are we now? 10.45 Coffee 11.00 Collaboration is key for this agenda Change works if you have a process 12.30 Lunch 13.30 How it can be done – a case study A view of the future 14.45 Tea 15.00 Planning your community event Practical next steps Review and wrap-up 16.00 Close We will develop a shared understanding of where we are now We will consider how we can work together to deliver extended services We will create a future view of extended services in our own communities We will consider the next practical steps to engage our communities in this opportunity

43. And this afternoon … 9.30 Welcome and introductions Objectives and agenda The local authority perspective Where are we now? 10.45 Coffee 11.00 Collaboration is key for this agenda Change works if you have a process 12.30 Lunch 13.30 How it can be done – a case study A view of the future 14.45 Tea 15.00 Planning your community event Practical next steps Review and wrap-up 16.00 Close We will develop a shared understanding of where we are now We will consider how we can work together to deliver extended services We will create a future view of extended services in our own communities We will consider the next practical steps to engage our communities in this opportunity

44. Questions and answers

45. Lunch

46. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

47. How it can be done – Extended Schools in action A presentation by Guest Speaker

48. Today’s agenda Objectives and agenda The National perspective The Luton LA perspective Where are we now? Collaboration is key for this agenda Change works if you have a process How it can be done A view of the future Planning your community event Practical next steps Review of the day

49. A view of the future • During this next session we will:Create some ideas of how extended servicesmay look for your community five years from now

50. In terms of extended services and your community, write what you would like children, parents, schools and community to be thinking, feeling, saying and doing five years from now • You have 15 minutes to write your views on the pre-prepared paper A view of the future – activity 1 - Think, Feel, Say, Do Thinking/Feeling/Saying Doing