Children at risk What it takes to close the gap 1 Christine Davies CBE.
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Transcript of Children at risk What it takes to close the gap 1 Christine Davies CBE.
Why ‘narrowing the gap’ for children at risk is important
The challenges!
Evidence of ‘what works’
Sustaining improvement – Centre for Excellence and Outcomes in Children and Young People’s Services (C4EO)
Presentation will cover:
Why ‘narrowing the gap’ is important in the UK and the developed world!
Despite 10 years of sustained investment in public services – the ‘gap’ remains steep and wide (education, health,
well-being, economic success).
Much excellence, less equity – economically unsustainable in a competitive global economy
Strong sense of ‘moral purpose’ – imperative for social inclusion and community cohesion
Cost of not doing it too high- individuals- families- communities- nation
for:
What are the challenges?
Poverty (and social class) matter
• Despite all efforts, the strongest links between circumstances into which a child is born (socio-economic group) and their adult outcomes.
• The lower the social economic group, the higher the risk of poor outcomes.
• ‘Poor’ circumstances, leading to poor qualifications, transmits poverty across generations.
• Inequality affects us all.
and it starts early!
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22 months 4 years 10 years5 years 6 years
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Low SEG Low cog at 22 m.
Low SEG High cog at 22 m.
High SEG Low cog at 22 m.
High SEG High cog at 22 m.
(Reducing Inequalities - NCB 07)
Overall children’s health, educational achievements and general well being are improving
But strong correlation between social class and poverty with:
Low birth weight and poor physical health Poor mental health Poor educational outcomesPoor school attendance High admissions into care Criminal activity record of school at-poor record of school attend
Schools matter
Attainment has risen all round.
Teachers recently qualified are best ever (Ofsted).
Class sizes down, absenteeism down,
post-16 participation up.
98% 3 and 4 year olds accessing early years education and quality improving.
Source: DCSF. GCSE attainment by eligibility for Free School Meals, 2002 to 2008.
Performance gap between advantaged and more disadvantaged pupils, little changed in 10 years.
Those who do least well – poorer white boys, mixed race and black Caribbean boys, Irish travellers.
• Key Stage 1
FSM 71% in reading (84%) 66% in writing (81%)
• Key Stage 2
FSM 63% in English (80%) 64% in Mathematics (79%) 77% in Science (88%)
• GCSE 27% (5+A*-C inc. English & Maths) 51%Source: DCSF- KS1, KS2 and GCSE attainment by pupil characteristics in England 2008/09
• Post-16 participation low by international standards (UK 20th out of 28 OECD countries).
• Significant and sustained gaps in participation in full-time education or training based on gender, ethnicity, social class and region.
• 16-19 year olds not in education, employment or training (NEET’s) (11%) and is higher than other developed countries.
Health matters
Infant mortality falling –
But incidence of ‘low birth weight’ rising and high (11% of total) compared to other developed countries - correlates directly with social class and gives rise to poor health, development and educational attainment.
• Obesity risen by 50% since 1997 (17% of 2-10 year olds and 21% of 11-15 year olds classified as obese, a rise of 10% in last 10 years).
But physical activity increased (60% 80%
5-16 year olds take part in sport in last 3 years).
• Mental Health declining – (13% 11-16 year old boys and 10% 11-16 girls) had clinically diagnosed mental disorders.
• Children living in lone parent families most vulnerable (19% compared to 9%) as well as those in poorer families (21% compared to 6%).
54% children with emotional disorders come from households with
gross incomes under £300 per week
Teenage pregnancy at lowest level for 20 years but still high compared to other EU countries.
• Sexually transmitted diseases up – diagnosis of Chlamydia up by 34% (2001 – 2005).
• Young people smoking is significantly associated with being white, low socio economic groups and being excluded from school.
• Drinking is declining but amount of alcohol drunk by those who do, up dramatically
(5 12 units per week 1990–2006).
Drug use has declined since 2001 (20% 17% 11-15 year olds).
• But level of drinking and drugs use amongst 10-16 year olds higher than other EU countries.
Being Safe matters
• Minority of offenders commit majority of offences (7% 10-25 year olds for 83% offences).
• Offenders most likely to be victims (32%).
Rates of death from injury falling, traffic accidents declining.
Instability in care placements falling.
But...
• The UK has largest proportion of children in custody (as % of prison population) compared to other developed countries.
• 16-19 year olds NEET’s are more likely (15% compared to 5%) to commit offence.
• 25% of all children witnessed domestic violence.
Majority of young people ‘happy’ with their lives (89% of 11-15 year olds) and are ‘moral’ (80% frown on cheating, bullying etc).
Most (93% of 11-15 year olds) enjoy living in their area and feel safe, although this declines at night.
Children Matter
Nearly all teenagers view doing well at school as important…
• But while 94% happy with their families, 71% happy at school but 11% very unhappy at school.
Most 11-15 year olds are happy with their appearance (80%) and their health (90%)
50% 16-24 year olds and 66% 11-15 year year olds ‘volunteer’ in their local communities.
‘Narrowing the Gap’ has been
A 2 year programme funded by DCSF (Dept for Children, Schools and Families).
Focussing on 0-13 years.
Across all 5 outcomes
Staying Safe Enjoying and achieving Being healthy Making a positive contribution Economic well-being
Included Children from poorer socio-economic groups (including
white ‘working class’ boys)
Children in Care
Children with disabilities
Children with SEN
Children excluded from school Children with poor records of attendance at school
Children from different ethnic minority backgrounds
Young Offenders Young Carers
Children at risk from significant harm
Children living with ‘vulnerable’ adults
30%
NtG Review brought together: Best research evidence from the UK (and where
relevant abroad) of what works in improving services and outcomes
Worked with 100+
Local Authorities
and 15,000 schools/
health / police...
What does make the difference?
Best quantitative data with which to establish baselines and assess progress improving outcomes
Best validated local experience and practice on strategies and interventions already proved to be most powerful
The Narrowing the Gap Programme has tried to answer fundamental question?
What is it, if applied universally and pursued relentlessly, would make a significant impact on the outcomes of vulnerable groups of children and young people?
NCSL Leadership NetworkNational initiative on narrowing the gap
88 groups of leaders (from 8 to 23 in each group)
From 52 local authorities across all government regions
Focussing on wide range of issues and identifying different target groups (leadership skills of middle managers, engaging with parents, looked after children, student voice, transitions, early reading, boys writing, behaviour etc)
Looking at how effective leadership can help to narrow the gap
Starting with Audit tool, moving on to Action plans, recognising challenges and opportunities
Year 1 guidance – areas of focus
Moving towards early intervention and prevention (so that fewer children fall behind the rest)
Engaging and supporting parents and carers in helping their children to succeed
What children’s centres and early years settings can do to ‘narrow the gap’
What schools can do to ‘narrow the gap’
Links between children’s centres, schools and extended services to ‘narrow the gap’
How to strengthen local leadership and governance arrangements - both professional and political
How to strengthen systems for developing local leaders to deliver improved services based on the understanding of ‘what works’
Year 2 guidance
NtG Pack
Summary of research and data
Self evaluation tools for each theme
Top 12 Golden Threads
Key messages for local, regional and
national Government
148 case studies of effective local
practice
2 ‘packs’ of Guidance
What Children’s Centres and Early Years Setting can doIntegrated Frontline Delivery
Integrated Processes
Integrated Strategy
Integrated Governance
All Children (Universal Services)
Vulnerable Children with additional needs
(Targeted Services)
Children with complex, multiple needs
(Intensive Targeted/ Specialist Services)
Children in need of care or protection/acute needs
(Specialist Services)
What needs to be in place between schools and other servicesIntegrated Frontline Delivery
Integrated Processes
Integrated Strategy
Integrated Governance
All Children (Universal Services)
Vulnerable Children with additional needs
(Targeted Services)
Children with complex, multiple needs
(Intensive Targeted/ Specialist Services)
Children in need of care or protection/acute needs
(Specialist Services)
What schools can doIntegrated Frontline Delivery
Integrated Processes
Integrated Strategy
Integrated Governance
All Children (Universal Services)
Vulnerable Children with additional needs
(Targeted Services)
Children with complex, multiple needs
(Intensive Targeted/ Specialist Services)
Children in need of care or protection/acute needs
(Specialist Services)
Effective Practice in engaging parents and carersIntegrated Frontline Delivery
Integrated Processes
Integrated Strategy
Integrated Governance
All Children (Universal Services)
Vulnerable Children with additional needs
(Targeted Services)
Children with complex, multiple needs
(Intensive Targeted/ Specialist Services)
Children in need of care or protection/acute needs
(Specialist Services)
Shifting towards early intervention and prevention
Integrated Frontline Delivery
Integrated Processes
Integrated Strategy
Integrated Governance
All Children (Universal Services)
Vulnerable Children with additional needs
(Targeted Services)
Children with complex, multiple needs
(Intensive Targeted/ Specialist Services)
Children in need of care or protection/
acute needs(Specialist Services)
Top 12 Golden Threads- each supported by Case Studies
from across England
- focussing on governance,strategy, process and
front-line delivery
You can do it! (Expect the best)
- creating a culture of high aspiration every service, every early years setting, schools,
health centres, libraries, shopping malls, business
- and giving children and parents access to a trusted (dependable) adult (e.g. mentor / health visitor)
No child written off!
Together with parents (“you know your child, we know about children’s services, together we can do better”)
- working in real partnership with parents and families and building on their strengths
- schools support parents to create supportive home learning environments
- ‘doing with, not doing unto’
…Parental involvement in a child’s schooling is a more powerful force than any other family background indicator such as social class or family size… and contributes to 10% or more of variation in educational achievement…
(Desforges 03)
Through the voice and eyes of the child
- ensuring children and young people’s views are listened to, their participation supported and they help shape services.
- adult services more sensitive to their clients as parents and alert to the needs of children
‘Think Family’
Holding onto the baton
- ensuring as much stability and continuity as possible, in relationships between trusted adults, with children and parents
- managing those transitions that are unavoidable with care (between schools, services)
- Always ‘3-way’ (child / parent / service)
‘Learning to learn’
- make the building of children’s resilience a major policy objective
- ensure children feel physically and emotional secure, are stimulated and engaged and able to communicate effectively
- accurately identify and assess children at risk of under-achieving , and tailor support to their individual needs
- celebrate success across all areas of learning
What matters in schools
You can
do it!
‘Cornflakes to Canoeing’ - extended schools
- taking active steps to make extended services available to disadvantaged or vulnerable children and their families within, and beyond, the school• Breakfast
• After school
• Weekends
• Holidays
• Booster classes
• Sports
• Arts
• Music
• Able and gifted
Extended Services work in ‘disadvantaged’ areas:
Impact on:
Health advice, adult learning, community activities, study support, sport, arts, music, wrap-around childcare
Ref: Dyson study, Manchester University
Unite to succeed – ‘sanity not vanity’
- focus on early intervention/prevention
- locally based, multi-disciplinary teams
- wrapping services around child and family ‘Team around the Child’
- common language, common values, common assessment
Multi-disciplinary Teams
School & Community Hub
Integrated Service Manager
Family SupportWorker
SafeguardingSocial Worker
School Nurse
NeighbourhoodAction Team
Youth Service
Behaviour & Learning Support
EducationWelfare
Primary Mental Health Worker
Health Visitor
School Based Staff
Connexions
Police Sgt
School Improvement
Youth InclusionSupport
‘Shape up and keep fit’
- re-shaping the workforce and ensuring it is appropriately trained, supported and celebrated!
- trained to work with and communicate with children and families
- understand child development and child protection
Culture not structure
- ensuring structures and processes underpinned by a culture of
co-operation and high aspiration for all children (and all services)
- driven by leaders who ‘walk the talk’
Shared sense of
common purpose
From good to great – ‘passion withpurpose’
- having transformational leadership in place, political and professional (local and national)
- school leaders who are focussed on narrowing the gap
- a clear vision communicated and communicated.
- planning and processes to back it up and deliver results.
‘Prove it’ – making change happen
- rigorous planning and performance management
- explicit focus on where the ‘gaps’ are
- shared approaches to this across services, including Health
- underpinned by shared data and information
Describe needs of the local community
Vulnerable
Decayed missing or filled teeth Non school attendanceFoundation stage profile Achievement at KS1-4Children attending TCDC SENEthnicity Single Parent FamiliesPoverty Free School MealsMultiple Deprivation Smoking in PregnancyLow Birth-weight babiesInfant MortalityBreastfeedingChildren whose first language is not English
Complex
Children in needLooked After ChildrenChildren excluded from schoolChildren Not in Education Employment or TrainingCAMHSSubstance misuseYoung OffendersTeenage Conceptions
Universal
Numbers of children residentNumber of children on school rollsPopulation projections
Acute
Children in need of protection
‘It takes a community to raise a child’
- regenerating local communities (improved housing and local employment, play, safe streets)
- open accessible local services
- Council’s/Health services employ local people
- bring together all capital funds for physical and cultural regeneration
Ten steps to heaven!
Key messages for Local Government
What schools can do....
Aspiration and ambition for every child – evident throughout. School leaders ‘walk the talk’
Explicit focus on NtG – children ‘at risk’ identified / assessed + high quality tailored support
Extended services embedded for all community – sports, arts, lifelong learning
Parents as active partners + given help to support their child’s learning
Emotional resilience + communication taught e.g. SEAL
Children’s views are sought, listened to and acted on
Strong links with health services + every school ‘a healthy school’
Safeguarding + child protection everyone’s business. Lead by senior staff
Children’s success is celebrated – and celebrated!
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Centre for Excellence and Outcomes in Children and Young People’s Services
C4EO helps the Sector make a differenceLocal areas have a
choice in which products and services
will help them
C4EO’s Services
Available across Themes: Early Years DisabilityVulnerable ChildrenChild Poverty SafeguardingSchools and CommunitiesYouthFamilies, Parents & CarersEarly Intervention
www.c4eo.org.uk
Suggest local practice examples
The Spirit Level: why more equal societies almost always do betterRichard Wilkinson and Kate Pickett,(Penguin, March 2009)
Comparative evidence gathered from rich countries is presented on each of eleven different health and social problems: physical health, mental health, drug abuse, education, imprisonment, obesity, social mobility, trust and community life, violence, teenage births and child well-being. For all eleven of these health and social problems, outcomes are very substantially worse in unequal societies.
...Or put another way
If you do what you’ve always done, you’ll get what you’ve always got.