Every Child in Norfolk Matters A Logical Framework for Change

We believe all children and young people have the right to be: - Healthy, happy and safe - Loved, valued and respected We started with a Vision for Children

We believe all children and young people have the right to be: - Healthy, happy and safe - Loved, valued and respected And that they have the right to have: - High aspirations for their future We started with a Vision for Children

All Norfolk’s citizens have responsibility in helping achieve this Vision for children; and We started with a Vision for Children

All Norfolk’s Citizens have responsibility in helping achieve this Vision for children; and We all must recognise the rights of children and young people in the United Nations Convention on the Rights of the Child We started with a Vision for Children

By the time they start school, we want children in Norfolk to: –Have secure relations –Be eager, excited, curious and engaged in learning –Have a sense of self and confidence –Be able to co-operate and communicate –Have optimal health, development and activity We know what outcomes we wish to achieve for children

By the time they go to secondary school, we want children in Norfolk to be: –Learning and achieving –Confident, happy and emotionally healthy –Healthier and safer We know what outcomes we wish to achieve for children

By late adolescence, we want children in Norfolk to be: –Loved –Engaged –Enjoying and Achieving –Able to Relate Socially –Safe –Healthy And so: –Feel Equipped to Tackle the Stresses of Life We know what outcomes we wish to achieve for children

By improving outcomes for children by the time they: –Start school –Begin secondary school, and –Reach late adolescence Norfolk will be better placed to meet the requirements of the Children Act 2004 for children to be: –Healthy –Safe –Enjoying and Achieving –Making a Positive Contribution, and –Achieving Economic Well-Being We know what outcomes we wish to achieve for children

In the next five years we will: –Develop the capacity of schools to support the broad spectrum of children’s development and become the foci of their communities In order to achieve these outcomes we have to improve children’s services

This full schools initiative will: –Give attention to the broader curriculum –Exploit the ‘public health’ potential of schools –Ensure the curriculum meets the needs of all Norfolk’s children –Make schools places where parents and other child advocates feel comfortable In order to achieve these outcomes we have to improve children’s services

In the next five years we will: –Develop the range of children’s services proven to meet the needs of children whose health or development is actually impaired or likely to become so In order to achieve these outcomes we have to improve children’s services

This initiative to put a range of services (instead of Departments) in place will: –Design, implement and evaluate at least 10 new services for families –Design, implement and evaluate at least 10 new services for children with acute needs –Replace activity that does not contribute to better outcomes for children, and –Improve access to services by attention to their location and the people children turn to for help In order to achieve these outcomes we have to improve children’s services

In the next five years we will: –Boost Sure Start and other options for pre-school children and so create universal provision for those families that want it In order to achieve these outcomes we have to improve children’s services

In the next five years we will: –Improve support to parents so they can better bring up their children In order to achieve these outcomes we have to improve children’s services

This supporting families initiative will: –Work to improve housing for families with children, and –Develop public health initiatives to bring more information and support to all parents In order to achieve these outcomes we have to improve children’s services

In the next five years we will: –Boost support for children from the communities in which they live, at the local, district and County level In order to achieve these outcomes we have to improve children’s services

This initiative to make our communities resources for children will: –Better connect schools and the communities in which they are situated –Encourage people in the community to become advocates for children –Change the way adults think about childhood, and –Boost voluntary support for children In order to achieve these outcomes we have to improve children’s services

In the next two years we will integrate the referral and assessment of children by: –Creating a single threshold to measure impairment and so access to services –Introduce common screening procedures –Implement a common assessment framework, and –Modernise information sharing These five initiatives require integration and development of the infrastructure of children’s services

In the next two years we will integrate staff development across children’s services by: –Introducing common training for the 15,000 people working with children in Norfolk –Building a common language to underpin assessment, prevention, planning and evaluation These five initiatives require integration and development of the infrastructure of children’s services

In the next two years we will create a service design and evaluation function for children’s services by: -Creating a leadership position around service design, implementation and evaluation -Undertaking research and evaluation to measure effectiveness in reaching specified outcomes -Forging better connections to the international evidence base

Over the next five years our primary concern will be children’s outcomes: –That is measurable improvements in their well- being and development Measuring progress in terms of children’s outcomes is a critical part of the strategy

Over the next five years our primary concern will be children’s outcomes: –That is, measurable improvements in their well- being and development But we shall also collect data on outputs: –That is, how many services we provide, and how well Measuring progress in terms of children’s outcomes is a critical part of the strategy

We are getting smarter about how we collect information on outcomes and outputs by: –Making sure information collection is well thought out –Collecting less information and doing more with it –Making sure we are driven by outcomes not outputs –Making information management integral and not an add-on to children’s services Measuring progress in terms of children’s outcomes is a critical part of the strategy

There is an absolute fit between Norfolk outcomes and those in the Children Act 2004 Measuring progress in terms of children’s outcomes is a critical part of the strategy

There is an absolute fit between Norfolk outcomes and those in the Children Act 2004

Data required by central government and national inspections map directly onto the five initiatives in the strategy: –E.g. ‘number of children in secondary schools participating in the election of school council members and in mock general elections’ maps to the Full Schools Initiative –E.g. ‘voluntary and community engagement’ and ‘take up of sporting opportunities’ map to the ‘Making Our Communities Resources for Children’ Initiative Measuring progress in terms of children’s outcomes is a critical part of the strategy

We are going to get smarter about how we collect data on outcomes and outputs: –Covering all children using local epidemiologies –Routine audit of service spread, take-up and match to needs –Evaluating different forms of service provision –Regular estimation of the cost of de- commissioning particular activities Measuring progress in terms of children’s outcomes is a critical part of the strategy

We are going to get smarter in the way we invest resources, e.g. –Working with school principals to help them get the most out of budgets held by schools –Establishing Trust arrangements to pool budgets and make investments in the activities we think will lead to better outcomes –Building on central government investments, for example universal 0-4 years provision and extended schools –Better integrating the voluntary sector into our thinking This strategy requires that we change our investments in children

We are going to get smarter at supporting the people who work in children’s services, e.g. –Enticing people to work in Norfolk by putting it at the cutting edge of children’s services in England –Developing a sense of professional community at the local level with a focus on clusters of schools –Making sure we have a high quality ‘change management’ programme to support staff through these developments –Instituting a workforce development initiative that takes account of demographic change, and –Ensuring consistent, collaborative and high quality leadership This strategy requires that we change our investments in children

By changing our investments Put simply, we think that:

By changing our investments To produce new initiatives for an integrated children’s services Put simply, we think that:

By changing our investments To produce new initiatives for an integrated children’s services We can improve outcomes for children in Norfolk over next five years Put simply, we think that:

By changing our investments To produce new initiatives for an integrated children’s services We can improve outcomes for children in Norfolk over next five years And do so in a way that fits entirely with central government aspirations for the nation’s children Put simply, we think that:

Better outcomes for children Put another way:

Better outcomes for children Will come from the development and integration of children’s services Put another way:

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. OUTPUT Improvement in access to CAMHS

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. OUTPUT Improvement in access to CAMHS This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to support parents to bring up their children.. We are going to boost support for children from the communities in which they live; local; district; county. This means we have to better connect schools through their local communities. We are going to get parents into schools This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. OUTPUT Improvement in access to CAMHS This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers. This means getting better at housing for families with children.

. We are going to boost support for children from the communities in which they live; local; district; county. We are going to support parents to bring up their children. We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT. This means getting better at housing for families with children. This means we have to better connect schools through their local communities. We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers. We are going to get parents into schools OUTPUT Improvement in access to CAMHS

. We are going to boost support for children from the communities in which they live; local; district; county. We are going to support parents to bring up their children. We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT. This means getting better at housing for families with children. This means we have to better connect schools through their local communities. This means helping advocate for children in the community. We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers. We are going to get parents into schools OUTPUT Improvement in access to CAMHS

. We are going to boost support for children from the communities in which they live; local; district; county. We are going to support parents to bring up their children. We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT. This means getting better at housing for families with children. This means we have to better connect schools through their local communities. This means changing the ways communities interpret childhood behaviour. This means helping advocate for children in the community. We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers. We are going to get parents into schools OUTPUT Improvement in access to CAMHS

. We are going to boost support for children from the communities in which they live; local; district; county. We are going to support parents to bring up their children. We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS We are going to boost Sure Start and develop universal 0-4 provision. SURE START We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired. SERVICES NOT DEPARTMENTS This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented. This means attention to a broader curriculum, e.g. child and human development. This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes. This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors. This means decommissioning activity at the rate at which we commission additional preventative public health and service designs. This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations. This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT. This means getting better at housing for families with children. This means we have to better connect schools through their local communities. This means changing the ways communities interpret childhood behaviour. This means helping advocate for children in the community. We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children. This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers. We are going to get parents into schools OUTPUT Improvement in access to CAMHS This means boosting voluntary support for children in the community, e.g. grandparents.