1. 2005 Needs Analysis workshop Bramall Lane Friday July 22nd Sheffield Children and Young People’s Plan

3. Welcome and introduction Sheffield’s way forward with Every Child Matters getting the foundation of the CYPP right – the needs analysis the first workshop ~ identifying the high level indicators looking at what a Service District might look like the second workshop ~ how do we align all our various goals and priorities? Do we need some new data or systems to do this right?

4. Sheffield’s way forward involvement of a wide range of partners and stakeholders in a re-fashioned approach to delivering services to C&YP very significant change programme –transformation – not amalgamation –August 1st 2005 –c£700m of activity –7 Service Districts –2005-6 start with 2 SDs –2006-7 for remaining 5 SDs

5. Building up from a good needs analysis Key tasks in achieving a credible and effective plan are to: –simplify: have only a few priorities –align: line up the key goals of all section 10 partners and all service providers –communicate: ensure everyone knows what the priorities are and the direction is –monitor: make sure you can track impacts and outcomes –do something better as a result: always stay focussed on improved actions and delivery this all starts with a good Needs Analysis…

6. The 7 proposed Service Districts

7. The 7 proposed Service Districts You are here

8. STOCKSBRIDGE BRADFIELD WISEWOOD MYERS GROVE CLC PARKWOOD HIGH FIRTH PARK HINDE HOUSE FIR VALE CHAUCER YEWLANDS CLC ECCLESFIELD KING ED VII TAPTON NOTRE DAME CLC HIGH STORRS SILVERDALEABBEYDALE GRANGE KING ECGBERT BENTS GREEN Special MEADOWHEAD NEWFIELD CLC MYRTLE SPRINGS ALL SAINTS WESTFIELD BIRLEY CITY CLC HANDSWORTH GRANGE WALTHEOF TALBOT Special Specialisms colour key Arts Languages Technology Maths/ICT Engineering Sports Science Business/Ent Specialist schools @ Sept 2005 Programme to be expanded to become Specialist by 2006 Secondary special schools Specialist by 2006 Schools with sixth forms Proposed Academies Longley Park 6F College Sheffield College: 4 sites Sheffield: development of Specialist schools, Academies and post- 16 provision July 2005 14-19 area planning boundary

10. What might a Service District look like? A district manager local management arrangements – agencies, parents, children & young people ‘offer’ of universal and additional services (built on 5 outcomes) process for accessing City-wide services within the district BUT… agreement about new ways of working will need to be developed

11. Which services will Service Districts cover? CYPD staff FE/Sixth Form Colleges Police Youth service/ Connexions Voluntary and community sector provision Sure Start Children’s Centres Extended Schools GP practices/ Health Centres Leisure/play facilities Disability support School nurses Health visiting and midwifery Behaviour and attendance support Family support CAMHS Drugs Team Healthy Schools and so on…

12. The child and the family 2004-52008-9 Stage 3 2007-8 Stage 2 2006-7 Stage 1 2005-6 Phase 1 2 Service Districts Trial processes Model annual cycle Construct integrated teams Designing the model Building the CYPD Working with partners Consulting on proposals Refine medium term action plans Fully deploy integrated teams Fully engaged with all partner agencies Strong management capacity Phase 2 - 7 Service Districts Identify key medium-term goals Build management capacity Commence annual cycle Build integrated teams Revise medium term plans in light of progress Pooled budgets SD now driving design and delivery of services How we will build these services over the next 5 years

13. The Children and Young People Plan 2006-9 status and rationale The plan must cover the services for which the local authority is directly responsible, including the arrangements for co-operative working. The Government’s intention is that the plan should be the single, strategic, overarching plan for all services for children and young people in the area, provided by the local authority and all relevant partners and that the local authority should prepare the plan jointly with those partners. This refers not just to those under the duty to co-operate, such as local health and certain youth justice bodies, but also others like schools, colleges and the voluntary and community sector. Despite misconceptions, there will not be a local authority plan and a separate plan for partners, only a single CYPP. (DfES guidance para 2) …The CYPP will be prepared by the local authority with partners in the children’s trust (para 5).

14. The Children and Young People Plan 2006-9 section 10 partners Primary Care Trusts (PCTs) Strategic Health Authorities Learning and Skills Council Police Probation Youth Offending Team the governor of a prison or secure training centre

15. The Children and Young People Plan 2006-9 structure key improvements sought to improve outcomes vision needs assessment priorities and key actions how resources will be deployed how performance management will work how co-operative arrangements will work how the CYPP links with the strategic plans of partners

16. The Children and Young People Plan 2006-9 links between plans The City Plan Children and Young People’s Plan CSA Operational Plans Partner Plans 0-19+ Partnership Board Early Years/Child Care Education Lifelong Learning Youth and play Children’s social services Planning & regeneration Housing Leisure Locality – Citywide – Quality & Improvement – Resources - Performance Health: LDP; NSF Standards Police: Three Year Strategy; local policing plan; YOT: Youth Justice Plan Probation: Area Annual Plan LSC: Strategic Plan Health and CAMHS 14-19 Advice/Guidance Drugs/alcohol misuse Youth Justice VolCom Services Education otherwise Crime and Disorder & Misuse of Drugs and Alcohol strategies Schools: Development Plans CAMHS Strategy Healthy Schools

17. The Children and Young People Plan 2006-9 processes 1-5 1.look at the current pattern of outcomes for children and young people in their area, and recent trends, against national and relevant local comparators 2.look within the overall picture at outcomes for particular groups of young people 3.use all this data, and draw on the views of children, young people and their families, local communities, and front-line staff, to develop an overall, integrated needs assessment 4.agree on the nature and scale of the local challenge, identify the resources available, and set priorities for action 5.plan the pattern of service most likely to secure priority outcomes, considering carefully the ways in which resources can be increasingly focussed on prevention and early intervention

18. The Children and Young People Plan 2006-9 processes 6-9-2 6.decide together how best to purchase or provide (commission) those services, including drawing in alternative providers to widen options and increase efficiency 7.develop and extend joint commissioning from pooled budgets and pooled resources 8.plan for the workforce development and other changes in local processes and ways of working necessary to support delivery 9.monitor and review to ensure services are working to deliver the ambitions set out for them. 1.look at the current pattern of outcomes for children and young people in their area, and recent trends, against national and relevant local comparators 2.look within the overall picture at outcomes for particular groups of young people

23. The Needs Analysis Andrew Crompton and Clare Humberstone

24. Needs Analysis – Starting Points Every Child Matters JAR and APA Evidence documents Need range of indicators to: –Understand position in Sheffield –Determine what main priorities are Partnership provides good base

25. Needs Analysis - Structure Group Indicators into 5 outcome domains Sub-divide each domain using Inspection Judgements HealthySafeE & APositiveEcon. WB Physical Environmental Risks Ready for School Personal Development Childcare Mental and emotional CP ProceduresAttend & EnjoyCitizenship Decent Homes and communities SexualCP ProtectionPrim. Standards Anti-Social Behaviour Participate post 16 Lifestyle and preventative LAC ProceduresSec. Standards Ready for Employment Drug and substance misuse StaffingRecreation EthnicityOther than School

26. Needs Analysis – Focusing Down Important indicators in each document –Significance –External value Collate for Domain –Select approximately 5 ‘Key’ indicators –List remainder as ‘Other’ Totals –30 Key Indicators (3 developmental) –57 Other Indicators (8 developmental)

27. Needs Analysis - Development Identified already; –Drug and Substance misuse –Recreation and culture –Homes and communities Still to work on –Obesity –CAMHS

28. Needs Analysis – Future Intentions Service review in relation to Inspection framework Possible Document Structure: –Inspection Judgements –Key indicators –Evidence – data –Evidence – surveys –Bullet summary of recent review –Links – other relevant information

29. Children’s Voices Clare Humberstone Children’s Voices Project Manager Sheffield Children’s Fund Plus

30. Article 12 ‘All children and young people have the right to a say in any matter affecting them and for their views to be listened to and taken into account’ Article 12, United Convention on the Rights of the Child

31. Children’s Voices Project Children’s Fund - 5-13 years - 12 most deprived wards - City-wide - BME - Disabled children - Homeless children - Asylum seeker and refugees Early Years

32. Children’s Voices Project Consultation with children Support in participation and consultation activity Training for delivery staff Strategic development

33. Multi Agency Participation (MAP) Group Our vision is: ‘to achieve the consultation, involvement and participation of children and young people in decision making processes of the city – the family, community, schools, colleges, youth councils and area panels’

34. Key Messages Come and Play, Have Your Say (Easter 2004) Have Your Say about schools (Easter 2005) Have Your Say about health (October 2005)

35. Enjoying and Achieving Play and activity Schools and learning

36. Staying Safe Crime Drugs Anti-social behaviour Feeling safe in local community Police Bullying

37. Being Healthy Healthy eating Exercise and activity School nurses

38. Making a Positive Contribution Participation and consultation Techniques and mechanisms Relevant issues

39. Economic Well-being Achievement at school What and who aids achievement

40. Workshop 1 Agreeing the high level indicators

41. Workshop 1 Agreeing the high level indicators Do we need some new measures?

42. Service Districts A case study

44. Workshop 2 How do we align Service District priorities and those of the partner agencies? What information do we need to underpin Service District level working?