1. Does Every Child Matter? Implications for ITT
Jeff Battersby
School of Education and Professional Development
College of St Mark & St John

2. The Victoria Climbié Inquiry Report of an Inquiry by Lord Laming
A post-mortem examination was carried out the following day by Dr Nathaniel Carey, a Home Office-accredited pathologist. He found the cause of death to be hypothermia, which had arisen in the context of malnourishment, a damp environment and restricted movement. He also found 128 separate injuries on Victoria's body, showing she had been beaten with a range of sharp and blunt instruments. No part of her body had been spared. Marks on her wrists and ankles indicated that her arms and legs had been tied together. It was the worst case of deliberate harm to a child he had ever seen. (The Victoria Climbié Inquiry Para 3.84, © Crown Copyright 2003)

3. Background to Every Child Matters
2003 Government published green paper called Every Child Matters, published alongside the formal response to the report into the death of Victoria Climbié building on existing plans to strengthen preventative services by:
Increasing the focus on supporting families and carers - the most critical influence on children's lives.
Ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net .
Addressing the underlying problems identified in the report into the death of Victoria Climbié - weak accountability and poor integration.
Ensuring that the people working with children are valued, rewarded and trained.
Following the consultation, Government published Every Child Matters: the Next Steps, and passed the Children Act 2004, providing the legislative spine for developing more effective and accessible services focused around the needs of children, young people and families.
Every Child Matters: Change for Children was published in November 2004, website was launched soon afterwards at

4. Every Child Matters…the vision
Radical improvement in opportunities and outcomes for children, driven by whole-system reform of the delivery of children’s services.
Systemic change to
Build services around the child, young person and family
Support parents and carers
Develop the workforce, changing culture and practice
and to integrate workforce
Universal and targeted services
Services across the age range 0-19

5. Every Child Matters…progress so far
Legislative foundation: the Children Act 2004
Outcomes Framework; (National Service Framework (NSF) for Children, Young People and Maternity Services) (A framework from 0-19)
Cross-government change programme
Building a national framework for 150 local change programmes (this reflects the 150 local authorities nationally)

6. Legislative Foundation for ECM Children Act 2004
Children’s Commissioner - Professor Al Aynsley Green
Duty to cooperate (April 2005) to improve the well-being of children and young people
The Children Act names the Local Authority, Primary Care Trust and Strategic Health Authority, Connexions Service, Youth Offending Service, Police Force, Probation Service and Learning and Skills Council as the organisations under a duty to co-operate.
Duty to safeguard and promote welfare of children
Duty to set up Local Safeguarding Children Boards
Provision for indexes or databases to enable better sharing of information
Single statutory Children and Young People’s Plan

7. Outcomes Framework Outcomes (consistency & flexibility)
Be Healthy, Stay Safe, Enjoy & Achieve, Make A Positive Contribution,
Achieve Economic Well-being.
Aims & support from parents, carers & families
Data
(2008
target
date
set on
08/12/05)
Targets & Indicators – taken from the Outcomes Framework
Inspection Criteria reflects ECM

8. The (5 key) Outcomes Framework

9. 5 Key outcomes for children & young people
OUTCOME - BEING HEALTHY
(Encompassed within the National Healthy Schools Standard) (NHSS)
Personal, social & health education including sex & relationship ed
Drug education (including alcohol, tobacco and volatile substance abuse)
Healthy eating & lifestyles
Physical activity
Emotional health and well-being (including bullying)
OUTCOME – STAY SAFE – (SAFEGUARDING)
Safe from maltreatment, neglect, violence & sexual exploitation
Accidental injury & death
Bullying & discrimination
Crime & anti-social behaviour in & out of school
Have security & stability

10. 5 Key outcomes for children & young people OUTCOME – ENJOY & ACHIEVE
Ready for school
Attend & enjoy school
Achieve standards at primary school
Achieve personal & social development & enjoy recreation
Achieve stretching national educational standards at secondary school
OUTCOME – MAKE A POSITIVE CONTRIBUTION
Engage in decision making & support the community & environment
Engage in law-abiding & positive behaviour in & out of school
Develop positive relationships & choose not to bully or discriminate
Develop self confidence & deal successfully with significant life changes & challenges
Develop enterprising behaviour

11. 5 Key outcomes for children & young people
OUTCOME – ACHIEVE ECONOMIC WELL-BEING
Engage in further education, employment or training on leaving school
Ready for employment
Live in decent homes and sustainable communities
Access to transport & material goods
Live in households free from low income

12. What is the Common Assessment Framework?
The CAF is a new, more standardised approach to assessing a child or young person's need for services.
It is for children with additional needs (i.e. those at risk of poor outcomes).
It has been developed for practitioners in all agencies so that they can communicate and work together more effectively.
It is particularly suitable for use in universal services, to tackle problems before they become serious.
It helps practitioners identify the issues facing a child or young person who may have additional needs, in order to take appropriate action to provide them with the right kind of support.
©Crown copyright 1995–2005 ‘Every Child Matters -

13. What is the Common Assessment Framework?
As part of the wider programme to deliver more integrated services, CAF seeks to:
Support earlier intervention
Improve multi-agency working
Reduce bureaucracy for families
The CAF aims to help you undertake assessments in a more consistent way. In many cases it will formalise existing practice. With the right attributes and/or training, it is expected that practitioners in any agency will be capable of undertaking a common assessment.
©Crown copyright 1995–2005 ‘Every Child Matters -

14. What is the Common Assessment Framework?
The CAF consists of:
A simple pre-assessment checklist to help you identify children who would benefit from a common assessment. The checklist can be used on its own or alongside universal assessments, such as those done by midwives and health visitors
A process for undertaking a common assessment, to help you gather and understand information about the needs and strengths of the child, based on discussions with the child, their family and other practitioners as appropriate
A standard form to help you record and, where appropriate, share with others the findings from the assessment in terms that are helpful in working with the family to find a response to unmet needs
©Crown copyright 1995–2005 ‘Every Child Matters -

15. CAF assessment elements and domains
Development of child
General health, physical development & speech, language & communications development
Emotional and social development
Behavioural development
Identity, including self-esteem, self-image and social presentation
Family and social relationships
Self-care skills and independence
Learning understanding, reasoning and problem solving, participation in learning, education and employment, progress and achievement in learning, aspirations
©Crown copyright 1995–2005 ‘Every Child Matters -

16. Family and environmental
CAF assessment elements and domains
Parents and carers
Basic care, ensuring safety and protection
Emotional warmth and stability
Guidance, boundaries and stimulation
Family and environmental
Family history, functioning and well-being
Wider family
Housing, employment and financial considerations
Social and community elements and resources, including education
©Crown copyright 1995–2005 ‘Every Child Matters -

17. Child Protection – now called Safeguarding
Section 175 of the Education Act 2002 (which came into force in 2004) introduced for the first time an explicit duty on local authorities and governing bodies of maintained schools to make arrangements to ensure that they exercise their functions with a view to safeguarding children.
All schools have to appoint a designated senior person for child protection (not necessarily a teacher) to take lead responsibility for child protection issues and liaise with other agencies.
©Crown copyright 1995–2005 ‘Every Child Matters -

18. Behaviour Govt aims to:
raise standards of behaviour and improve school attendance in schools, making every school a place of inclusive learning in which pupils achieve their potential and have respect for others
ensure all children receive a high quality education including those who have been excluded or who have fallen out of the education system
engage pupils and parents more actively in behaviour and attendance in schools
Through:
a Behaviour Improvement Programme (BIP) which funds local authorities to specifically target behaviour and attendance in schools through multi-agency teams, known as behaviour and education support teams (BESTs) These promote emotional well-being, positive behaviour and school attendance, by identifying and supporting those with, or at risk of developing, emotional and behavioural problems.
©Crown copyright 1995–2005 ‘Every Child Matters -

19. Equality
Schools have a general duty to ensure that education is provided without sexual or racial discrimination; schools must pay full regard to pupils' age, gender, ethnic background, aptitude, and any special educational needs or disability.
Schools have a general duty to promote equality of opportunity and good relations between persons of different racial groups. They also have specific duties to prepare and maintain a race equality policy, including having arrangements in place to assess its impact on pupil attainment.
©Crown copyright 1995–2005 ‘Every Child Matters -

20. Children’s Trusts
A 5 point conceptual model that identifies how services for children and young people can work together.
An outcome-based vision for children and young people
Integrated front-line delivery of services, largely through Children’s Centres and Full Services Extended Schools
Integrated processes – Common Assessment Framework, Information Sharing & Assessment, and Workforce Reform
Integrated strategy – new joint commissioning arrangements and an over-arching Children and Young People’s Plan
Inter-agency governance arrangements – through the Children and Young People’s Partnership
©Crown copyright 1995–2005 ‘Every Child Matters -

21. The New Relationship with Schools
Make better use of data
Secure better alignment between schools' priorities and the priorities of local and central Government
Facilitate schools' involvement with local children’s trusts and help schools adapt to the multi-agency working and joint-commissioning structures being put in place under the Every Child Matters: Change for Children programme.
Support the five ECM outcomes for all children: Being healthy, Staying safe, Enjoying and achieving, Making a positive contribution, Achieving economic well-being)
©Crown copyright 1995–2005 ‘Every Child Matters -

22. Link to the new Standards
Standards are underpinned by the 5 outcomes for children and young people identified in Every Child Matters and the Common Core of Skills and Knowledge for the Children’s Workforce
The work of practicing teachers should be informed by an awareness, appropriate to their level of experience and responsibility, of legislation concerning the well being of children and young people expressed in the Disability and Discrimination Act (2005) and the Special Educational Needs and Disability Act (SENDA) (2001) and its associated codes of practice, the Race Relations Act as amended (2000) and the DfES guidance Safeguarding Children in Education.

23. Standard 2.7 (proposed)
In the section of the Standards relating to Professional Knowledge and Understanding: Teachers with QTS possess the knowledge and skills essential for them to be effective classroom teachers.
Understand their responsibility to make effective provision for all learners and take active practical account of the principles of equality, inclusion and diversity in their teaching
Know and understand the roles of colleagues and other professionals who have specific responsibilities for learners who are gifted and talented or who have other special learning needs

24. Standard 3.1 (proposed)
In the section of the Standards relating to Teaching, Learning and Assessment: Teachers with QTS possess the knowledge and skills essential for them to be effective classroom teachers.
Work collaboratively with colleagues as appropriate to assess the learning needs of all those they teach and set them appropriate learning objectives and targets
Work effectively as a team in making a positive contribution to learners’ attainment and their enjoyment of learning
Ensure that colleagues working with them in the classroom are appropriately involved in formulating lesson objectives and agreeing the role(s) they are expected to fulfil

25. Implications for ITT Ensuring that trainees:
gain the required knowledge and skills to practise at a basic level in 6 areas of expertise
- effective communication and engagement
- child and young person development
- safeguarding and promoting the welfare of the child
- supporting transitions
- multi-agency working
- sharing information
gain the knowledge and understanding of the work of other professionals
have experience of working with other professionals

26. What are you planning to do?
What are the specific challenges you face?
How will you address these within your
- course
- programme
- institution?
What resources do you have to meet these challenges?
What actions do you need to take to deliver change?
How will you mange change?

27. How do we ensure that every child does matter?