Local Children’s Partnerships

Autumn 2009

Briefing for Governors

The National Context

“We haven’t always been consistent in our message about how important it is that services work together, not just to provide a safety net for

the vulnerable but to unlock the potential of every child.”

Social Justice Arguments

• ‘The conditions of people’s lives are still determined by the conditions of their birth’

• Black, male, poor – fewer than 20% good GCSEs including En and Ma.

• Chinese, female, advantaged – more than 80% good GCSEs including En and Ma

• At the root of vulnerability, risky behaviours, an absence of well-being and poor outcomes at the end of childhood…..usually lies poverty.

All pupils - GCSE English 2008

FSM pupils - GCSE English 2008

White FSM boys - GCSE English 2008

Economic Arguments

• Leitch

• 6m, 3.6m, 600,000

• ‘There will no jobs for people without skills’

• ‘Large majority of IT jobs have already left the UK’

• Need to recognise our future lies in the global knowledge based economy

• Requires Local Authorities, Primary Care Trusts,

schools, colleges, health services and others to work closely together to jointly own local children’s plans;

• Extends the ‘duty to co-operate’ to all schools and colleges

• Puts effective early intervention for children at risk central to those plans;

• Requires individual members to be held to account for delivering their agreed part of the shared plan;

• Requires that each Schools’ Forum ‘has regard’ to the local Children and Young People’s Plan.

Apprenticeships, Skills, Children and Learning Bill

• The White Paper formally requires schools to collaborate with other schools and other partners in their everyday practice.

• Schools will be expected to provide support and provision for all children in their area, not just those on their roll.

• Schools will be expected to play their part in community development.

This is for all schools, not just those who are keen on this sort of thing!

Your Child, Your School, Our Future- The White Paper

We tried competition and that took us some way; we tried prescription and that took us a bit further; we tried inspection and that had some impact but none of these things made the decisive difference we needed.

Only through collaboration and the creation of a whole system for children and young people will we make the difference that’s needed.

The County Context

How well is Hampshire doing at unlocking the potential of every child?• 31% of our 11 year olds do not reach the national

standard in English and maths• 29% of our 16 year olds do not achieve 5 A*-Cs• 54% of our 11 year olds on free school meals do not

reach the national standard in English and maths (2008)• 44% of our 16 year olds do not achieve what’s needed to

become a teacher or a nurse• 71% of our 16 year olds on free school meals do not

achieve 5 A*-Cs (2008)• 94% of our children in care do not achieve 5 A*-Cs

including English and maths

What are Children’s Servicesfor in Hampshire?

To better safeguard children

To better equip those children and young people who have traditionally done well, to do well in a different and uncertain world

To equip those children and young people who have never done well to do well in the future

Hampshire Children & Young People’s Plan

• Reducing the incidence and impact of poverty on the achievement and life chances of children and young people

• Securing children and young people’s physical, spiritual, social, emotional and mental health, promoting healthy lifestyles and reducing inequalities

• Providing opportunities to learn that raise children and young people’s aspirations

• Ensuring that children and young people are safe and feel safe, enabling them to build resilience and personal confidence

• Providing vocational, leisure and recreational activities that provide opportunities for children and young people to experience success and make a positive contribution

• Removing barriers to access, participation and achievement and not tolerating discrimination and abuse

What should individual institutions do?• Assess, track and intervene earlier and better• Personalise better • Recognise what a lousy measure CVA is – for

people who are interested in social justice • Work on all ECM outcomes, for those outcomes

themselves but also because of their link to attainment

• Work proactively on self regulation, resilience and autonomy to enhance self worth and well-being

• Counter inappropriate beliefs – about class, aspiration, expectation.

……..and also recognise that the job is bigger than the individual school

Key Research Findings

• By the age of 3 a child from a middle class family is likely to have twice the number of words than a child living in less advantaged circumstances

• By the age of 7 a ‘below average’ middle class child is already doing better than an ‘above average’ child living in less advantaged circumstances

The problem

The best secondary school in the country in 2008 – in terms of the progress made by young people – is in Hampshire.

Its contextual value added was 1087

68% of its students failed to achieve 5 A*-C at GCSE including English and maths

This is an excellent school in a pretty poor system

The solution

• Partnerships focused on improving outcomes• Plans informed by local data and local

intelligence• Partners prepared to see the whole system, to

intervene early and decisively• Partners prepared to challenge each other (it’s a

professional activity not a club) and not settle for second best.

• Partners prepared to take collective responsibility• Leaders prepared to lead

Local Children’s Partnerships: purpose and function• Ensure educational inclusion• Strengthen and develop local networks• Detailed understanding of needs and

outcomes – local but in the context of the CYPP

• Direct responsibility for delivery locally of defined outcomes, e.g. teenage pregnancy

• Influence improvement for all outcomes for all children

• Co-ordinate early intervention and prevention activities (with resources)

Thinking about outcomes

• Vaccinations and immunisations• Progress in English in an individual institution

Key Stage 1 to Key Stage 2• Number of schools reaching the enhanced

healthy schools standard• The value added by a post 16 college• The social care placement stability of children

in care

Thinking about outcomes

• Obesity in 5 and 11 year olds• Teenage pregnancy rates• Entrants to the Youth Justice System• NEET figures• Achievements of children and young people

in care• Achievements of young people on free school

meals

Local Children’s Partnerships: membership• All schools, academies, sixth form and education

colleges• District Councils• Local NHS • Local District Managers – who will develop the

challenge and support role to partnerships• Local coordinators /managers of children’s centres,

parent support services etc• Local police• Social care• Voluntary organisations

Hampshire’s Vision

Hampshire Children’s Trust

Children and Young People’s Plan

19-23 Local Children’s Partnerships (or so)

19-23 local versions of the CYPP (or so)

Local development and local leaders, defining local social policies, transforming communities and the learning and development of all the children in the local area.

Time scale • Direction agreed by the Trust Board on 1st July 2009• Purpose and function reported to Executive Member

on 8th Oct• Direction agreed by Standing Conference on 5th

November 09• Local scale and organisation agreed in December 09• Initial meetings of Partnerships in January 2010• Early intervention strategy developed by April 2010 -

including agreed resource base• Work plan in place in each partnership by April 2010 –

e.g. to address - Teenage conception, NEET, attendance, repeat Child Protection plans etc

Issues to be resolved

• The necessary scale and geography of local partnerships to ensure the direct involvement of all schools and colleges

• Improving links between local partnerships, Local Strategic Partnerships and the Hampshire Children’s Trust – perhaps via a ‘chairs’ group

• Governance• Better data at a local level

Next steps• Consider the issues with ‘partner schools’

- purpose and function- local scale – too large - too small- local links – e.g. District Councils- what must be in place to take the

partnerships forward locally• Discuss options with local Area Directors and

District Managers• By December identify local framework - to

Colin.Hardy@hants.gov.uk