Every Child Matters: The Whole Child Matters

Update: Spring Term 2008Mike HillarySenior Inspector PSI

Do we have a strategy to support schools?- How are we doing?For:Raising awareness of ECM and its importance with all

stakeholders in schools Improving the knowledge and understanding of ECM amongst

ourselves and with all stakeholders in schoolsLinks to whole school improvement planning / pupil voice etc Including ECM in the revision of relevant policies• Helping schools to audit and map their provision• Helping schools identify qualitative and quantitative outcomes

of their provision eg for the SEF• Helping schools self evaluate their provision – ie sound

/good/outstanding? – where would we come?

Support from the Local Authority?

• Guidance documents – web site?• Directories of services linked to the 5 outcomes• Major high profile conferences involving schools and

partners in the LA children’s services• “Schools only” conferences in the next courses

booklet - to incorporate the bullet points (above) – needs to be sooner rather than later

• SLA style agreements – from an hour presentation to on-going support programme

Issues for young people, schools, local communities and society

• Obesity in children and the rise in diabetes – now a major issue for the PCT

Teenage pregnancy – issue from the JAR Concerns over bullying – particularly cyber bullying –

pupil council – bullying poster/CD to all schoolsEmotional health and well being of all children and

young people – new NHS guidance• Mental health problems in the young - report• Extended schools -

What’s ECM got to do with me? – are attitudes changing?

• Am I bothered? Should I be bothered?• Have I got the time?• Where is it on my job description? (New

Standards C5 C18 C20 – C25)• Is it part of the school’s job? – to what extent?• How can I be aware of every child’s

problems/concerns?• “Nobody was interested in my views at school –

we just had to get on with it”

Involving Parents?

• develop for parents a personal progress record on their child’s development from the early years to primary school, building on the idea behind the ‘red book’ on young children’s health;

• What aspects of personal progress would be recorded? How? When? How often?

• Recording Children's Progress• All children registered at Aveton Gifford Pre-school are given a Progress

Record Book when they start attending. The Progress Record is divided into six areas of learning:

• Personal and Social and Emotional Development • Language and Literacy and Communication • Mathematical Development • Knowledge and Understanding of the World • Physical Development • Creative Development

In 2005, 79% of pupils achieved Level 4 or above

63% of pupils achieved Level 4 or above in English in 1997

14% achieved Level 3, of whom:

1% Absent

0% stuck

11% slow moving at Level 3

6% at Level 2 or below

3% falling behind

…each group needs different treatment

Key

Delivery goal for 2008 – 85% to achieve Level 4

or above

More personalisation will be needed at KS2

Update?Every Child Matters - 5 outcomes

Outcome 1 - Be healthy

• Ofsted SEF 4a• To what extent do learners adopt healthy

lifestyles? For example:• - whether learners take adequate physical exercise,

and eat and drink healthily• - learners' growing understanding of how to live a

healthy lifestyle (for example, through education about smoking, substance

• abuse and sexual health risks).

ObesityObesity

Outcome 2 – Staying safe

Ofsted question (SEF 4b) – • To what extent do learners feel safe and adopt safe

practices? For example:• - whether learners feel safe from bullying, including any

religious, racial (including Gypsy, Roma and Travellers of Irish heritage),

• sexual and homophobic incidents• - the extent to which learners have confidence to talk to

staff and others when they feel at risk• - the extent to which learners adopt safe and responsible

practices in using new technologies, including the Internet.

“Staying Safe” - Safeguarding

• Key Aspects of Keeping Myself Safe

• Safety in new situations• Stranger Danger• Peer pressure and risk taking• Safety when travelling• Internet grooming and chat

room safety – Think u know• Peer to peer abuse – cyber

bullying

Cyber BullyingWhen inspectors ask pupils about feeling safe in school and being bullied, pupils may not immediately interpret this as including ‘cyber bullying’. This term includes the use of text messaging, e-mails, social networking sites or calls from mobile phones. A recent DCSF study showed that up to 34% of 12-15 year olds had experienced it. On 21 September Ed Balls, Secretary of State for Children, Schools and Families, launched a campaign to halt cyber bullying. Inspectors should ensure that explicit reference is made to cyber bullying when asking pupils about any bullying or harassment they may have experienced. It may also be appropriate to ask schools how they try to protect learners from this form of bullying.

“Inspection Matters” 17

Outcome 3 -Enjoy and achieve

Ofsted questions – SEF 4c• How much do learners enjoy their education?

For example:• - their attitudes and participation, including any

significant variations for specific groups of pupils• - how the school's overall absence rate compares

with other schools, including those in similar circumstances

• - the number of pupils who are persistently absent

Ofsted SEF 4d

How good is the behaviour of learners? For example:- what proportion of lessons is significantly disrupted by poor behaviour?

Outcome 4 -Make a positive contribution SEF 4e Ofsted questions

• How well do learners make a positive contribution to the community? For example:

• - learners' growing understanding of their rights and responsibilities, and of those of others

• - how well learners express their views and take part in community activities both within and beyond the school.

“Pupil Voice” Rights Respecting Schools Award RRSA

     

     

     

  

Citizenship

Extended schools

ECM

School Council

SEAL School Improvement

SSE / SEF

RRS

 

Healthy Schools

Governors

Outcome 5 -Economic well beingOfsted question (4f)• How well do learners prepare for their future economic

well-being? For example:• - through the development of literacy, numeracy,

information and communication technology, financial and enterprise

• capability, economic and business understanding, and understanding of sustainable development

• - learners' developing understanding of different types of work

• - learners' acquisition of the social skills and other workplace skills, essential to their future economic well-being.

Your task

1.What guidance do you need ?

Every Child (and the whole child) Matters?