It is;

1. It is; • A 2 yearprogramme, DCSF funded, hosted by L.G.A., supported by IDeA. • Focussing on ‘3-13’ population. • Having 5 themes (key lines of enquiry). • Identifying critical building blocks – the ‘must-do’s’ for improving outcomes for vulnerable groups and ‘narrowing the gap’.

2. Programme hopes to: Identify ‘what’s working’ and ‘what still needs to be done’ in improving outcomes for vulnerable groups (against context of improving outcomes for all). Build on the ‘family’ of local Government Share ‘effective’ practice ‘Keep the faith’ in Every Child Matters

3. Try to answer fundamental question? What is it, if applied universally and pursued relentlessly, would make a significant impact on the outcomes of vulnerable groups of children and young people?

4. Simple truths Across 5 outcomes Rooted in evidence – tested in localities

5. 5 themes (key lines of enquiry) • Howto create and sustain the right links between schools, children’s centres and Children’s Services. • Howto engage and support parents and carers in helping their children to succeed. • Howto use the new systems and process brought into being by Every Child Matters to orientate services more towards prevention and early intervention.

6. methodology

7. methodology • CHIMP methodology • Appreciative inquiry • Turning the curve informed • Sector led improvement • Backed by evidence

8. Howto strengthen and align local leadership and governance arrangements - both professional and political. • How to strengthen systems for developing local leaders to deliver improved services based on the understanding of what works.

9. What do we mean by ‘narrowing the gap’? The difference / deficit between outcomes for a specific group and the outcomes for the whole range of children and young people, of which the group forms a part

10. Includes: • Children from poorer socio-economic groups (including white ‘working class’ boys) • Children in Care • Children with disabilities • Children with SEN • Children excluded from school • Children with poor records of attendance at school • Children from different ethnic minority backgrounds • Young Offenders • Young Carers • Children at risk from significant harm • Children living with ‘vulnerable’ adults

11. NFER Review of Literature and Research

12. Data from longitudinal research studies Data from other surveys Secondary analysis of large datasets Publicly accessible data Overview and Analysis of Data

13. Initial templates completed • What seems to make the difference. • First 3 themes. • Drawn from a trawl of evidence and use of ‘experts’. • Against 5 ECM outcomes and 5 layers of ECM ‘onion’ (Inter-Agency Governance, Strategy, Processes and Front-line Delivery)

15. Preconditions and building blocks • A set of preconditions for each theme • Supported by a series of building blocks – taken from evidence and experts and drawn together • Being field tested by more than 96 LA’s • Will be amended in light of testing • Final report also informed by other activities

16. Our conclusions so far: Top 10 Golden Threads

17. You can do it! (Expect the best) • creating a culture of high aspirations • and giving children and parents access to a trusted (dependable) adult Together with parents • working in real partnership with parents and families and building on their strengths • ‘doing with, not doing unto’

18. Through the eyes of the child • making all services more child and family focussed, with adult services more sensitive to their clients as parents and alert to the needs of children • ‘Think Family’ Holding onto the baton • ensuring as much stability and continuity, as possible, in relationships between trusted adults, with children and parents • managing those transitions that are unavoidable with care

19. ‘Learning to learn’ • making the building of children’s resilience a major policy objective • configuring education so that it benefits the most vulnerable or disadvantaged, encouraging their participation and giving them lots of supplementary and ‘catch-up’ support ‘Cornflakes to Canoeing’ • taking active steps to make extended services available to disadvantaged children within, and beyond, the school

20. Unite to succeed – ‘sanity not vanity’ • deepening the integration of services, systems and processes ‘Shape up and keep fit’ • re-shaping the workforce and ensuring it is appropriately trained, supported and celebrated!

21. ‘Prove it’ – making change happen • right performance management systems in place nationally/locally; that encourages focus on improving outcomes of vulnerable groups in particular – shared approaches to this across services, including Health From good to great – ‘passion with purpose’ • having transformational leadership in place, political and professional (local and national) • a clear vision communicated well. Planning and processes to back it up and deliver results, including the use of ‘Outcomes Based Accountability’.

22. Next steps • Field work – 9 regional seminars • Further research – NFER • Call for evidence – 17th April • Communities of interest signposting service • Final Report - Digest of effective practice – many uses • Year 2 – last two themes

23. Read more • LGA website – www.lga.gov.uk • Click on our work • Click on children and young people • Click on narrowing the gap OR for participating LA’s a discussion forum on • www.communities.idea.gov.uk