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‘The trouble with boys’ conference

‘The trouble with boys’ conference. ‘Every Boy Matters’: Integrated Approaches to Improving Outcomes for Boys Paul Burnett. Presentation outline. What the data tells us Individual or collective solutions? Securing integrated responses to improve outcomes. What the data tells us: Learning.

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‘The trouble with boys’ conference

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  1. ‘The trouble with boys’ conference ‘Every Boy Matters’: Integrated Approaches to Improving Outcomes for Boys Paul Burnett

  2. Presentation outline • What the data tells us • Individual or collective solutions? • Securing integrated responses to improve outcomes

  3. What the data tells us:Learning • Early Years Foundation Stage Profile • Girls achieve at a higher level than boys in all assessment scales – the largest gap is in writing • 68% of girls achieve a ‘good level of development’ as opposed to 50% of boys • In 2011 all groups saw increases in performance but gaps between groups did not significantly change • Key Stage 1 • Level 2 (expected level). In all subjects a higher proportion of girls than boys reached this level • Level 3. Girls outperform boys in speaking and listening and in reading and writing whereas boys outperform girls in Maths and Science

  4. What the data tells us:Learning Key Stage 2: Level 4

  5. What the data tells us:Learning • GCSE Results

  6. What the data tells us:Learning • Attendance data

  7. What the data tells us:Learning • Exclusions • Boys are 4 times more likely to be permanently excluded than girls • Boys are 3 times more likely to be fixed-term excluded than girls • NEETs (16-24 year olds)

  8. What the data tells us:social care Children in Need and children requiring child protection plans

  9. What the data tells us:events between 6 – 9 august DfE Statistical Release analysing data relating to 10-17 year olds brought before the courts in relation to public disorder in August shows that: • 88% were male and 12% female • Just over 50% had achieved expected level of attainment at Key Stage 2 as compared to 75% of whole population • 11% had achieved 5 A*-C grades including English and Maths at GCSE as compared to 53% of the population • 66% had some form of SEN provision at school • 36% had at least one fixed term exclusion

  10. Some conclusions • Outcomes for boys are worse than those for girls in almost all of the areas we monitor not just in schools but across the range of children’s services; • Case studies will illustrate that those boys that experience poor outcomes in schools are also the boys that experience poor outcomes in relation to health, safeguarding, inclusion, participation and economic well-being; • There is some correlation between those boys experiencing poor outcomes in school and other socio-health-economic indicators and those engaged in anti-social and criminal behaviour

  11. Food for thought The gaps between outcomes for boys and girls across many indicators have changed little in the last ten years. Generic national policy initiatives such as literacy and numeracy programmes have not significantly changed gaps. Services are still not identifying those at risk of poor outcomes early – and in collaboration – to enable bespoke and targeted interventions

  12. Collective solutions • Need an integrated risk assessment system that identifies those at risk of poor outcomes and provides a holistic, coherent and co-ordinated service response to need • Individual services need to design interventions that specifically respond to needs of boys and deliver these in collaboration with other services. Understand what works for boys

  13. Holistic Risk assessment:Developmental

  14. Holistic Risk assessment:

  15. Holistic Risk assessment

  16. Assessment at all levels Holistic approach to assessment needs to be located at all levels of the needs continuum • Universal • Early Help – Early Intervention and Prevention • Targeted services • Specialist services Dont need to invent new assessment processes – they are already there but need to be co-ordinated/mapped/coherent

  17. Converting assessment into action • Explicitly identify all services required to build the jigsaw of service response • Team around the child and/or family • Components of service intervention need to be evidence based around what works with boys • Clear ‘Step Up’ and ‘Step Down’ policies that enable services to be needs appropriate but focus front-line staff on targeting improvement

  18. Securing integrated service delivery to improve outcomes • Strategic design of integrated service delivery across each area • Investment in services driven by mapped needs in that area • Integrated financial/investment strategy that supports holistic range of services at all levels of the continuum of need • Leadership and management that is able to avoid pitfalls of organisational and structural re-organisations, resource challenges and drive to independence and autonomy – and the risk of silo mentality

  19. engagement • Children • Young People • Families/Carers • Front-line staff

  20. Conclusion Integrated, holistic, bespoke assessment + Integrated, holistic, bespoke service delivery = Improved outcomes for boys

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