What is ECM?

1. What is ECM? Centre of excellence for research and teaching

2. What is ECM? • Current educational initiatives include: • Vocational diplomas 14-19 • KS3 review • Increased flexibility in KS3 curriculum, e.g. condensed 2 year KS3 • Discussions about taking SATs when pupils are ready, not at fixed points • Creation of City Academies • Specialist Schools Status • Behaviour Management • Personalisation • Underpinning all of these is Every Child Matters University of School of Southampton Education

3. What is ECM? • Statutory – Children Act 2004 • 1.3 The Children Act 2004 secured Royal Assent on 15 November 2004. The Act is the legislative spine on which we want to build our reforms of children’s services. It establishes for England: • a Children’s Commissioner to champion the views and interests of children and young people; • a duty on Local Authorities to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve children’s well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements; • a duty on key agencies to safeguard and promote the welfare of children; • a duty on Local Authorities to set up Local Safeguarding Children Boards and on key partners to take part; • provision for indexes or databases containing basic information about children and young people to enable better sharing of information; • a requirement for a single Children and Young People’s Plan to be drawn up by each Local Authority; • a requirement on Local Authorities to appoint a Director of Children’s Services and designate a Lead Member; • the creation of an integrated inspection framework and the conduct of Joint Area Reviews to assess local areas’ progress in improving outcomes; • and provisions relating to foster care, private fostering and the education of children in care. • From ‘Every Child Matters: Change for Children’ http://www.everychildmatters.gov.uk/_files/F9E3F941DC8D4580539EE4C743E9371D.pdf University of School of Southampton Education

4. What is ECM? • It underpins all new initiatives • Schools are expected to address it explicitly • Ofsted inspect schools based upon these principles • New Standards for QTS are based upon it University of School of Southampton Education

5. Why ECM? • A genuine desire for all pupils to succeed • A concern about perceived disaffection among young people • A concern for social justice • Concerns about poor inter-agency working in high profile cases, e.g. Victoria Climbie University of School of Southampton Education

6. What is ECM? • Five major outcomes for children: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being • Some use acronym SHEEP: Safe, Healthy, Enjoy, Economic well-being; Positive contribution • But the order is important as they all flow from each other University of School of Southampton Education

7. Be healthy • Physically healthy • Mentally and emotionally healthy • Sexually healthy • Healthy lifestyles • Choose not to take illegal drugs • Parents, carers and families promote healthy choices University of School of Southampton Education

8. Stay safe • Safe from maltreatment, neglect, violence and sexual exploitation • Safe from accidental injury and death • Safe from bullying and discrimination • Safe from crime and anti-social behaviour in and out of school • Have security, stability and are cared for • Parents, carers and families provide safe homes and stability University of School of Southampton Education

9. Enjoy and achieve • Ready for school • Attend and enjoy school • Achieve stretching national educational standards at primary school • Achieve personal and social development and enjoy recreation • Achieve stretching national educational standards at secondary school • Parents, carers and families support learning University of School of Southampton Education

10. Make a positive contribution • Engage in decision-making and support the community and environment • Engage in law-abiding and positive behaviour in and out of school • Develop positive relationships and choose not to bully and • discriminate • Develop self-confidence and successfully deal with significant life • changes and challenges • Develop enterprising behaviour • Parents, carers and families promote positive behaviour University of School of Southampton Education

11. Achieve economic well-being • Engage in further education, employment or training onleaving school • Ready for employment • Live in decent homes and sustainable communities • Access to transport and material goods • Live in households free from low income • Parents, carers and families are supported to be economically active University of School of Southampton Education

12. What does ECM mean for you? • Where do you fit in as a teacher? • How will you contribute to ECM? • What are you expected to know and do? • Who else might you be working with? University of School of Southampton Education

13. Expectations as expressed in the Standards • Q4 Communicate effectively with children, young people, colleagues, parents and carers. • Scope • This standard requires trainees to demonstrate knowledge, skills and understanding of effective communication in order to support teaching and learning and their wider professional role. In achieving this, they will demonstrate that they meet the expectations contained in the Common Core of Skills and Knowledge. This standard does not require trainees to take full or sole responsibility for communications between school and home or between school and other agencies. • See ‘Common Core Skills and Knowledge’ http://www.everychildmatters.gov.uk/_files/37183E5C09CCE460A81C781CC70863F0.pdf University of School of Southampton Education

14. Expectations as expressed in the Standards • Q21(a) Be aware of current legal requirements, national policies and guidance on the safeguarding and promotion of the well-being of children and young people. • Scope • Trainees need to know the key features of Every Child Matters, and how schools use it to promote the safety and well-being of children and young people. They should be aware of the statutory duties that Section 11 of the Children Act 2004 (see http://publications.everychildmatters.gov.uk/eOrderingDownload/DFES-0036-2007.pdf) places on key people and bodies to make arrangements to safeguard and promote the welfare of children and young people. University of School of Southampton Education

15. Expectations of teachers • ECM underpins all the expectations of the Standards • Working and communicating with others • Teaching well so pupils enjoy and succeed • Ensuring ALL pupils enjoy and succeed and making provision to ensure all pupils make progress • Recognising when pupils are not making expected progress • Expectations on schools as expressed in ‘Every Child Matters: Change for Children in School’ http://www.everychildmatters.gov.uk/_files/07CD1E89BFFA749324DC47F707DD5B7F.pdf • helping each pupil achieve the highest educational standards they possibly can; • dealing with bullying and discrimination and keeping children safe; • becoming Healthy Schools and promoting healthy lifestyles through Personal, Social and Health Education lessons, drugs education, breakfast clubs and sporting activities; • ensuring attendance, encouraging pupils to behave responsibly, giving them a strong voice in the life of the school and encouraging them to volunteer to help others; • helping communities to value education and be aware that it is the way out of the poverty trap; • engaging and helping parents in actively supporting their children’s learning and development. University of School of Southampton Education

16. Key information you need to know • Be aware of the expectations of you – look at the ‘Common Core Skills and Knowledge’, ‘Every Child Matters: Change for Children in Schools’, the ‘Outcomes Framework’ (in ‘Every Child Matters: Change for Children’) (all available from www.everychildmatters.gov.uk) • In school know who are the designated people with key roles in implementing ECM • Be aware of the Common Assessment Framework – this is designed to make it easier for agencies to identify concerns and share information University of School of Southampton Education