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A Hand Up, Not A Hand Out

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Title: A Hand Up, Not A Hand Out


1
A Hand Up, Not A Hand Out
  • Graham Badman
  • Managing Director
  • Children, Families and Education

In partnership with
2
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12.5 of 16 to 18-year-olds in Park Wood,
Maidstone, are not in education, employment or
training
11.2 of the working age population in Stanhope,
Ashford, are lone parents claiming Income Support
At Census 2001, 43 of all households with
dependent children in Margate Central were headed
by a lone parent
5
In Sheerness West and Leysdown Warden on the
Isle of Sheppey, over 46 of the 25 - 49
population hold no qualifications
42.58 of the 16-64 population in Folkestone
Harvey Central are claiming a welfare Benefit
6
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Skills profiles across the UK - The Leitch Review
of Skills
8
International comparisons of qualification
profiles - The Leitch Review of Skills
9
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So what are the challenges and what will create a
new economic structure?
  • Ageing population
  • Tensions in our society
  • Multiculturalism
  • Environment
  • Climate Change and the social and economic
    effects
  • Health relationship to deprivation
  • Disaffection of individuals and by society of
    individuals
  • Vulnerable groups

11
Total social care expenditure, scenarios 1, 2 and
3, current funding system (20022026)
12
We have to get to a situation where people
regard the total ethnicity of a town as being
represented in schools, otherwise we are never
going to be properly integrated. Children start
off being colour-blind and this is a wonderful
thing. But if you have schools where the
children are being educated in different ethnic
groups, you are going to lose that and you are
simply not going to have integration. If we are
to have stable communities and to prevent the
rise of the far Right, our job now is to put all
these issues on the table and open a public
debate.
  • Lord Bruce-Lockhart (2006)

13
The Stern Review
  • The Level in the atmosphere of carbon dioxide,
    the principal greenhouse gas, stood at 280
    parts per million by volume (ppm) before the
    Industrial Revolution, in about 1780. The level
    of CO2 in the atmosphere today stands at 382ppm.
  • 200bn or 1 of global GDP must be spent every
    year to get carbon dioxide levels to stabilise at
    550 ppm. This figure will rise as world GDP
    increases, and could be 3 - 4 times as large by
    2050
  • 6c is a plausible estimate of how much world
    temperatures could rise by the end of the century
    if emissions are unchecked.
  • 35,000 Europeans died in the 2003 heatwave, an
    event likely to become commonplace.

14
The Stern Review
  • 60 million more Africans could be exposed to
    malaria if world temperatures rise by 2c
  • 4 million kilometres of land, home to 5 of the
    worlds population, is threatened by floods from
    melting glaciers. 200 million people are at risk
    of being driven from their homes by flood or
    drought by 2050.
  • 35 drop in crop yields across Africa and the
    Middle East is expected if temperatures rise by
    3c
  • 55o million more people could be at risk of
    hunger if world temperatures rise by 3c
  • 4 billion people could suffer from water shortage
    if temperatures rise by 2c

15
The Stern Review
  • Climate change could shrink global economies by
    20
  • World temperatures are likely to rise by 2c by
    2050,
  • or sooner, and could rise by 5c
  • Up to 200 million people could become refugees
    through flooding or drought
  • A temperature rise of 2c would threaten up to 40
    of species with extinction
  • Rich nations have caused global warming, but the
    main sufferers will be poor nations
  • Remedial action will cost 1 of global GDP, but
    will save 1.32 trillion
  • Governments must use tax and regulation to reduce
    carbon emissions, and double research into
    low-carbon technology
  • The worst impacts of climate change can still be
    avoided - but delay would be costly

16
Distribution of limiting long-term illness rates
for children and young people aged under 20 by
local authority 2001
17
Mortality rate for serious injury per 100,000 15
to 24 year olds (with 95 confidence intervals),
2001 2002
18
Distribution of percentage of low weight births
by local authority 1999-2001 pooled
19
Obesity Clip
20

In partnership with
21
Care Matters Transforming the Lives of Children
and Young People in Care
  • The outcomes for Looked After Children
  • At 19, only 19 of care leavers are in further
    education and 6 in higher education compared to
    38 of all young people participating in one or
    the other
  • Young women aged 15 - 17 who have been in care
    are 3 times more likely to become teenage mothers
    than others of their age
  • Research suggests that around 27 of adult
    prisoners have spent time in care
  • Over 30 of care leavers are not in education,
    employment or training at 19 compared to 13 of
    all young people

22
GCSE performance of children in care in year 11
compared with all children
23
Proposals to improve the life chances of Looked
After Children
  • A first class education
  • A virtual headteacher responsible for driving
    up the performance of schools in relation to
    children in care
  • Local Authorities able to direct school to admit
    children in care even when fully subscribed
  • Better support in school to prevent exclusions
  • A dedicated budget for each social worker to
    spend on improving the education experience of
    every child in care
  • Life outside school
  • Encouraging LAs to provide free access to
    facilities eg leisure centres, sports grounds
  • A model of comprehensive health provision
  • Better training for professionals on how to work
    with children in care
  • Improved access to Childrens Centre provision
  • Stimulating and rewarding personal development
    activities

24
Proposals to improve the life chances of Looked
After Children
  • Transition to adult life
  • Piloting a veto for LACs over decisions about
    moving on from care before they are 18 and
    allowing them to continue to live with foster
    carers until they are 21, receiving the support
    they need to continue in education
  • Proving a top-up to the Child Trust Funds
  • Creating more supported accommodation
  • Introduce a national bursary for LACs going to
    university
  • Making the system work
  • OfSTED to carry out regular inspection of LA
    provision
  • An annual stock-take of LAC progress by Ministers
  • Every LA to set up a Children in care council
  • Make Independent Reviewing Officers more
    independent
  • Make the education of children in care one of the
    DfESs key national priorities for local
    government

25
The publics key education priorities
Q Currently, what would you say is the MAIN
educational issue the Government needs to
address?
Pupil/behaviour/discipline
Funding/budget crisis
Tuition fees
Class size/pupil-teacher ratio
Back to basics/higher standards
Teachers workload
Teacher recruitment and retention
Assessment/exam reform
Inclusion/SEN
Bullying in schools
Base 2,048 members of GB public (MORI Omnibus
6-11 January 2005)
26
Main challenges facing headteachers - parents
views
Q What do you see as the main challenges facing
headteachers?
Top 8 spontaneous mentions
Discipline problems/pupil behaviour
Dealing with parents
Administrative demands
Financial responsibilities
Achieving exam targets set by government
Staff/staffing issues
Undertaking government initiatives/changes in
policies
Assessment/exam reform
Base 1,093 parents, 2-7 March and 16-21 March
2006
27
Main roles of headteachers - parents views
Q What do you think are the main roles of a
headteacher?
Top 9 spontaneous mentions
Pupil discipline
Controlling the school budget
Line management
Training/mentoring teachers
Dealing with parents
Teaching children
Recruiting teachers
Monitoring and evaluating
Improving test results
Base 1,093 parents, 2-7 March and 16-21 March
2006
28
The Ballet Clip
29

In partnership with
30
  • ... the traditional comprehensive model has not
    produced the radical shift in educational
    opportunity that its advocates urged in the
    1960s. In part, this was a consequence of too
    little emphasis on what and how children learn
    when they went through the school-gate, an
    under-developed school curriculum and too little
    focus on the intricacies of how individuals
    themselves experience the learning game.
  • The Learning We Live By (Capacity) 2006

31
  • But it also reflected the evolution of
    comprehensive schools as hermetically sealed
    institutions with boundaries that delineate them
    from the outside world. Only if children were
    exposed to a protected learning environment that
    could compensate for the evident effects of class
    disadvantage would social engineering work its
    magic.
  • The Learning We Live By (Capacity) 2006

32
  • The evolution of full service dawn to dusk
    schools offering the range of activities and
    specialisms that reflect the diversity of modern
    community life are an essential lever of change.
    There should also be far greater emphasis on
    including emotional intelligence in schools, as
    Richard Layard and Daniel Goleman have both
    recently argued. The curriculum must emphasise
    physical exercise, drama, music and art -
    treasured skills on which children can fall back
    for the rest of their lives, and which enable
    them to explore their own culture and identity.
  • The Learning We Live By (Capacity) 2006

33
So whats to be done?
34
Extended Schools
  • A point of delivery for services to children and
    their families
  • Swift referral when problems arise so as to
    minimise disruption and ultimately prevent the
    need for critical care and intervention
  • Supporting the whole child including the 80 of
    the childs time spent outside school. Achieved
    by schools working in partnership with others to
    meet the childs needs
  • Parenting support - strengthening family units
    through information, advice and guidance
  • A varied menu of activities to engage children
    and young people in positive activities and the
    chance for different age groups to engage in
    activities together

35
Extended Schools
  • Community access to greater resources for
    enabling community involvement and improved
    social cohesion and economic well being
  • Quality childcare in a safe, secure and enjoyable
    environment
  • Encouraging student voice - pupils sharing their
    views and concerns with schools senior
    management teams and helping to shape extended
    provision
  • Encouraging parent voice with parents engaged as
    partners supporting their childs learning
  • Encouraging community voice with schools being
    the focal point for consultation
  • Working towards cohesion with inter-school
    partnerships enabling access to a full core offer
    menu

36
Initiatives in Secondary Education
  • The 14 - 19 Strategy
  • The Secondary Strategy
  • Working in collaboration to deliver the diplomas
  • Towards 2010
  • Increased participation in vocational education
  • Kent Apprenticeships Scheme
  • Increased opportunities for Careers Advice
  • Kent Community programme
  • Strong business-education partnerships
  • Skill Force-type programmes

37
We aim at no less than a change in the political
culture of this country both nationally and
locally for people to think of themselves as
active citizens, willing, able and equipped to
have an influence in public life and with the
capacities to weigh evidence before speaking and
acting.
  • Why Citizenship at all?

Sir Bernard CrickBeyond the Classroom -
Exploring Active Citizenship in 11 - 16 Education

38
The good citizen is a conformist an individual
who keeps the law, trims the hedge and belongs to
Neighbourhood Watch. By contrast, an active
citizen is someone empowered to work with others
to effect change, to analyse and challenge the
status quo. Neither citizen vandalises the local
park, both probably vote, yet they are not
synonymous. Active citizenship, then, is as much
a frame of mind as particular actions. In the
desire to participate in society the active
citizen possesses a political agency, in the
broadest sense, that transcends mere activity.
Active citizenship may fit into the third strand
of National Curriculum citizenship but it has to
be more than picking up litter and no killing
whales.
  • Why Citizenship at all?

Sir Bernard CrickBeyond the Classroom -
Exploring Active Citizenship in 11 - 16 Education

39
Giving Meaning to Citizenship
  • Too often, we have let citizenship go by
    default. Until 2002, we had not taught
    citizenship in our schools. Nor have we sought
    to induct new members of the community into what
    it means to be a British citizen. Nor have we
    actively promoted community cohesion and a shared
    sense of civic belonging.
  • An active concept of citizenship can articulate
    shared ground between diverse communities. It
    offers a shared identity based on membership of a
    political community, rather than forced
    assimilation into a monoculture, or an unbridled
    multiculturalism which privileges difference over
    community cohesion.

David Blunkett, The Guardian, 2002
40
Giving Meaning to Citizenship
  • Citizenship must be an active, real expression
    of the life of the community. It should be about
    shared participation, from the neighbourhood to
    national elections. That is why we must strive
    to connect people from different backgrounds,
    tackle segregation and overcome mutual hostility
    and ignorance. Of course, one factor in this is
    the ability of new migrants to speak English -
    otherwise they cannot get good jobs, or share in
    wider social debate. But for those long settled
    in the UK, it is about social class issues of
    education, housing, jobs and regeneration and
    tackling racism.
  • David Blunkett, The Guardian, 2002

41
Citizenship in Lebanons Curriculum
  • Citizenship is seen as
  • A common understanding of basic rights and wrongs
  • Learning from people who are different in some
    way and understanding why
  • Addressing what is going wrong
  • Tackling morals and values
  • Discussing issues that fall outside the
    curricular boundaries
  • Helping one another to make a contribution to the
    community

42
Delivering services for the Trust at a local level
  • The Pilots
  • Tunbridge Wells
  • Shepway 1 and Rural Shepway
  • Maidstone 2

43
  • The pilots are concentrating on bringing together
    a single extended board to manage local planning,
    local commissioning and service integration for
    all children and young people in their areas
  • What do these Trust like arrangements currently
    encompass?
  • Behaviour teacher
  • Cognition and Learning Teacher
  • EMAG teacher
  • Physical/Sensory Specialist teachers
  • Early Years SENCO
  • Education Psychologist
  • Early Years Advisory Teacher
  • Education Welfare Officer
  • Community Schools Development Manager
  • Locality SEN Officer
  • Child Care Officer

44
Kent Trust
  • Possible elements of Health Commissioning to be
    undertaken via Childrens Trusts
  • Health promotion for children and young people
  • School Nursing
  • Looked After Children Designated Nursing
  • Community Nursing for children with long term
    conditions or complex disabilities or palliative
    care
  • Child Development Services
  • Community Paediatric Therapies - Physiotherapy,
    Occupational Therapy, Speech and Language Therapy
  • Specialist Primary Mental Health and School
    Counselling
  • Child Psychology
  • Respite Services


45
Kent Trust
  • Possible elements of Health Commissioning to be
    undertaken via Childrens Trusts
  • Tiers 2 and 3 (community based) CAMHS
  • Health placements (including Tier 4 CAMHS) and
    joint placements
  • Dedicated Safeguarding and Child Protection
    services
  • The health services elements of Youth Offending
    Service, Substance Misuse Services, Sexual Health
    and Teenage Pregnancy services
  • Co-located health services including Midwives,
    Specialist Health Visitors and Therapists in
    multi-agency settings such as Early Years,
    Childrens Centres, Sure Starts, Extended
    Schools, Special Schools, Connexions and Home
    Starts


46
Joint Planning and Commissioning
  • Joint Planning and Commissioning is a tool for
    childrens trusts - to build services around the
    needs of children and young people - and to
    deliver their outcomes most efficiently and
    effectively - DfES 2006
  • The primary purpose of a Childrens Trust is to
    secure integrated commissioning leading to more
    integrated service delivery and better outcomes
    for CYP - DfES 2004

47
Benefits of Joint Commissioning
  • Puts the needs of CYP (rather than agencies) at
    centre stage
  • Encourages agencies to work together to
    co-ordinate service delivery
  • Provides specialist time and expertise to gather
    and analyse information so allowing operational
    staff to concentrate on service delivery
  • Provides whole picture view and links between
    agencies

48
Benefits continued . . .
  • Allows for an evidence based approach
  • Provides a focus on performance, which can lead
    to de-commissioning
  • Develops coherent and comprehensive strategies
    and outcomes for vulnerable young people
  • Identifies duplication and gaps in provision
  • Provides better value for money
  • Provides an honest broker to negotiate
    priorities Telford Wrekin 2005

49
ECM Outcomes
Be Healthy
Stay Safe
Enjoy and Achieve
Make a Positive Contribution
Achieve Economic Well-being
Prevalence of abuse and neglect
Reduce CYP RTA deaths injuries (DT)
Homes meeting decent standards (DCLG)
NEET 16-18 year olds
Under-18 conception rate
Obesity (DH)
Key Stage 2
Child development at 5
Rates youth offending (HO)
1st time entrants into YJS (HO)
Recidivism (HO)
Youth Service accredited outcomes
School Sport (DCMS)
Substance misuse (HO)
Key Stage 2-3 progression
GCSEs
Deaths from abuse or neglect
Stability of placement
Child poverty (DWP/HMT)
Workless households (DWP)
Level 2 and Level 3 at 19
Attainment Looked After Children
Babies with low birth weight (DH)
STIs (DH)
CPR case that should have been reviewed that
were
No. of children adopted as of LAC
Increase volunteering
Reduce bullying
Material deprivation and low income (DWP/HMT)
Homeless / temporary accommod-ation (DCLG)
Increase participation in elections
CAMHS (DH)
Physical Activity (DfES/ DCMS)
16 yos with no GCSEs
Enjoy out of school activities (DCMS)
child protection conferences in 15 working days
initial assessment with 7 days of referral
National Indicators
No qualifica-tions at age 19
Adequate access to transport (DT)
Smoking (DH)
Alcohol Consumption (DH)
17 yos in education and training
Half days missed due to absence
core ass-essments within 35 days
re-regist-rations on CPR
Fixed-period / permanent exclusion rates
Key Stage 1
CYP on CPR not allocated a social worker
Schools in Special Measures
Cross-cutting delivery goals
No. of Sure Start Childrens Centres
No. of Extended Schools
Childcare offer for 3-4 childcare
Roll-out of Information Sharing Index
Healthy schools
Delivery gaols
User perception/citizen perspective indicators,
to cover issues such as CYP perceptions of their
progress against of the 5 outcomes, services on
offer to them, involvement in decision-making,
perceptions of the area
DfES
OGD
50
  • We have bigger houses but smaller families
  • We have more degrees but less sense
  • more knowledge but less judgements
  • more experts but more problems
  • Weve been all the way to the moon and back,
  • but we have trouble crossing the street to meet
  • the new neighbour.
  • We build more computers to hold more information,
  • to produce more copies than ever, but we have
  • less communication.
  • We have become long on quantity but short on
    quality.
  • These are times of fast foods, but slow
    digestion tall man
  • but short character steep profits, but shallow
    relationships.
  • It is time when there is much in the window but
    nothing in the room.
  • Dalai Lama

51
A Hand Up, Not A Hand Out
  • Graham Badman
  • Managing Director
  • Children, Families and Education

In partnership with
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