Every Child Matters

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Every Child Matters
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New context for ITE

• 2003 Govt published DFES green paper, ECM
• Response to Lord Lamings enquiry into tragic
  death of Victoria Climbié
• Paper aimed to tackle child safety key
  underlying issues of poor integration of services
  accountability
• National framework of expectations
  accountability publd in Dec 2004
• Every Child Matters Change for Children (Dfes,
  2004)

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ECM 5 aims central to all childrens lives

• Be healthy
• Stay safe
• Enjoy achieve
• Make a positive contribution
• Achieve economic well-being

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Extended Schools Access to opportunities
services for all (Dfes, 2005)

• By 2010 all schools will offer core services
• Child care
• Health social care
• Study support
• Lifelong learning
• Sports Arts facilities
• Access to ICT

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Common Core of Skills Knowledge for the
Childrens workforce (Dfes,2005)

• For all professionals working with children,
  young people
• Families
• Effective communication engagement
• Child young person development
• Safeguarding promoting the welfare of the child
• Supporting transitions
• Multi-agency working
• Sharing information

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Teachers Role in these new contexts

• The teacher will work in collaboration with a
  range of people
• Including support staff, other professionals,
  parents carers
• The key to this collaborative working is
  understanding the information flow
• To whom
• From whom
• To what purpose
• They need to understand why how the context
  within which they will be working is changing
  the contribution they can make to that change

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Background of Workforce Remodelling

• 2001 Price Waterhouse Cooper reported workload
  was key reason for teachers leaving the
  profession
• 2003 National Agreement on Raising Standards
  Tackling Workload
• address work-life balance by reducing admin tasks
• Reduce time teachers spend covering for absent
  colleagues
• Introduce 10 planning, preparation assessment
  time
• May 2003 National Remodelling Team formed to help
  schools remodel the workforce, implement the
  National Agreement develop the capacity to
  manage change

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Standards linked to Workforce remodelling Q6,
Q20, Q32, Q33

• Q6 Have a commitment to collaboration and
  co-operative working.
• Q20 Know and understand the roles of colleagues
  with specific responsibilities, including those
  with responsibility for learners with special
  educational needs and disabilities and other
  individual learning needs.
• Q32 Work as a team member and identify
  opportunities for working with colleagues,
  sharing the development of effective practice
  with them.
•  Q33 Ensure that colleagues working with them are
  appropriately involved in supporting learning and
  understand the roles they are expected to fulfil.

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Standards linked to ECMQ5, Q18, Q21

• Q5 Recognise and respect the contribution that
  colleagues, parents and carers can make to the
  development and well-being of children and young
  people and to raising their levels of attainment.
• Q18 Understand how children and young people
  develop and that the progress and well-being of
  learners are affected by a range of
  developmental, social, religious, ethnic,
  cultural and linguistic influences.
• 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.
• (b) Know how to identify and support
  children and young people whose progress,
  development or well-being is affected by changes
  or difficulties in their personal circumstances,
  and when to refer them to colleagues for
  specialist support.

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All change at the DfES on 28 June 2007

• In Gordon Browns new government 2 departments
  replace the former DfES
• i) Department for Children, Schools Families
  (DCSF)
• led by Ed Balls
• ii) Department for Innovation, Universities
• Skills led by John Denham
• The title and new focus in the DCFS clearly
  reflects the
• ECM agenda

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Implications of ECM for ITE?

• How will the new childrens agenda impact on
• Course design?
• Course delivery?
• School-based learning?
• Assessment of trainee?
• Mentor training?
• Recruitment?