For example, a younger child will need more support with making personal choices than an older child. If only some people are contributing and other group utilize the benefits, there are more chances for more people go unemployed, and the health care cost also increases. Yet, English social policy is referenced against particular realities and norms, which reflect white, middle class, patriarchal, heterosexual, Christian, able-bodied ideals Hughes, 1998, p. The demands all of this places on formal and informal educators and on managers throughout public services erodes opportunities for reflective and creative dialogue about the challenges we face and opportunities available to us. For this purpose, information was gathered through elements of practitioner-based research and observations along with the study and analysis of materials presented in books, research journals and professional publications, so as to evaluate the main aspects of the policy Every Child Matters and identify the issues it has raised for professionals working with young children, and particularly early years practitioners, as well as to propose some strategies that could support those practitioners throughout the process of inevitable changes associated with the introduction of the policy. Constructions of Disability, in Saraga E Ed , Embodying the Social: Constructions of Disability, London, Routledge.
Published in tandem with these, Every Child Matters, a Green Paper, set out proposals for addressing the immediate concerns identified in both reports, and a range of circumstances that occurred in families and impacted on the lives of children and young people in England. Locating managers and practitioners from different disciplines and services in a multi-agency team for example, Youth Offending Team, Early Intervention Support Teams , on a particular site for example, a children's centre, community health centre or extended school or both was intended to break down any obstacles and barriers that may exist between professional disciplines, services and teams. Devine F, 2004, Class Practices — How parents help their children get good jobs , Cambridge, Cambridge University Press. The evolution of Every Child Matters The original Green Paper proposed that local public services should focus on four key themes in their joint development of services that would enable children and young people in their area to make progress against five key outcomes defined by Section 10 of the Children Act 2004. This could lead to changes in order that the joint delivery of services was supported by processes and procedures that are effective for local children and young people.
At one level it could be thought ridiculous to consider criticising Every Child Matters — how could anyone argue that not every child matters? On the evening of 24th February 2000, Victoria Adjo Climbié who had been born near Abidjan in the Ivory Coast just over eight years earlier - was admitted to the North Middlesex Hospital in London. Where are different services to be located — in the neighbourhoods where children, young people and families live which would enable ease of access , or in different parts of the town, city or region. A white paper Critique - t he problem of Every Child Matters Every Child Matters was, in many respects, a positive social policy programme that was the catalyst for a radical reform of the ways services were provided for children, young people and families in England. This will enable all children to fulfil their potential and maximise their life chances. For example, Councils in Wales, Northern Ireland and Scotland - and their partners and other bodies — are not required to re-design and integrate services to enable children and young people to make progress against five key outcomes. For example, children and young people learn and thrive when they are healthy, safe and engaged; and the evidence shows clearly that educational achievement is the most effective route out of poverty. Local arrangements to improve outcomes for children and young people — including inter-agency governance and strategy — were subject to scrutiny by joint Inspectorates, and will include Joint Area Reviews J.
In the context of such monitoring and scrutiny, we need to recognise that norms inherent in Every Child Matters - and within which we make assessments and decisions - are socially constructed. During her abuse Victoria was burnt,tied up,hit with bike chains, hammers and wires. It is the central goal of Every Child Matters to ensure every pupil is given the chance to be able to work towards the goals referenced within it. The outcomes are mutually reinforcing. Each forum has a different overarching theme and includes presentations, workshops, information sharing and networking opportunities. Explaining why each point is important, how it helps, who it benefits and why this point needs to be in place. There has been a fundamental cost to this.
Formal and informal educators and their managers in public services are in the beginnings of wrestling with both the challenges of working creatively and effectively with each other and with children, young people and families who experience and present a range of social, emotional, financial and behavioural circumstances — and simultaneously with their personal challenges, fears and anxieties: for their survival and their identity within the scale and pace of the changes required of them by Every Child Matters. Because young people learn best when their families support and encourage them, and when they are taking part in positive activities outside of the school day, the Children's Plan is based around a series of ambitions which cover all areas of children's lives. When they consulted children, young people and families, they wanted the Government to set out a positive vision of the outcomes the act wants to achieve. The Laming Inquiry On the evening of 24 th February 2000 Victoria Adjo Climbié - who had been born near Abidjan in the Ivory Coast just over eight years earlier - was admitted to the North Middlesex Hospital in London. So, in what ways will the totality of resources available across the local partnership be combined, utilised and targeted to continue providing, and further develop, an appropriate menu of services to meet the identified needs of local children, young people and families? Acknowledgements: The illustration and other material from the Every Child Matters strategy is reproduced here by the informal education homepage under licence.
The overarching aim of the network is to support and develop a strategic approach to the delivery of services for children, young people and families across all sectors in Sefton. Key services in some areas were also experiencing severe difficulty in recruiting and retaining people to work in child protection and in child welfare — which eroded the effectiveness of local inter-agency arrangements to safeguard children. Its main aims are for. How will staff differentiate between and prioritise the circumstances, needs and behaviours of children, young people and their families? The initiative primarily focuses on protecting children and ensuring that each child fulfils their potential. How will managers and staff be actively supported to implement changes in their working practices, and engaged in conversations about the implications of such changes for their terms and conditions of employment? In practice, situated moral reasoning means that the services offered to children, young people and their families may be an outcome of peripheral and contextual factors, not simply the assessments by formal and informal educators about children and young people, and their development, behaviours or circumstances. To emphasise the importance of these outcomes as a focus for local action , the Department for Children, Schools and Families created the Outcomes Framework - against which local public services are expected to agree their priorities, plan changes to their services, and measure their collective progress towards improving outcomes for local children and young people. Cross-party support in both Houses of Parliament meant the Green Paper quickly became transformed into the Children Act 2004.
There have already been significant improvements in educational achievement, and reductions in teenage pregnancy, re-offending and children living in low income households. I would welcome other schools who can share our ethos and vision to join our Trust. These five outcomes are referenced continuously throughout Every Child Matters documents. This means practitioners should strive. For example, arguably the numbers of children on a local child protection register reflects the resources available the number of social workers available to carry out assessments and hold cases rather than the extent of abuse, harm and neglect experienced by children and young people in local communities. This raises various issues, including: Children, young people and families who move between England and other states of the United Kingdom experience different entitlements and differing service delivery arrangements.
Their Classification of a child is anyone under the age of 18, if there is a child in need of help with serious factors affecting their lives then this act will take into place and attend to their needs however they can. At the end of the consultation period, and using material from the Green Paper and responses from a range of individuals and bodies, the Government issued Every Child Matters: the Next Steps, and published the Bill that became the Children Act 2004. Thorpe D, 1994, Evaluating Child Protection , Buckingham, Open University Press. The similar model is the equivalent approach in Scotland. The five outcomes are universal ambitions for every child and young person, whatever their background or circumstances.