Every Child Every Child MattersMatters

Governmentand

Councils

Police and Justice Systems

Outside Agencies -

SEN and Social

Governors

Health Professionals

Families

Teachers and Educators

The ChurchCommunity

Parentsand

Carers

Support Services

Every Child Matters

Introduction

The Government's aim is for every child, whatever The Government's aim is for every child, whatever their background or their circumstances, to have the their background or their circumstances, to have the support they need to:support they need to:

•be healthy be healthy

•stay safe stay safe

•enjoy and achieve enjoy and achieve

•make a positive contribution make a positive contribution

•achieve economic well-being. achieve economic well-being.

Taken from Taken from http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/

ReasonsReasonsIn 2003 the Government published a Green In 2003 the Government published a Green Paper called Paper called Every Child MattersEvery Child Matters. This was . This was published alongside the formal response to the published alongside the formal response to the report into the death of Victoria Climbireport into the death of Victoria Climbiéé, the , the young girl who was horrifically abused and young girl who was horrifically abused and tortured, and eventually killed by her great tortured, and eventually killed by her great aunt and the man with whom they lived.aunt and the man with whom they lived.

How will it make things How will it make things better?better?

““The Green Paper built on existing plans to strengthen The Green Paper built on existing plans to strengthen preventative services by focusing on four key themes:preventative services by focusing on four key themes:

•Increasing the focus on supporting families and carersIncreasing the focus on supporting families and carers  –– the most the most critical influence on children's lives. critical influence on children's lives.

•Ensuring necessary intervention takes place before children reach Ensuring necessary intervention takes place before children reach crisis point and protecting children from falling through the net. crisis point and protecting children from falling through the net.

•Addressing the underlying problems identified in the report into Addressing the underlying problems identified in the report into thethe  death of Victoria Climbideath of Victoria Climbié é –– weak accountability and poor weak accountability and poor integration. integration.

•Ensuring that the people working with children are valued, Ensuring that the people working with children are valued, rewarded and trainedrewarded and trained””

•(http://www.dcsf.gov.uk/everychildmatters/about/background/(http://www.dcsf.gov.uk/everychildmatters/about/background/background/)background/)

Every Child Matters….next Steps

• Tackling child poverty• Ensuring children in disadvantaged areas have the

best possible start (Sure Start Children’s Centres)• Working to raise Primary and Secondary standards

and increase the participation of post 16 learners• Improving access to primary health care and

specialist services for children• Reducing anti-social and offending behaviour• Building strong and vibrant communities• Agencies working together

Which leads us to askWhich leads us to ask

OutcomesFor

Children

3. Enjoy and Achieve

4.Make a Positive Contribution

5. Achieve Economic Well-Being

1. Be Healthy 2. Stay Safe

What do we want for our children?

What do these outcomes mean for the school community?

1.HealthyChoices

Physical healthPE

After school activities

Know about harmful drugsand substances

Science

Aware of their changing bodies

Sex Education

Healthy LifestylesHealthy eating

Healthy schools

Mentaland

Emotional HealthR.E.

PHSE

Do our children have a balanced

diet?

What can we do to make our children

more active?

Are our children happy and confident?

Have our children enough knowledge

to say no

Are our childrenconfident about their bodies?

What do these outcomes mean for the school community?

2.Stay Safe

Safe from neglectPastoral care

Safe from accidentsA safe environmentRisk Assessments

Safe from BullyingSchool PoliciesPlayground PalsSchool Council

Safe from crimeBehaviour in school

Moral well-beingMutual respect

Assemblies

Feel SecureCaring in schoolSchool security

Are we vigilant as carers?

Is our school a safe place to be?

Do children knowwhat to do

to keep safe?

How do we fostermutual respect and moral well-

being?

Do our children feel secure?

What do these outcomes mean for the school community?

3.Enjoyand

Achieve

To be ready for school

Pre-school visitsContacts with parents

Achieve their potential

Setting targetsQuality teaching

and learning

Enjoy playingPersonal and

Social Development

Come andenjoy school

Opportunities to be successful

What do we doto prepare the

children?

How do we knowthe childrenlike comingto school?

Are our standards good enough?

How do we teachcollaborative and

co-operative work and play?

What do these outcomes mean for the school community?

4.Make a

Positive Contribution

Be involved inDecision – Making

School CouncilInvolvementwith Church

and Community

Model Positive Behaviour

Set good examplesRepresent the

school

Make choices about behaviour

Positive choice ethos

in the school

How do we enable our children to

become involved?

How do our children

represent the school?

Do we use the language

of choice?

Develop Self-Confidence

Deal positively with

life’s challenges

Do we develop the whole child?

Be InspirationalTake risks with ideas

and challengesProblem Solving

Do we encourage our children to develop their own ideas?

What do these outcomes mean for the school community?

5.Economic

Well-being

To have a say in financial decisionsSchool Council and

Fund RaisingFSA – support through

family members

To have necessary resources

School budgeting and

Value for Money

Support for low income families

School support when necessaryRecognising

financial constraints

Do we involve our children enough?

Do the children have good resources?

Is the school budget giving value-for-money?

Does the school community help those in need?

Implications for services

““This means that the organisations involved with This means that the organisations involved with providing services to children providing services to children –– from hospitals from hospitals and schools, to police and voluntary groupsand schools, to police and voluntary groups  –– will will be teaming up in new ways, sharing information be teaming up in new ways, sharing information and working together, to protect children and and working together, to protect children and young people from harm and help them achieve young people from harm and help them achieve what they want in life. Children and young what they want in life. Children and young people will have far more say about issues that people will have far more say about issues that affect them as individuals and collectivelyaffect them as individuals and collectively””

((http://www.dcsf.gov.uk/everychildmatters/about/aims/aims/ ) )

application

Take 2 minutes. Think of a situation where a Take 2 minutes. Think of a situation where a child may need help from a variety of sources child may need help from a variety of sources to :to :

•be healthy be healthy

•stay safe stay safe

•enjoy and achieve enjoy and achieve

•make a positive contribution make a positive contribution

•achieve economic well-being.achieve economic well-being.