Every Child Matters in Kirklees

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Every Child Matters in Kirklees

• Head Teachers conference
• 19 January 2006

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Objectives universal support

• Being healthy
• Staying safe
• Enjoying and achieving
• Making a positive contribution
• Achieving economic well being

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Impact of the change agenda

• Better chances for children
• Agencies and cultures brought together
• Communities engaged in a powerful common interest
• Renewal of community structure

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Cover

• Vision and Kirklees approach
• Change agenda, progress and timeline
• Challenges
• Key questions

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• 1. Government Vision
• Radical improvement in opportunities and
  outcomes for children, driven by whole-system
  reform of the delivery of childrens services.
• Systematic change to
• Build services around the child, young person
  family
• Support parents and carers
• Develop the workforce change cultures and
• practice, and integrate
• Universal and targeted services
• Services across the age range 0-19

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Kirklees approach

• Full commitment
• Care to make sure changes bring gains
• Focused on early interventions
• Community enhancing

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• 4 Tier Model

- Acute
500
- Complex
) 10-15,000 )
)
- Targeted
100,000
- Universal
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Geographical tiers

• 25 to 30 Localities where there can be a focus
  on known children and families
• 7 Areas where professional network can operate,
  and priorities can reflect needs of the town or
  rural area
• Kirklees for direction, framework, support, and
  specialist interventions

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ECM and schools

• Core of delivery universal contact and rounded
  view of the child and family
• Commitment to all five objectives
• Powerful engagement in a multi-agency delivery
  structure
• Physical focus in localities
• Care to protect demands on school managers

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Context for schools

• Driving focus on attainment
• Schools White Paper
• Childrens centres
• Extended schools
• School investment

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2. Change agenda
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Keys to getting it right

• Keep eye on gains and current strengths
• Vision and revision
• Top down and bottom up
• Integrate agendas
• Be radical, but be careful
• Without confident and committed people nothing
  will be gained

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PROPOSED KIRKLEES STRUCTURE
Alison OSullivan
DIRECTOR OF CHILDRENS SERVICES
LEARNING
RESOURCES
COMMISSIONING PERFORMANCE MANAGEMENT
LOCALITIES
SAFEGUARDING
Caroline Gruen
Easter 2006

• 7 LOCAL AREAS / MANAGERS

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Local Public Service Board

• Children and Young Peoples Plan and LAA
• Council/NHS/Police/VCS/HTs/Learning Partnership
• Change agenda
• Framework, commissioning and accountability

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Shaping the future workforce

• Pilots Dewsbury, Batley and South Huddersfield
• Workstreams
• Defining early intervention
• Change management, esp. cultural change
• Unified workforce development
• Information systems
• Common Assessment Framework

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Connected agendas 1

• Childrens Centres
• Extended schools
• Youth Green Paper
• Future of Connexions

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Connected agendas 2

• Safeguarding
• Adult and community structures
• Neighbourhood policing
• Health NSF and structural changes
• Neighbourhood Renewal
• Area structures

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Timeline

• 2nd tier appointments Easter 2006
• Safeguarding Board April 2006
• NRF allocations sought for Local Work 2006/8
• Practicable local arrangements devised Autumn
  2006 (implemented in 2007)
• Current focus on CAF, ISA, integrated information
  systems, LAA and CYPP, integrated workforce
  development

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3. Challenges ahead

• Culture, trust and language
• Local leadership
• Local children, or children in local schools?
• Resource allocations and needs
• Against the tiers
• Across the geography

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Annual Performance Assessment 2005

• Childrens service preparation
• Current childrens services
• of which
• Social Services provisions
• Education provisions
• Key issues
• schools in categories of concern
• attainment

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Community campaign for success

• Motivation
• Advice
• Parental Support
• Revision
• Nutrition

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Gains for children and families

• Single system that is organised around needs
• Early, proportional, reliable and progressive
  response to needs
• Resources released from integrated local systems
  focus on family support
• Better outcomes

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Five outcomes

• Being healthy
• Staying safe
• Enjoying and achieving
• Making a positive contribution
• Achieving economic well being

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Key Questions

• How do we engage schools? Maximum use of
  knowledge but minimum complexity
• How do geographical arrangements play across
  complex range of schools?
• How do we align drive in Schools WP with
• inter-dependencies of a Childrens Service?