Every Child Matters: Green Paper

both Child Matters squirt PaperIn 2003 the administration released the original Every Child Matters ballpark paper, it was a solvent to the Joint Chief Inspectors report on the findings of Lord Lamings (Victoria Climbies death) public enquiry. It highlighted umpteen failings from operate to communicate and intervene. It rophy disclose proposals on how to address the issues of line of work that had been identified and suggested measures that were wished to improve and reform childcareThe Green Paper identified four areas of sueSupport for parents and carersEffective protection and early interventionAccountability and poor integrationReform of the handsThe aim was to not only protect children exactly as well as to enable children to improve and fulfil their lives. The Green Paper built upon the foundations of Sure Start, aiming to eradicate child p overty and raising indoctrinate standards.The success of the Green Paper led to the paper being transformed in to Every Ch ild Matters The Next Steps. alongside this and with the support of the Ho maps of parliament, the 1998 Childrens Act was reformed and adapted into The Childrens Act 2004. This Act aimed to advocate. It to a fault aimed to check up on that LAs ( topical anesthetic Authorities) were move onn much flexibility when implementing their homework. one result of this act was the development of Local Safeguarding Childrens Boards. These boards aimed to co-ordinate between all LAs in a local area in order to safeguard children. The Act also resulted in the organic law of the Every Child Matters FrameworkEvery Child Matters Change for Children, became a national framework. The title Every Child Matters was used to amalgamate all of the documents, that aimed to organise and deliver function that tallyd either child and revolutionary(a) person became an active member of society. there was also the aim of preventions as opposed to just relations with the consequences. For this to work the framework suggested multi-agency collaboration from all those working with children and young people. Through this collaboration of services it would hopefully allow children and young people to chance on the five outcomes of the The Children Act 2004 (Section 10). Section 10 requires public services to interpret all children and young people areProtected from neglect and harmHave the make up to education, training and recreationPhysical and mental wellness and emotional well-beingContributing to society make social and economic well-beingThese are summarised as enabling children or young people to persevere Safe, Be Healthy, Make a Positive Contribution, Enjoy and Achieve, and Achieve Economic Well-Being. These five outcomes are indite to throughout Every Child Matters. To find out all children and young people progress against these outcomes, policies and practices needed to be developed and implemented.The framework also focused on giveing to ensure all child had provision regardless of their background or circumstances, and to enable children and young people to buzz off a greater rank nearly the issues and problems that affect them collectively and as individuals. This was evident in 2005, when the first Childrens Commissi acer for England was choose this gave a verbalize for children. This was one action aimed to prevent problems rather than dealing with consequences. As well as this the framework was exitn as an inescapable moral imperative that it intended to assist a radical reform of servicesIn 2007 The Childrens Plan was published, this aimed to build upon the Every Child Matters framework. The Childrens Plan Building Brighter Future was a ten wrangle of mull over plan that aimed to centralise children and young people, and increasing the focus on parental roles and the all-encompassingr communities. The Plan focused on the Childrens Trusts, and believed that this was central to delivering quality, and set high expectation s of them to deliver. The Childrens Trusts had similar aims to those of the Local Safeguarding Children Boards, they both aimed to collaborate.The Trusts pip the child centred approach and use an integrated strategy of joint homework and commissioning, and pooled budgets. This inter agency co-operation aims to be sustainable by development a shared language and similar processes. Working in this manner means that the trust leave hopefully be able to deliver a service that is very child centred, and has no restrictions from professed(prenominal) boundaries or either early(a) existing agencies. Other frameworks, initiatives, acts and policies that carry been a result of, or united to, the Every Child Matters indemnity include Working Together to Safeguard Children (2006) and The Equality Act (2006).My Local Authority has make more forms and developed some an(prenominal) policies. The LA has developed a polity on e-safety, explaining the risks and what post be do to s tay safe. They have also developed an Assessment and Response to Children corpse (ARCS). This explains the Common Assessment Framework (CAF) and how it aims to assessThe LA are also really undertaking a consultation of the Thurrocks Draft Children and childly Peoples Plan 2010-2013 (CYPP). This is the revised plan is signed up to by many organisations that provide bring up services for children and young people in Thurrock (including the Council, the NHS, the Police, give instructions and colleges and the voluntary sector). It sets out the priorities for the Childrens Trust, found on the analysis of the ask of children and young people, and what has been learnt through heterogeneous consultations and interactions with children, young people, their parents, carers and professionals. These plans have to be prepared by every area in the country and the De disunitement of Children takes and Families (DFSF) provide guidance to assist them do this. These plans go forth form the main planning document of all Childrens Trust agencies, and partner agencies, meaning that whatever is done with children and young people in Thurrock it will contribute to achieving the collective ambitions everybody has for them.Thurrock Children Young Peoples Plan 2007-10, developed many policies much(prenominal) as Each Child, Every Young Person, all(a) Agencies Our Plan 2007 2010. This identified the priorities that were needed and the goals to be set in order for all children and young people in Thurrock to be able to happen upon the five outcomes of electronic countermeasures. It aimed to improve services in Thurrock over the past three age. The plan was delivered through the Children and Young Peoples Strategic Partnership (CYPSP), which aims to meet the need of children and young people in Thurrock. It sets out 12 goals that they aimed to achieve to be able to meet the ultimate five goals of ECM.In January of this year A Review of School Improvement was also conducte d by Peter Wylie for Thurrock Council. It was a review of how effective civilize improvement services in Thurrock were, and it went on to propose options for the future whilst keeping in mind the local and national policy priorities.One such policy Your child, your grooms, our future building a 21st century give instructions system aims to cause a school system. It is a system that aims to respond to changes in economy and society and enable every child to enjoy growing up, and develop their potential and talent. It also gives them the broad skills they will need for the future.There are many guidelines, policies and legislation in place to ensure children are protected and achieve wellbeing, and for for each one one covers various areas and ensures multiagency collaboration. As a trainee teacher and a serve teacher I will need to be aware of these because they underpin everything that I do. Within school and within my teaching and planning, the five key principles of the ECM framework must be at the forefront of my mind, they need to be at the sum of every aspect of the school, including.Within Every Child Matters, at the heart of the platform it states that ECM requires teachers to be committed and passionate, and offer. It also states that teaching should include activities that are beyond the school, that involve parents and relate to real support experience. It also suggests. The curriculum is designed with ECM at the centre the design features address all 5 aspects, such as ensuring children are prone the opportunity to learn in many subjects, and in a variety of settings and environments. ECM is at the centre when considering and ensuring opportunities for events such as productions and sports days, and when considering the schools routines. Also when considering any extended hours, fling opportunities before, during and after school, and links with health and social agencies.Young peoples lives are centred round school, and they clearly hav e an all important(predicate) part to play in supporting children to achieve the five aspects of ECM. Schools need to take into account the needs of all learners when planning. I will now consider how each aspect is/can be promoted in the curriculum.Schools can promote being healthy and staying safe by having a positive school ethos, which promotes inclusion. It should also follow many policies and procedures, to ensure children stay safe. When working as a Trainee Teacher and a qualified teacher I will need to be aware of all the policies that the school follows and ensure I am kept up to date with these. For example safeguarding and health and safety policies. Some procedures for this might be interviewing any adults in the school without a name badge and safety hinges on doors. I will also need to ensure I promote inclusion by methods such as personalisation.The school in which I am training tries very hard to ensure that children stay healthy. They have gained the Healthy Scho ol Award and have recently been given The Sports Unlimited Award. The school now offers a range of after school and lunchtime clubs, and provides healthy snacks for Foundation Stage and KS1 children. The school also brings in coaches to take P.E. lessons, to motivate learners and teach them the sport that they are experts in. Drinking water is provided throughout the day and each child has their throw water bottle for them to drink from when in lessons. The school also actively promotes manner of walking or cycling to school, and conducts cycling proficiency for pupils. Over the past year lunchtimes have become more structured with MDA and LSAs taking structured activities. Another good initiative that the school has adopted is the use of fellow buddying and mentoring, with each adult in the school mentoring at least one child that is in need. The school also provides opportunities for learners to grow vegetables. As well as having regular assemblies taken by police officers and visits from health workers. The school makes many links between the residential district with visits to sing at old peoples homes and links with meter reading schemes through the library.When I am planning and teaching I will need to ensure that I use circle time to explore health and personal issues as well as encourage debate and peer decisions. I could also provide a quiet area within my schoolroom where children are able to take time out. Opportunities should be given to promote and encourage and to learn to be healthy in many subjects. I will need to be aware of this and apply them in my teaching. A few examples include allowing for leaners to be empowered through making their own decisions, encouraging diversity, respecting un homogeneousness and teaching them about their own identity, and using mathematics to investigate data on diet and health. fib could also be used to explore community history and individual identity.Schools have the debt instrument to ensure childre n are able to enjoy and achieve whilst staying safe when they are at school, through a wide range of policies and procedures. For example rules for how to use equipment safely, safeguarding, carrying out risk assessments, and bullying policies. However the staying safe element of ECM goes much further than the school and it is about.The school in which I am training provides many opportunities to ensure children are able to stay safe. They provide day and residential trips and set rules around the school based upon the schools Core values. With the increase in the use of the internet, the LA have also developed a policy for E-safety. The school provides mentoring and home work clubs to ensure the learners dont fall behind with work and also provide pupils with the opportunities to cover any issues they may have. The school also has a council that acts as the student voice and gets learners more tough in the school. The school also encourages confidence for children to speak out, and uses role play, performances and presentations to promote this. The school uses visits from outside professionals, such as community police officers, and before any school trips, a safety check has to be conducted.There are also many opportunities to promote staying safe in the subjects that are being taught in my school. For example art, and design and technology could be used to promote safe practice and managing risks that may occur. ICT could be used to develop safety, such as irresolutioning information and how to sit correctly at computer, i.e. .posture. When training I need to be aware of how I can incorporate staying safe in my planning and in my varianceroom. I would also need to use the schools Core Values to assist safety and set class rules with the children. I will also need to take some indebtedness in ensuring the school is safe, because it is everybodys responsibility not just the head teachers or senior managers. I could use stories in my class to deal with behaviours such as bullying and challenging stereotypes, resolving conflict and consequences.Schools need to ensure every child is making a positive contribution by ensuring the environment is created to encourage all to enter. They also give learners a voice, and vary in teaching strategies. The school where I am training has a school council that provides the children with a voice to speak out. In the Every Child Matters, at the heart of the curriculum booklet it states that if the children are aware that they have the opportunity to enrich the lives of others and support and care for them, and ultimately change things for the better, hence they are much more likely to be more sociable beyond the school gates.The school I will be training at provides opportunities across the curriculum to ensure children give a positive contribution. The school council gives the opportunity to make decisions such as what equipment shall be built in the playground. It is important that children a re able to make choices that have a true impact. Learners are also given various responsibilities around the school such as being creditworthy for the library, putting books away or bragging(a) them out, watering and looking after the garden, and collecting the register. They also encourage learners to go in in clubs and projects around the school. The school offers various clubs and everybody participates in the Christmas plays, as well as using buddying and mentoring schemes. They make links with the community through projects such as Christmas singing and also use such projects to raise money for charities.I will need to be aware of these points to ensure that I incorporate them into my classroom, for example by giving children responsibilities. I will also need to be aware of the ways the children can offer a positive contribution in certain subjects, such as promoting group work in English, including listening, dissertation and responding to others, or encouraging children t o contribute to a performance in music. When I am teaching I will need to ensure I enable and provide children with an opportunity to speak out and mark me the support they need, and provide an environment which is created for all to be able to participate in. I could use various methods to promote positive contribution such as using talk partners, incentives and mentors.Enjoying and Achieving is promoted in schools by lessons forever taking account for various learning styles and abilities, thus ensuring that learners enjoy their learning.To ensure they enjoy and achieve, I may need to refer a child that may need more specialist aid, research any needs they may have, disunite and personalise my lessons, and celebrate achievements. If children are enjoying learning and have good ancillary relationships, they are more likely to achieve. Every child has a talent, and it is the responsibility of the school to uncover these talents and ensure that all young people view themselves as a success and can live a fulfilling life.This means that the curriculum needs to be full of challenges and surprises. Children need to be able to build upon their own aptitudes as well as being able to enjoy what they are learning, and should be given opportunities to take on responsibility, whilst always considering each childs individual needs. The school that I am training at offers the pupils many opportunities to achieve and enjoy across the curriculum. The school gives each year group a topic every term, this allows children to see links between subjects, and provides them with opportunities to deeply explore issues. The school provides many trips from adventurous activities to historical sites, and provides opportunities for children to participate in the community through activities and projects. The school also provides many opportunities for children to demonstrate their skills through concerts, plays, and sports, and uses an achievement environ to eulogy children tha t achieve and/or participate, as well as having achievement assemblies once a week. In the achievement assemblies many awards are given sporting awards awards for effort knowledge and reading or anything else that is considered an achievement. The school also provides catch-up lessons and additional support through lunchtime and afterschool.I need to ensure that I see the school as a learning community and that I see myself as a control learner. I will need to ensure that I provide opportunities for children to explore deeply and widely. When I am planning I will try and ensure to incorporate the childrens interest into lessons, and I will also need to ensure I arrange trips to help them to enjoy and achieve. I will need to try and use experts and organisations when teaching, and reach out and use parents where possible. I will also need to fully participate throughout the school to ensure I assist in allowing children to enjoy and achieve.There are many opportunities in lessons wh ere I can plan to ensure children enjoy and achieve. In PSHE I could provide practical(a) learning activities that relate to real life. I could also use real life situations in mathematics or use investigation games and strategies. I will need to be able to incorporate and ensure the children enjoying and achieving is at the heart of my teaching and planning. I must understand that it isnt about just teaching the lesson it is about them understanding, enjoying and learning from the lesson.Economic wellbeing is about contextualising learning by relating it to the real populace, and learners see the value of their learning. It also helps learners to create a. This means that children can achieve a great sense of satisfaction from being responsible for their own future.The school where I will be training uses many opportunities in the curriculum to help children to achieve economic wellbeing. The school provides learning opportunities for children to fundraise, in school or in an out side school setting. The school also encourages children to take on jobs in school such as taking responsibility for the school library or collecting the register. The school also provides leadership opportunities for pupils, such as beseeming mentors or part of the school council. The school also actively promotes and embraces cultural difference and diversity. I could help children to achieve economic wellbeing by making them responsible for their dinner money and make it their responsibility to work out any change. I must ensure I encourage children to take on responsibilities in the school and in the class.There are many opportunities for learners to achieve economic wellbeing in subjects. For example I could use English to develop communication skills, and expressing views and ideas effectively. Learners could also develop their skills in obtaining information, analysing it, and evaluating it in science. P.E. could be used to teach children to work both as an individual and as part of team.When considering my personal development, my priority is to learn how to plan correctly, ensuring I use various learning environments and take into account the different childrens contexts. I will need to sit down with my School Based Trainer and maybe the classs nett teacher, and consider each childs context. I will then be able to use this to personalise and differentiate planning. It will also inform me of the childrens interests, this will help me to plan for their interests and ensure they enjoy the lessons.ECM has greatly affected education and the way teachers teach. It has impacted many areas from, planning, safety, and dealing with behaviour. It has played a major part in radically reforming many children and young peoples services and lives. It is important however to not only praise the policy but also to criticise the policy in order for it to be developed and improved. This can be seen in the development from the Green Paper. At every stage the original p olicy aims were evaluated and then reset. For ECM to fully achieve its aims it is important that there needs to be multi-disciplinary work, and that teams and colleagues need to continuously think over and evaluate. The overall effect of Every Child Matters and been massive, and Im sure that the results will continue to be seen for many years to come.Why Doesnt the UK Have a Constitution?Why Doesnt the UK Have a Constitution?Does the UK need a Republican Constitution?ANSWERThere is a long and a hapless answer to this question. The short answer is No. The long answer is Definitely not. This may seem a flippant response, but this commentator predicts that it is precisely the kind of reaction that this question would engender in the majority of United terra firma lawyers, commentators and politicians. Moreover, justification of this negative response is likely to be equally pithy If it aint stony-broke, dont influence it.The United acres is a stable, peaceful and wealthy organic monarchy. It is very far indeed from broke. Human rights are protected, the power of the state and its agencies are subject to the rule of law, corruption is relatively tokenish and our legal system, welfare state and national health service are envied the world over. Democracy functions well, or at least relatively well in comparison with examples overseas. The Queen is generally respected and in many quarters cherished as a national figurehead. UK armed forces police the world and we have a seat at the highest global tables exercising far more influence over world affairs than our size and population merit. There is little in the way of civil strife or serious unrest no state of emergency or sense of impending doom. Our system, with all its typically British foibles and idiosyncrasies, undeniably works, and has done for the greater part of one thousand years.1 It may seem like a prosaic claim but it is a blunt fact that almost no other country in the world can lay claim to a his tory the like of which graces these islands. The question as to whether the United Kingdom needs a Republican constitution is therefore unarguably flawed. Of course it doesnt need a Republican constitution.The Status QuoThe United Kingdom operates as a constitutional monarchy with a bicameral (two house) parliament comprised of the House of Commons and the House of Lords. Supreme executive director power is technically invested in the Crown, but in practice this power is discharged in the name of the Crown by ministers of state led by the Prime Minister. The House of Lords acts as essentially as a consulting put up and while it can delay the enactment of legislation even the fact that it is comprised of appointed rather than elected members has proved advantageous, because it leaves the authority of the House of Commons unchallenged. The system works and there is no sign of at hand(predicate) frailty or jeopardy to the status quo.There is no noble separation of powers between th e executive and the legislature and while the Sovereign in Parliament stands as the supreme legislative authority, ministers carry out the agenda and work of the government. In the House of Lords, Law Lords sit as judges in the appellate Committee and they also play a full part in the legislative work of the House.All that said it must be conceded that the United Kingdom does not actually possess a formal constitution at all.2 The United Kingdom is one of a tiny minority of countries that lack a single comprehensive document laying down the legal system of the state, the roles and functions of the apparatus of government and the adjective rules by which it should operate. It is submitted that such documents have proved useful in other countries as the ultimate dictation of a nations supreme law with the sovereign legal authority to empower a nominated constitutional court to rule acts of the legislature illegal if they are found to contravene the rights entailed within.However, th at revelation aside, it does not appear to matter that the United Kingdom lacks a single constitutional document. Our constitutional innovation is found in piecemeal form shot through our entire system of government. Aspects of the United Kingdoms constitutional system can be found in a multiplicity of rules that gear up and govern the very practice of governance. It is a time-honoured system founded on a combination of Acts of Parliament conventions, judicial decisions and political practice. Perhaps it could not work in every state, but it appears to work here.A New Republican Horizon?Need it be said, a Republican Constitution would demand the abolition of the monarchy or more realistically a dramatic reduction in the power of the monarchy and a designate of authority to, for example a Presidential executive. None of the mainstream political parties subscribe to such an ambition and one must descend to the third tier of political activity before the issue attracts even a modic um of fringe support. This commentator could identify only one Republican pressure group with a world-shaking presence on the Internet, and even this group professes to have no political ambitions of its own.3This suggests that the issue of a new Republican Constitution for the United Kingdom, while titillating for students of politics and law, is simply not on the agenda. One could easily infer that the reason it is not on the agenda is that there is no perception of current need or even of current advantage, inherent in such a move. This view, which is as verbalise is held by the overwhelming majority of political actors and commentators, speaks for itself. It is a view that may well change over time as future events are unpredictable, and the succession to the throne of Charles may weaken the prestige of the Crown. However, with the democratic Prince William waiting in the wings that may only be a temporary blip in the history of the British monarchy.Concluding CommentsIt is su bmitted that there can be only one reasonable response to this question and that is, as stated in the introduction to this paper No. The fault lies in the question itself and in particular with the use of the word need. The United Kingdom has developed into one of the most thriving countries in the world. This commentator can see no imperative demanding immediate constitutional reform.4 It would have made for a more interesting intellectual exercise if the question had asked if the United Kingdom would benefit from a Republican constitution? Does it need a Republican constitution? From the perspective of 2006, the answer is manifestly and unequivocally No. Indeed, this commentator would go further it is argued that the United Kingdom seems to operate quite satisfactorily without any formal constitution at all.BIBLIOGRAPHYBrazier, R., Constitutional Reform Re-Shaping the British Political System. (1998) Oxford University take the fieldDicey, A.V., founding to the study of the law of the constitution. (1959) London, MacmillanRepublic The Campaign for an Elected Head of State http//www.republic.org.uk/faqs.htmOliver, D., Constitutional Reform in the UK, (2003) Oxford University PressFootnotes1 For comment see Brazier, R., Constitutional Reform Re-Shaping the British Political System. (1998) Oxford University Press.2 For insightful comment see Dicey, A.V., Introduction to the study of the law of the constitution. (1959) London, Macmillan.3 See http//www.republic.org.uk/faqs.htm.4 Contrast the views of Oliver, D., Constitutional Reform in the UK, (2003) Oxford University Press.