Every Child Matters: Schools Achieving the Targets in the ECM Agenda - Essay Example

? EVERY CHILD MATTERS: HOW CAN SCHOOLS ENSURE THAT EVERY CHILD CAN ACHIEVE THE 5 TARGETS IN THE ECM AGENDA? MAKE REFERENCE TO AT LEAST ONE THEORY OF ADOLESCENT DEVELOPMENT AND RELEVANT GOVERNMENT PUBLICATIONS BY STUDENT’S NAME COURSE INSTRUCTOR’S NAME DATE OF SUBMISSION Over the past few years, children’s lives have experienced profound change. Children have more opportunities than ever before, and benefit from increasing prosperity, opportunities to study longer and improved health. However, there is still a lot to do. While most children and young individuals are doing well, a significant minority undergo problems that might result in poor outcomes both during childhood and later in life. Truancy continues to an important problem. There are a number of 16 to 18 year olds not in education or training, and the educational achievement of children in care continues to be very less. Similarly, they also come across a number of doubts and risks such as dealing with early exposure to sexual activity, drugs and alcohol. Due to a change in the family patterns, there are more single parents, more divorces and more women in paid employment all of which has made family life more complex. A number of cases of death and abuse of children indicate that some children fall through the net and are not sufficiently protected. Thus, the government is required to make certain that it properly protects children in danger of ignorance and harm within a framework of widespread services which aims to stop negative outcomes and help children develop to their full potential (Chief Secretary to the Treasury, 2003). Since 1997, the United Kingdom government has tried to put children first by investing a great deal in policies intended to give all children the chance to achieve something. There have already been noteworthy improvements in educational achievement, and reductions in teenage pregnancy, re-offending and children living in low income households. Similarly, it has emphasized more on avoidance through the child poverty strategy, Sure Start, and its effort to elevate school standards (Chief Secretary to the Treasury, 2003). The reforms to Children’s Services initiated in the last decade are ‘highly ambitious’ and aspire, in the government’s words, ‘to bring about a whole system change’, thus having a crucial impact upon all Local Authorities in the country (House of Commons Education and Skills Committee, 2005). After the Laming report on the Victoria Climbie Inquiry (Laming, 2003) which displayed a lack of co-ordination and information sharing along with lack of accountability; policy-makers acknowledged the need to stop ‘children falling through the cracks between different services’ (DfES, 2003). They asserted that the purpose of keeping children safe should be united with that of encouraging their well being (DfES, 2003). Thus, the aim of Every Child Matters (ECM) is therefore, for all experts who deal with children to recognize their individual responsibility for encouraging children’s mental health and protection (DfES, 2003). This aim is to be accomplished through a child-centered, rather than a profession-centered approach, because it is acknowledged that children and their families usually show a range of needs which present themselves in a wide variety of settings and which ‘do not fall neatly into separate agency segments’ (Sloper, 2004). Moreover, it is not likely that any one professional service would have all the know-how and skills required to fulfill the needs of children and young people with difficulties (Salmon, 2004). Thus, greater collaboration between institutions has come out as a main concern of the policy, as has the formulating of services around the needs of the ‘whole’ rather than the ‘sectoral’ child (O’Brien et al., 2006). In 2003, the United Kingdom Government initiated Every Child Matters, ‘a comprehensive framework of reform for children’s services with broad implications for education, health, social services, voluntary and community institutions, and other agencies’ (Chief Secretary to the Treasury, 2003). The paper outlined a national program for local change with the main purpose of offering more reachable services focused around the needs of children, young individuals and families (DfES, 2003). Every Child Matters acknowledges that in order to fulfill its aim of enhancing outcomes for all children there needs to be a dramatic transformation in the whole system of children’s services (DfES, 2003). Thus, the main purpose is amalgamate experts through multi-disciplinary teams responsible for identifying children in danger, and working with the child and family to make sure services are modified according to their needs (DfES, 2003). When the government conferred with children, young individuals and families, they wanted the government to formulate these aims in regards to a positive vision of what, as a society, they wanted to achieve for their children (Chief Secretary to the Treasury, 2003). They required a structure that was less about helping at time of disaster or failure, and more about assisting children to attain their full potential (DfES, 2003).. They wanted a framework that entailed children, families, communities and public services working towards shared set of goals, rather than narrow or conflicting objectives (DfES, 2003).. Everyone in the society has a duty of securing the aims of the framework. Families, communities, government, public services, voluntary institutions, business, the media and others have an important part to play in valuing children, safekeeping them, supporting their interests and listening to their views. Achieving these outcomes has advantages for children, families, and society as a whole as children gain through improved health, wellbeing and affluence now and in the future. Similarly, society as a whole benefits through lower spending on problems that can be prevented and through maximizing the contribution to society of all citizens (Cheminais, 2009). A number of schools had participated in the discussion that resulted in the publication of Every Child Matters. Afterwards, schools had the duty of making sure that the purposes and objectives mentioned in it are met in all the dimensions of school management, leadership and planning. Therefore, schools have developed highly dedicated, sophisticated and innovative ways of formulating and implementing services that fulfill the outcome of ECM. In schools, ECM is not a driver of extended provision or the central offer, but a verification of previous well-established guidelines, vision and practice. It might be important to encourage this positive sense of similarity to the wider school community, including those that have little confidence in assuming these existing policies. Thus, ECM offers an environment that endorses partnership with external institutions, who themselves acknowledge the school as an important resource to help accomplish their remit. On the other hand, for some of the schools, assuming this guideline, now so rooted in ECM, had entailed a drastic re-evaluation of the very purpose of a school. For example, in regards to the roles of students and teachers; the contribution of and responsibility towards the students, community and other services; and the leadership styles, structures and practices to manage such innovation (Cheminais, 2008). Schools believe that if every child can have his or her voice heard, understood and responded to, they will turn out to be active participants in their communities. Therefore, schools have welcomed the ECM priorities and have implemented strategies to improve children’s lives and ensure that every child mattered at their school (Cheminais, 2008). The Every Child Matters agenda, or commonly known as the ECM agenda identified five outstanding and valuable outcomes for schools to help achieve. There was wide agreement that five key outcomes really mattered for children and young individual’s well-being included ‘being healthy’, ‘staying safe’, ‘enjoying and achieving’, ‘making a positive contribution’ and ‘economic well-being’ (DfES, 2003). The first outcome of being healthy is divided into five categories; ‘be physically healthy’, ‘be mentally and emotionally healthy’, ‘be sexually healthy’, ‘living healthy lifestyles’ and ‘choosing not to take illegal drugs’ (Chief Secretary to the Treasury, 2003). These outcomes are significant and schools play a vital role in health education (Teaching Expertise, 2005). There has been some progress in dealing with the reasons behind poor health, for instance, the number of 11-15 year old smoking has reduced since 1996 but the trend of obesity increasing (Teaching Expertise, 2005). Similarly, effective school are involved in sports to improve children’s physical health for which various sports days and activities are organized. Furthermore, a common accomplishment for schools is the acquisition of sports equipment and the creation of playground markings (Hunter & Payne, n.d). ‘Being mentally and emotionally healthy’ is another significant aspect of children’s well-being and effective growth. Democratically elected student councils and other such clubs in schools infuse confidence in students, due to the appreciation of their contributions and implementation of their ideas. This self-assurance and greater self-esteem enhances mental and emotional health. Furthermore, the communication skills learnt in school activities allow children and young individuals to interact better with others, creating improved relationships and thus endorsing good mental and emotional health. Negotiation skills are a vital part of the qualities developed by students working as part of effective school activities. By learning that what one individual wants is not always best for the group and that sometimes compromise is the best alternative, relationship building skills become strong. Moreover, school clubs are rooted at the center of a happy whole-school culture. Schools that are protected secure and honest, nurture more contented and positive students who taking pleasure in mental and emotional health support (School Councils UK Briefing, 2006). Being sexually healthy plays is another important aspect of the first outcome. Sex education has some effect as teenage pregnancy rates are lower than they were in 1998. Therefore, in schools where student opinion is an essential aspect, an open and frank approach to issues influencing children and young individuals follows. Creating an atmosphere such as this motivates young individuals to ask questions and collect knowledge on sexual health and other significant social and health issues. Similarly, school leadership and teachers ensures that the PSHE curriculum, entailing such matters as sexual health and drug use, is properly discussed (Chief Secretary to the Treasury, 2003). Living healthy lifestyles are achieved by schools through regularly dealing with issues related to the nutritional content and value of school meals. Schools ensure that a good variety of reasonably priced food alternatives are available, including healthy ones. As, school environment has a permanent influence on students’ lifestyle and health, therefore, school work with the local community groups to ensure safe and secure plans for traffic calming, school buildings and extended school provision. They also concerned to make sure that playgrounds and playfields are used regularly and fully (School Councils UK Briefing, 2006). Lastly, being healthy by choosing not to take illegal drugs is accomplished by initiating open and honest discussion and information sharing communities. Through sharing the responsibility for their educational community, young individuals are treated with respect, enhancing their self-esteem and emotional strength to peer pressure (Hunter & Payne, n.d). ‘Staying safe’ by being protected from harm and abandonment and growing up able to look after themselves is another outcome of Every Child Matters. This outcome firstly entails children being kept safe from abuse, ignorance, violence and sexual exploitation by stimulating an open and protected atmosphere in school which promotes children and young individuals who are at risk of, or are undergoing harm to reveal their safety concerns to someone. Secondly, in order to keep children protected from accidental injury and death, schools work with community groups and local government authorities to enhance safety conditions in and around school (Department for Education and Skills, 2006). A truly effective school is characterized by inclusion. Each student in school has their views and opinions regarding various issues. A study of bullying and victimization among 11-16 year olds in mainstream schools revealed that almost half had been the victim of some kind of offence in the last year. Having a school environment of emotionally educated and dependable students decreases bullying and prejudiced behaviour. Therefore, schools that engage their students in the creation and implementation of an anti-bullying policy are the ones that are most effective at dealing with this widespread problem (Gutman, 2010). Based on the ECM outcomes, schools must make sure that children are protected from offensive and disruptive behavior inside and outside the school. Democratically electing student bodies engage and respect students offer safer environments. Aggression reduces as student frustration is lowers and conflict resolution skills are established. Relationships between teachers and students become better and more supportive behaviour can be seen (School Councils UK Briefing, 2006). Children undergo healthy development when they have protection, constancy and are looked after. A school that looks after others and considers students’ rights important, will usually be more stable and sheltered as compared to other schools. Students will be much more likely to look out for, and care for, each other. Thus, schools create channels for students to express their need for care and support without difficulty which ensures that the child has the opportunity of receiving care either from peers or adults (Cheminais, 2008). Yet another outcome of ECM is ‘enjoying their lives and achieving their potential’ as students need to get maximum out of their life and expand required skills for future life. Firstly, it must be made certain that children are prepared for school because they are never too young to be made to feel that their opinions matter and that what they have to say is important. Developing confidence and emotional education in this way at an early age indicates that children are ready for school as they realize the ideas of groups, communication and self-esteem (Gutman, 2010). Secondly attending and enjoying school indicates that once young people are included and respected, they establish positive feelings of ownership towards their community. Research suggests that schools with effective structures of student participation have lower absence and exclusions. Participating in school activities and successfully introducing change, opens up new areas of gratification for children and young individuals (Davies, 1999). Achieve stretching national educational standards at primary school must entail communication skills through speaking, listening, writing and presenting; negotiation, emotional literacy, inquisitiveness and basic mathematics. These life skills will help children’s understanding in English, Mathematics and Science (Every Child Matters and the Diocesan Education Board, 2010). Similarly, acquiring necessary skills of communication, conciliation and problem-solving facilitate constructively to the personal and social growth of children and young individuals. Volunteering to be on school clubs is a pastime for a number children and young individuals. A shared goal of school clubs is to work with school management and local authorities to enhance recreation facilities and environments for children and young individuals (School Councils UK Briefing, 2006). Finally, expansion of national educational standards at school is another aspect of the enjoying and achieving outcome of ECM. Hannam conducted a research into academic achievement and student participation (2001) which revealed that higher attendance and higher levels of attainment at GCSE in participative schools when compared to other schools in similar situations. Similarly, by receiving feedback and ideas from students in relation to the implementation of the national curriculum; teachers are motivated to improve their teaching and are supported in making teaching and learning as fascinating, relevant and successful as possible. Furthermore, schools bodies include the concepts of leadership, help and social equality. These traits and abilities extend educational standards by promoting self-belief in individuals to contribute and accomplish in their educational career. Thus, if a school is secure, fear and apprehensions are lower and the focus on academic achievement can be increased (DfES, 2003). Making a positive contribution also plays an important role in achieving the ECM agenda. Firstly, by being involved in decision-making and supporting the community and environment, students are able to contribute to their schools and the local community. Schools based on autonomy and inclusivity are established as decision-making bodies, allowing children and young individuals to have a system to channel their opinions through. This inclusive model of youth democracy and decision making maintains the Article 12 of the UN Convention on the Rights of the Child; that a child has the right to voice their opinions and to ask them regarding any issue influencing them. Similarly, community participation and support is a stable part of schools. For example, the some schools worked with the community to develop a road safety action plan submitted to the local authorities. While, others have Environmental Resource Subcommittees which receive certain amounts from the local authorities to construct a conservation area on school grounds (School Councils UK Briefing, 2006). Being involved in honest and constructive behavior inside and outside of school is a significant aspect of the making a positive contribution outcome of ECM. A central concept supported by schools is one of relationship to peers and community. Once an understanding of this relationship and responsibility to others is established, negative behavior reduces. A number of schools are engaged in developing and assuming school rules. When involved in the process of policy-making, young individuals understand that rules are there to help the community rather than being about harming people. When young individuals acknowledge and appreciate rules, then they are more likely to stand by then. For example, some schools have behaviour panels which talk about issues related to negative behaviour and recommends sanctions to those individuals who have behaved inadequately (Every Child Matters and the Diocesan Education Board, 2010). Establishing positive relationships and deciding not to harass and discriminate also plays an important role when making contributions to the school and the overall community. Positive communication motivated by schools, establishes positive and healthy relationships between students and their peers, as well as between staff and students (Every Child Matters and the Diocesan Education Board, 2010). Similarly, developing self-assurance and effectively facing important life transformations and difficulties also results in children and young individuals contributing to the school and the community. Children and young individuals develop self-confidence through making use of their opinions through different school bodies. Being trusted to develop ideas and answers for the school and their peers, and seeing some of these ideas come to realization establishes respect and self-esteem in students. Making use of life skills such as communication, action planning and negotiating broader social needs, children and young individuals are better equipped for the challenges of growing up. Young individuals who are used to school bodies systems are known to debate and discussion. The realization that there is always more than one point of view and several readings of an incident help create a mature stance and attitude to challenges. The ultimate challenge for school is that students are instructed to strive to solve and deal with their own issues, rather than expecting their teachers to solve everything for them which is an excellent training of for dealing with life’ challenges in the future (School Councils UK Briefing, 2006). Lastly, developing enterprising behavior is also important because it aims to improve the school and wider community and school bodies are by nature a social enterprise. Seeking advice from peers and collaborating to make better a number of situations promotes enterprising behaviour (School Councils UK Briefing, 2006). ‘Economic well-being’ can be attained by participating in higher education, working or training after departing from school. Schools develop children and young individuals’ confidence by utilizing their ideas and viewpoints to enhance school and the wider community. Being trusted and esteemed encourages young individuals to look into all chances carefully where they discover them. This reasoning will result in improved decision-making and self-belief that will enhance growth in the individual (Department for Education and Skills, 2006). Schools offer children and young individuals with verbal communication, listening and writing skills. They also provide children with the ability to find the middle ground, debate and develop enterprise skills along with team working, action planning and relationship building practice. All of these skills are indispensable to working life, making schools better able to train their students for future employment. Economic well-being can be also be acquired by residing in respectable homes and helpful communities, having an access to transport, goods and services and living in homes liberated from low income. Thus, students must not be prevented by economic disadvantage from accomplishing their full potential in life. For this schools have to establish strategies to allow all students to attain their full potential and to overcome poverty (Cheminais, 2008). Every Child Matters can be further understood in the light of theory of adolescent development. One theory that can help understand adolescent development is Eric Eriksson’s Theory of Identity Development. According to Eriksson’s theory, during adolescence and youth, the main task is developing an identity (Erikson, 1950, 1968). A healthy identity can develop if adolescent experiences various possibilities and reflects on these various identities. A number of identity-related conflicts take place during adolescence that relate to the conflicts assumed at other points in the lifetime. That is, their identity subscribes in relation to trust versus mistrust, independence versus embarrassment and uncertainty, initiative versus remorse, industry versus weakness, closeness versus remoteness, generativity versus stagnation, and honesty versus misery. As part of these subscribes, adolescents strive to gauge what they believe in related to sexual orientation, academic interests, life philosophy, career, religion, and so on (Pressley & McCormick, 2006). Identity-related struggles are made possible by the greater rational power that comes with adolescence. What is particularly significant is the adolescent’s new intellectual ability to think about imaginary situations and to evaluate imaginary consequences. The skill is to reflect on the likely outcome allows adolescences to challenge themselves about what they believe (Crocetti et al., 2008). One well-known researcher, James Marcia (1966), produced considerable support for the conclusion that adolescents make numerous choices and frequently come to commitments about important issues (Marcia, 1966). In particular, he identified four different identity situations, reflecting the extent to which adolescents have undergone and resolved identity crisis: Individuals in ‘diffusion’ have not experienced crises because they have not tested, nor are they testing new roles; and have made no commitments. Youth and adolescents in diffusion often are considered to be living lives without personal meaning. They are seen as unwilling to make commitments to positions, keeping away from close relationships, and unpredictable and unsettled (Mallory, 1989). Adolescents in ‘foreclosure’ have made pledges without undergoing any crises. Foreclosed people generally have traditional values, are upright, predictable, sex-appropriate in behavior, and are content with themselves (Mallory, 1989). Individuals in ‘moratorium’ are constantly seeking potential identities. This is a healthy and suitable status for adolescents and youth according to Erickson’s theory. Young individuals who are in moratorium are considered by others as thoughtful, apprehensive, and valuing independence (Mallory, 1989). Those who are identity achieved have experienced crises and made commitments. These individuals are considered as industrious, reliable, and independent (Erikson, 1968). The healthy development according to Erikson’s theory is into moratorium, with identity ultimately achieved. Head (1985) signifies adolescence as moratorium. Adolescents use up much energy in keeping away from discomfort of self-examination and commitment to adult choices and safe identities (Erikson, 1968). Moratorium is necessary for healthy development as it is good for them to focus on their self-identity which results in emotional well-being (Erikson, 1968). Thus, moratorium facilitates adolescents and youth to enjoy good physical and mental health which ultimately leads to a healthy lifestyle. When adolescents and youth are youth are experiencing moratorium, the schools staff must ensure that they are being kept safe by protecting them from harm and neglect and growing up able to look after themselves (Erikson, 1968). But to leave them there to figure it out without any guidance would challenge them leading to improved self-esteem and ultimately economic well-being in which they overcome socio-economic disadvantages to achieve their full potential in life (Erikson, 1968). Along the way people need to support adolescents and youth in schools for them to enjoy and achieve. Hence, the combined roles provide adolescents with intellectual challenge and support their emotional growth and allow them to make positive contributions in the school and the community (Erikson, 1968). In conclusion, Every Child Matters is a framework that is designed to fulfill the needs of children, young individuals and families. In this, everyone in the society has a duty of securing the aims of the framework, especially the experts who deal with children to recognize their individual responsibility for encouraging children’s mental health and protection. This can be done by amalgamating experts through multi-disciplinary teams responsible for identifying children in danger, and working with the child and family to make sure services are modified according to their needs. In addition, schools have worked hard to achieve the outcomes formulated by ECM by schools developing highly dedicated, sophisticated and innovative ways of formulating and implementing services. Achieving these outcomes will not only help the children, it will also help their families, communities on the whole and the government as well. Furthermore, by applying relevant development theories and understanding children’s and youth’s development, policy-makers and schools can enhance the outcomes of Every Child Matters. References Cheminais, R. (2008). Every Child Matters: a practical guide for teaching assistants, United Kingdom: David Fulton Publishers (89) Cheminais, R. (2009). Effective multi-agency partnerships: putting every child matters into practice, London: Sage Publications Ltd. Chief Secretary to the Treasury. (2003). Every Child Matters. [online] Available: http://image.guardian.co.uk/sys-files/Society/documents/2003/09/08/EveryChildMatters.pdf [Accessed 5 April 2011] Crocetti, E., Rubini, M., Luyckx, K., & Meeus, W. (2008). 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Multi-Agency collaboration: the challenges for CAMHS, Child and Adolescent Mental Health, 9(4), 156-161. School Councils UK Briefing. (2006). School councils and Every Child Matters. [online] Available: http://involver.org.uk/2009/09/every-child-matters-and-school-councils-summary/ [Accessed 5 April 2011] Sloper, P. (2004). Facilitators and barriers for co-ordinated multi-agency services, Child care Health and Development, 30(6), 571 -580. Teaching Expertise. (2005). Strategies to ensure that every child matters in your school. [online] Available: http://www.teachingexpertise.com/articles/strategies-ensure-every-child-matters-school-573 [Accessed 5 April 2011] Read More