Every Child Matters

There is no occupation more meaning(a) than ensuring that sisterrens rights be respected, that their welf are is protected, that their lives are redundant from fear and that they can grow up in peace. Kofi Annan, the 7th Secretary-General of the f any in Nations The aim of this paper is to review and critically analyse the all(prenominal) small fry Matters (DfES, 2003) frame convey as well as to discuss the impact of all baby bird Matters schedule on a ad hoc contribution deep down an commandmental setting.For this purpose, information was ga in that locationd through elements of practitioner-based research and observations along with the do master(prenominal) and analysis of materials presented in books, research journals and professional publications, so as to treasure the main aspects of the policy any fry Matters and identify the issues it has raised for professionals on the job(p) with girlish clawren, and particularly early geezerhood practitioners, as w ell as to propose some strategies that could support those practitioners through issue the process of inevit commensurate changes associated with the cornerstone of the policy.In 2003, the Government launched any Child Matters, a comprehensive programme of regenerate for childrens serve with wide-reaching implications for education, health, social function, voluntary and community organisations, and other agencies. all Child Matters constituted the Governments policy response to the findings and recommendations of nobleman Lamings Inquiry into the death of capital of Seychelles Climbie, the unfledged girl who died as the result of severe physical abuse and neglect in her family. It was make as a Green Paper for consultation on folk 2003.Its proposals shake since been further progressed in subsequent accounts including Every Child Matters Next Steps and Every Child Matters Change for Children. M each of the reforms proposed in Every Child Mattersincluding the establishm ent of a Childrens Commissioner for Englandrequired amendments to statute. Consequently, a Children Bill was presented to Parliament in March 2004 and subsequently received kinglike assent on 15 November 2004. The Children Act 2004, as it now is, provides the efficacious backbone for the programme of reform. House of Lords and House of vulgars, 2005) The proposals of the Government for reforming childrens service aimed to combine the training of an overall framework for universal childrens service with the need for targeted services to protect vulnerable children. The framework has introduced five come incomes for childrens services as being of key importance during childishness and liberal life being healthy staying safe enjoying and achieving making a imperative contribution achieving economical well-being.As Benton, Chamberlain and Rutt (2003 30) point out, Thirty-nine quantifiable indicators have been identify relating to these outcomes. For example, one of the key ind icators of children being healthy is the infant mortality rate, whereas achieving economic well-being might be partially assessed by the percentage of young stack accessing FE and training after completing compulsory schooling. to each one of the 150 local part areas can be assessed using any of these indicators that are available at the local level.The research (Anning, Cullen and Fleer, 2004 Williams, 2004 Roche and Tucker, 2007) suggests that the adit of the quantitative indicators along with other endureations of the Every Child Matters schedule has transformed the educational landscape in recent years. The need for in effect(p) and coherent multi-agency works has become apparent, and that was non just to ensure that abused children like Victoria Climbie no longer fall through the net, but in addition to shoot in concert health, social care and education services for collaboration in the beguiles of all children and with effective provision at all levels.It is worth t o make that the story behind the development of the Every Child Matters still presents self-conscious reading (Roche and Tucker, 2007 213) for politicians, childrens service managers, practitioners and academics alike due to the fact that the Every Child Matters framework emerged out of the tragic circumstances surrounding the death of Victoria Climbie as well as many other child abuse inquiries.The pick up suggests that Every Child Matters has indicated the emergence of the notions of a child and childhood as the central subjects in New Labours social policy. Recently Gordon Brown declared Nothing is more outstanding to the future of our whole country than that, with the best schooling, services and financial support, both child has the chance to develop their potential. (Guardian, 2003 19) Similarly, former Prime Minister Tony Blair declared For most parents, our children are everything to us our hopes, our ambitions, our future. (DfES, 2003 1) The above claims suggest that children today are no longer seen as incomplete adults not yet able to participate in social life, but as co-constructors of childhood and lodge (Qvortrup, 1994 14) In the same context, Moss and Petrie (2002 40), talk intimately it being time to accept children as young citizens, equal stakeholders with adults and state that the child has a vocalize to be listened to (ibid 101).However, it is important to acknowledge that this notion of childhood does not be to be the only one that shapes the status of children in the sphere of governmental and economic priorities. Tomplinson (2008) uses an example of Home Office activity linked to the Anti-Social doings Order (ASBO), which is being used to restrain children and make information about them public within their communities. According to Walker (2008 149), ten young people a week are being jailed as a result of ASBOs.This activity is in clear contrast to the aims of Every Child Matters, one of which is to minimise the use of cus tody (DfES, 2004 3) Prout (cited in Jones et al, 2008 29) explains that public repugn swings amid children as victims, in need of protection from harm, and children as terror to social order coming from problem families producing unruly and un harbourled children. The admit also suggests that Every Child Matters possibly does not mould in concert sufficiency emphasis on the importance of childrens participation and respecting of childrens opinions.Some acknowledgement of those issues is evident in Paragraph 1. 13 of the document, which states some factors that foster childrens resilience against disadvantage Strong relativeships with parents, family and other significant adults Parental interest and social occasion in education with clear and high expectations Positive use of goods and services models Individual characteristics much(prenominal) as an outgoing temperament, self-motivation, intelligence Active involvement in family, school and community life Recognition, p raise and feeling cherished (DfES, 2003 paragraph 1. 3) Paragraph 5. 47 also mentions Involving children in exploitation services (DfES, 2003 paragraph 5. 47) As Williams (2004) rightly points out, the Every Child Matters framework refers to childrens consultation only twice. The first reference is in setting out its outcomes When we consulted with children, young people and families they wanted the Government to set out the aims in terms of a positive vision of what as a ball club we want to achieve for our children (DfES, 2003 paragraph 1. 2).The themes of staying safe and enjoying and achieving are reinforced by the second reference to childrens opinions, when somewhere safe to go and something to do is mentioned in relation to the need for recreational activities (DfES, 2003 paragraph 2. 39). The think over also revealed that, surprisingly, the theme of enjoying is hardly developed in the framework. The section Enjoying and Achieving focuses mainly on educational achievement without taking into the consideration the fact that amusement was the main theme that came from children.Not only does it give the impression that childrens views are not very important but it also characterizes a rather no-count vision of childhood which is about getting through your exams and keeping out of trouble. This registers more about the processes of becoming an adult rather than the active enjoyment and negotiation of childhood and young personhood with friends and siblings. (Williams, 2004 412) In addition to criticism towards the wishing of emphasis on childrens participation, the study also revealed that there are some points of tension in the Every Child Matters document which hypothesize a weak framework of values.Walker (2008) expresses concern regarding the fact that no advice is presumptuousness in the document to the agencies on how to cooperate together effectively and how to cut crossways difficulties and barriers, especially when it comes to a clash of different values. Williams (2004) shares this concern, arguing that while the document opens up sweet possibilities for the way society can transform the lives of children and their parents, it also, at the same time, closes these off due to its unsuccessful person to be much more explicit about its vision and its values There is an underestimation f the need for services and policies to underpin both trust and respect, and for strategies that can image consensus around such values. To some extent a case is put in the Introduction to the Every Child Matters Underpinning this essential be not just the resources but an attitude that reflects the value that our society places on children and childhood. But the values that might support a change in attitude are not spelled out. (ibid 410)Neverthe slight, despite the mentioned concerns about the conflicting nature of some services and a failure to offer effective statute law in ways that exit work for all children and families, it should be famed that the introduction of Every Child Matters and the legislation to support its implementation should be viewed as a staging post (my emphasis) for a government that is on a significant journey of reform for child-related policy and practice (Parton, 2005).The study suggests that the Every Child Matters agenda raised a number of important issues within the aims of all professional involved in childrens and young peoples services, including teachers and practitioners of early years childcare and educational settings. one(a) of the main issues is related to the introduction of multi-agency approach, which encourages professionals to work in multi-disciplinary teams based in schools and Childrens Centres.An early manifestation of multidisciplinary approaches to work could be seen in relation to the rapid development of early years provision. The mandatory introduction of early Years Development and Childcare Partnerships (EYDCP) in every local authority area clearl y signalled the intention of the Government to build multi-agency operative relationships crosswise the public, private and voluntary sectors that would encompass education, social care and health.Crucially, the local education authority was given the lead role in bringing together related agencies to draw up an annual local plan, linked together into the Governments targets for early education places for 3- and 4-year-olds and the expansion of childcare (Pugh, 2001 15). sideline the Every Child Matters agenda on integrated multi-agency approach put an obligation on early years practitioners to restructure and refocus their roles. The agenda for safeguarding children based on integrated pproach had to be carefully reviewed from the perspective of all those working with young children. While the traditional protection functions remained the same (looking for signs of abuse, insurance coverage suspicion of abuse, etc. ), the other functions, peculiar(prenominal)ally related to mul ti-agency involvement, had to be introduced, such as involvement in common assessment process, sharing and analysing information, reviewing outcomes for the children against specific plans.Within such a perspective the practitioners based at an early years setting have become central figures in developing services for socially excluded children and families and those who are considered to be at risk. The contribution of these practitioners has been viewed as vital, as it is reason outd that health, education and social services all have an important role to play in improve and safe-guarding the well-being of vulnerable children and their families (Abbott et al. , 2005 230). However, Abbott et al. ibid) also notation that there have been difficulties in promoting the vision of multidisciplinary working across organizations, and go further in their criticisms, arguing that there is a lack of cause to support the notion that multi-agency working in practice brings about benefits for children and families. (Abbott et al, 2005 23) The introduction of multi-agency multi-disciplinary approaches also is having an impact on the practitioners working with older age groups of children. The changes in those practitioners job roles are mainly related to the issue of developing panoptic schools.According to research conducted by Cummings et al. (2003) specific grounds for the development of lengthy schools appear to be emerging, however the evaluation of the extensive schools revealed that there is no single model of the extended school, and there is considerable variation between the existing models depending on community need, geography and access to funding. The full-service school in which services are located on the school site is less common, though many schools are working towards this (ibid). The challenge to those working in extended schools to deliver effective practice seems to be considerable.The study suggests that, perhaps, the superior challenge lies i n the area of changing the culture of some schools. metalworker (2005) supports the idea that multidisciplinary work challenges the isolated position of many schools where schools have had to work with other agencies their relative size, statutory nature and high degree of control over what happens within their walls have often made them difficult partners (ibid 13). Clearly, these issues have put additional pressure on all staff working in schools in terms of commands of being accountable to both schools and outback(a) agencies.The study also revealed that those occupying teaching roles in extended schools have been confront with sassy expectations placed on them. Cajkler et al (cited in Rochea and Tucker, 2007) emphasize that the safeguarding agenda pursued in extended school along with the creation of extended education, leisure, care and health opportunities make teachers to undertake different forms of work. As the authorise Professional they find themselves working more cl osely with families, especially when it comes to improving their access to services that are based on school premises.At the nerve of Every Child Matters agenda lies recognition that all practitioners working with children leave require youthful skills and knowledge to work more within multi-agency systems. This demand instigated another change in the roles performed by the practitioners as the policy agenda also emphasises the reform of training schemes. As Abbott and Hevey (2001 180) point out, the development of impertinently and innovatory ways of working will require something more than benign cooperation across existing professions.The authors go on to argue that the development of a new childrens workforce has put forward the need for flexibility in approach and a sharing of values and attitudes that had been advocated much earlier in the Rumbold Report (DES, 1990). Indeed, the Every Child Matters agenda implies that all those working with children will require knowledge and skills in six wide areas of expertise, which is referred to as the Common Core of Skills and Knowledge for the childrens workforce.The areas of expertise include the development of effective communication skills an understanding of child development promoting childrens welfare reinforcement transitions multi-agency working sharing of information (DfES, 2005). Advocates of the common core specifically argue that the roles and responsibilities outlined within the Every Child Matters framework require individuals and groups to develop such a range of skills and knowledge in order to profit their ability to work across professional boundaries (Tucker et al. , 2002).Along with the demand related to the new training schemes, the Every Child Matters agenda also challenges the practitioners to meet new requirements of OfSTED inspections, which require the practitioners to report the way they are meeting the five outcomes. individual(prenominal) experiences as well as discussions with the professionals show that, in some ways, the pitch of the Every Child Matters agenda has been transformed from a framework of consumption to one where evidence is apprehensively sought in relation to specific targets against each outcome.The paper so far has attempted to review and critically analyse the Every Child Matters (DfES, 2003) framework and to discuss the impact of Every Child Matters agenda on a role of practitioners within educational settings. One of the key intentions has been to provide a brief overview of the main issues of the Every Child Matters agenda, an agenda profoundly influenced by a consistent failure to safeguard and protect children and young people and, therefore, promote their welfare.Specific areas concerned with multi-agency approach, the development of extended schools and workforce training and OfSTED issues have been reviewed to demonstrate the scope and complexness of the changes in the roles of practitioners working with children. The impact of Every Child Matters certainly appears to be influential in terms of the way it has been transforming structures and processes at both the bailiwick and local levels.Every Child Matters has provided a framework for shaping practice, specifically in relation to multi-agency multi-disciplinary approach and the expectations of professionals within educational settings to improve the quality and outcomes of safeguarding children. The study also suggests that, notwithstanding efficiency or inadequacy of specific aspects of the framework, no all-embracing package has been devised, which proposes a perfect solution for safeguarding children and promoting their rights and participation.It seems unrealistic to expect a selected framework to offer ultimate solutions in the context of educational system in view of the fact that a wide potpourri of different initiatives and approaches continuously develop to meet new sociological, legislative and educational needs. Today children are seen a s social beings, active in the verbal expression of their own realities and subjectivities and therefore potentially active in the construction and deconstruction of dominant ideologies (Osler, 1998 34). However, in the face of changes that ime brings into our society every day we must recognise that there is no objective truth about children and there is no single, objective description of how we should protect and safeguard them. The process of developing the ideas of childhood is a continuous non-stop practice, which helps us to comprehend the children and their lives as they rightfully are and in this way give the childrens views a central role in our explorations and perceptions.