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Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centres. As well as setting out roles and expectations, this unique book clearly and thoroughly explains how to: implement and meet the five ECM outcomes for well-being provide extended services and wraparound care work in partnership with agencies and private, voluntary and community sector providers quality-assure and evaluate the impact of provision and care self-review, monitor and evaluate the ECM outcomes in line with national standards and OFSTED. From leaders and managers, to front-line staff and volunteers, everyone will find this step-by-step handbook packed with useful advice and suggestions for further reading, websites and resources.
In order to achieve the best outcomes for all children and young people, schools must work in partnership with students, parents, other professionals and the wider community. In this changing landscape of education, the notion of the traditional school is fast disappearing. This book looks at what is possible in this exciting new world, and how some teachers and other professionals are putting into practice the best principles of multi-agency working. Finding innovative ways of supporting children and young people with special educational needs and disabilities (SEND) in this context is more important than ever, as children are being diagnosed with increasingly complex needs. Those working with children need to be aware of the fresh opportunities that are opening up and which can help every individual to maximise their full potential. This book examines how partnership working affects children with SEND by considering: - the diversity of additional needs; - the role of specialist schools that have an SEN specialism; - partnership working between mainstream and special schools; - partnership working with groups of schools, including those that are co-located or federated; - the growth of academies and trust schools; - schools and other services working together; - the work of extended schools and children′s centres; - a wide range of other services for children, young people and families. Filled with case studies of effective practice from real schools and services, this book is a must-have for those looking at how to work together to achieve positive outcomes for all. Rona Tutt OBE is a Past President of the National Association of Head Teachers (NAHT) and works as a consultant, writer and researcher on all matters relating to education in general, and special educational needs and disabilities in particular.
The extended schools agenda is high profile and yet is very difficult for schools to fulfil. Schools are understandably focused upon the standards agenda. Implementing the Government's wishes to make schools available to parents from 8 am to 6pm 48 weeks a year can be seen as an additional burden. Even where an extended schools coordinator has been appointed they can be 'shared' between so many schools that it makes it difficult to meet the needs of all the schools involved. A patchwork of provision means that there is still great confusion and lack of direction in terms of delivery. This publication looks at the issue of extended schools from a down-to-earth point of view. It understands the difficulties that schools face and the practical implications of what they're being asked to do. It aims to help school staff by providing a bank of resources and ideas which they can select from in order to make the job of delivering extended provision more manageable. It provides ideas and templates for each of the core offers and considers some of the health and safety issues involved. It provides practical assistance in applying for funding, publicising provision and working with other services. In summary, the book will help schools: - develop understanding of where the concept came from and what extended provision actually means - audit current provision and establish what to do next - find the capacity to develop their provision - utilise the experiences, facilities and resources provided by local services, voluntary groups, clubs and associations - develop the core offer of extended activities - develop the role of the extended schools coordinator - find ways of funding the role - evaluate the effectiveness of provision.
This is very important book that is a must read-for anyone involded in the implementation of the Children's Act, Children's Centres and extended schools and in developing community based strategies to support educational improvement
Offers information about supervising primary pupils during the lunchtime break.
In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and opportunities that lie ahead for teachers as extended schools develop. Coverage includes: An overview of the Every Child Matters Change for Children Programme and its impact on schools and teachers in learning communities How to access personalised learning opportunities for a diversity of learners New roles and responsibilities for teachers working with other paraprofessionals from within schools and from external services School self-evaluation, quality assurance and monitoring the five Every Child Matters outcomes aligned with the OFSTED inspection framework This accessible and user-friendly book provides a wealth of practical resources, including photocopiable sheets and positive solution-focused advice, to support busy teachers trying to keep pace with the amount of new legislation regarding the Change for Children Programme. It is also ideal for all those involved in supporting teachers in schools in responding to new ways of working – senior managers, advisers, inspectors, educational psychologists, ITE lecturers and health and social services professionals.
′This is a stimulating and well-researched book that will interest anyone who cares about how our schools should evolve′ - Matters Arising ′What are schools for? What happens when school walls come tumbling down, and school and community become inextricably linked, offering a range of extended provision to young people and opportunities for lifelong learning to adults? How would you lead such a school? David Middlewood and Richard Parker draw upon their personal and researched experience, to explore school leadership within a community which has an extended school at its heart. This is an engaging and purposeful book for researchers and practitioners alike′ - Professor Ann Briggs, Newcastle University, Chair of BELMAS This book shows leaders of all types of schools how to become effective in extended schooling and fulfil ′Every Child Matters′ (ECM) requirements, by building on and adapting their current practices. The authors explain the context of Extended Schools, in the UK and elsewhere, and outline the features of effectiveness in schools and their leaders. The authors provide practical advice using case studies from a range of settings which show what can be achieved across a wide variety of contexts. ′Points to consider′ give advice to readers at all levels, covering staffing and resourcing, as well as the creation and development of successful partnerships in the community. This book is an essential resource for leaders beginning in extended schools, and leaders already working in extended schools across nursery, primary and secondary settings. It is also relevant to governors, inspectors and advisers and leaders studying masters and doctorate courses in Leadership and Education Policy.