Every Child Matters, the Children’s Act 2004 and the Education Act 2005 Background to Every Child Matters In 2003, the Government published a green paper called Every Child Matters - a programme aimed at transforming children's services. This was published alongside the formal response to Lord Laming’s report following the death of Victoria Climbié, the young girl who was horrifically abused and tortured, and eventually killed by her great aunt and the man with whom they lived. The green paper built on existing plans to strengthen preventative services by focusing on four key themes: · Increasing the focus on supporting families and carers - the most critical influence on children's lives · Ensuring necessary intervention takes place before
The documentary Waiting for Superman(2010) directed by Davis Guggenheim and the picture book The story of Ruby Bridges(1995) written by Robert Coles and illustrated by George Ford presents the idea of the American School system. The documentary scrutinizes the failures of the public education system in America by following several students as they strive to be accepted into a charter school, while the picture book shows the determination of a young girl as she thrives to receive proper education despite the racial inequality that she is facing. The readers are positioned to react in a positive manner. Despite the fact that both texts share the main idea of the school system in America, the ideas revolving around the main idea are presented
The Children Act 2004 does not replace but instead amends the Children Act 1989. It establishes Local Safeguarding Children's Boards with the power to make sure that social services, police, education services, the NHS and other services work together to protect any vulnerable children. Common Assessment Framework (CAF) which uses a holistic approach for assessing identifying and meeting individual needs in children and young people. The Every Child Matters initiative that aims for all children and young people to have the support they need to achieve the five outcomes which are: • Be Healthy • Stay Safe • Enjoy and Achieve • Make a Positive Contribution • Achieve Economic Well-being United Nations Convention on the Rights of the Child – This legislation states that all children and young people have the basic right to be protected from harm while being able to learn and develop into adults. They also have the right to be heard and make their own choices.
The 2004 Act, laid down a number of legal requirements such as closer working relationships between the agencies e.g. schools, welfare services and health care professionals, and led to the introduction of the Every Child Matters framework the aims of which included to help implement the Act. This framework set out guidelines and stipulated that every child should be given the support to: • Be healthy, • Stay safe, • Enjoy and achieve, • Make a positive contribution • Achieve economic well-being. However, in April 2013 the new Working together to safeguard children guidance was implemented which unified previous guidance papers and legislation to clarify the obligations of professionals towards safeguarding children. It replaced Working together to safeguard children (2010) Framework for the assessment of children in need and their families (2000), and Statutory guidance on arranging to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (2007).
It was further amended in 2006 to include a duty of schools to promote community cohesion. This means schools are required to work alongside other community based organisations to develop links and a shared sense of belonging, while valuing the contributions of different individuals and communities. The Children Act 2004/2006 The Children Act 2004 came in alongside the Every Child Matters framework and had a huge impact on the way in which schools address issues of care, discipline and welfare. The 2004 Act updates but does not supersede The Children Act 1989.
1.1 & 1.2 Community Schools These types of schools are owned and run by the local authority. They will also support the school by looking to create links with the local community and by providing support services. They will usually decide the admissions policy and may extend the use of the school facilities by local groups such as childcare classes and adult education. Foundation and Trust Schools Foundation schools are run by their own governing body. Together with the local education authority they decide the admissions policy.
* The right to be educated including all girls and boys completing primary school. * The right to be healthy including having clean water, nutritious food and medical care. * The right to be treated fairly including changing laws and practices that are unfair on children. * The right to be heard including considering children's views. The United convention on the rights of the child 1998 is the most complete statement of children’s rights ever produced and is the most widely-ratified international human rights treaty in history.
This new law omitted access to education, prompting a growing debate about the Government's continuing tolerance of discrimination against disabled children and young people. The 1996 Education Act. This law repeated the qualified integration duties of the 1993 Act and consolidated a mass of other education legislation in one major, new Act. 1997 Excellence for all children: meeting special educational needs. Four months after sweeping to power, the new Labour Government published this far-seeing Green Paper on special education and gave major support for all mainstream schools to become much more inclusive.
Safeguarding legislation and government guidance indicates that safeguarding aims to protect children from maltreatment, it also states that safeguarding aims to ensure that children are growing up in the correct circumstances with the most effective care. “The action we take to promote the welfare of children and protect them from harm – is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play” (HM Government 2013). The Local Government sets out as part of the Children’s Act (2004) to safeguard children in the way that the roles and responsibilities have to follow a strict guidance of the Working Together to Safeguard Children act (2006). Safeguarding helps improve the care of a service user in the way that organisations which includes schools, sports
Sanctions are the face system- = good behaviour - =unacceptable behaviour 2 minutes playtime lost-=extreme unacceptable behaviour 5 minutes playtime lost. Child sent to head teacher, if at lunchtimes supervisors will discipline child by miss minutes off their lunchtime. Although good behaviour is encouraged children will still behave unacceptably at times and consequences will occur. Attendance children with 100% attendance will receive certificates at the end of each term. Bude Park Pledge is a pledge that the pupils made and stick too with the behaviours they wish everyone in school to go by.