Analysis.
Every child matters is a positive initiative as it provides free support and services for every child that is under eighteen. This is a positive approach as every child is seen as important and it does not single out any individual. Planned opportunities are provided for children and young people to develop a range of secure and positive relationships with adults and other children. Mentoring and other support is provided for children and young people having difficulties in maintaining positive relationships with others. Parents and carers
having difficulties in maintaining positive relationships with their children have access to support. Children and young people have opportunities to provide mentoring support to others. Children and young people and their parents are supported at key
transition points in their lives. Children and young people are supported in coping with traumatic events and major changes in their lives. Children and young people are empowered to deal positively with threatening circumstances. Young carers are
supported to enable them to lead as normal a life as possible. Individual children and
young people are consulted and listened to when key decisions affecting their future are made. Children and young people are consulted and listened to when key decisions are made about local provision, particularly focusing on what they most enjoy. Children and young people are encouraged to participate in the planning and management of services and activities. Children and young people are encouraged to take part in and to initiate voluntary activities to support the community and environment. Children and young people are helped to acquire the knowledge and understanding to become informed and responsible citizens. Measures are in place to identify children and young people at risk from anti-social behaviour. There is a range of activities to deter children and young people from anti-social behaviour. Agencies co-operate to reduce anti-social behaviour in local trouble spots. Children and young people who have offended or are at risk of offending are provided with a range of activities and support to assist them in leading lawabiding and constructive lives and to raise their self-esteem. Arrangements are in place to address specific educational and training needs of young offenders and to co-ordinate the education of young people who are taken into custody. Arrangements are in place to address specific mental health needs of young offenders. Young offenders are given support after serving their sentences. Looked after children and their carers, are encouraged to participate in planning, placement and review meetings where key decisions are made and their views taken into account. Transitions of placement, education and other services are managed effectively. Looked after children and their carers are consulted on procedures and provision and their views are taken into account. There is an independent advocacy service for looked after children and their carers, and
procedures for them and their carers to submit representations and complaints. Action is taken to secure and retain a range of foster and residential care placements that enables children and young people’s cultural, religious and linguistic heritage need to be met. Action is taken to ensure reasonable access for the families of looked after children placed away from home and the maintenance of contact is encouraged. They look after children who receive specific guidance and support. Roles and responsibilities in terms of corporate parenting are clear and understood by all concerned.
The views of children and young people with learning difficulties and/or disabilities, individually and collectively, are sought, recorded and shared between agencies to inform every key decision about them. Children and young people with learning difficulties and/or disabilities are supported in submitting their views, including making complaints, and feedback is provided to people and young people in a form they can understand. Children and young people with learning difficulties and /or disabilities and schools are properly prepared and supported for transition to the next phase of education. Young people with learning difficulties and/or disabilities receive impartial advice and guidance on educational, training, and employment opportunities post-16. Extended day care and respite care are available to support children and young people with learning difficulties and/or disabilities and their families.
Outcomes and impacts:
- Good relationships demonstrating mutual respect and tolerance throughout the school community.
- Supportive structures throughout the school which pupils are aware of and use to
- reduce conflict.
- Structures in place to sign post parents and pupils to appropriate support.
- Supportive structures throughout the school which pupils are aware of and use to reduce conflict.
- Effective transition arrangements known to pupils and parents particularly in joining and leaving school.
- Structures in place to sign post parents and pupils to appropriate support.
- Supportive structures throughout the school which pupils are aware of and use to
- reduce conflict.