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Every Child Matters

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Introduction

Base school: In 2003, the Green Paper 'Every Child Matters' was published and designed to protect children and maximise their potential in response to the death of Victoria Climbie1, the young girl who was horrifically abused and tortured, and eventually killed by her great aunt and the man with whom she lived2. The tragedy of Victoria's death uncovered the weaknesses in our ability to protect the most vulnerable pupils. This publication sets out a framework for the new approach to the well being of children and young people from birth to the age of 193 and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage pregnancy and abuse.4 The following five outcomes5 best describe the Governments aims for all young people whatever their background may be: To be healthy: these targeted individuals should be living a good healthy lifestyle which consists of good physical, emotional and mental health. To stay safe: these targeted individuals should be protected from any harm and neglect, protected from any type of harassment, discrimination or victimisation of any kind and be helped to refrain from being involved in any anti social behaviour both in and out of school. Enjoy and achieve: these targeted individuals should attend and enjoy school, develop the essential skills needed for adulthood in order to achieve the best in their lives. To make a positive contribution: these targeted individuals should have the opportunity to make key decisions in their life and become involved in the society and community in which they live in and keeping away from any offensive or anti social behaviour. To achieve economic wellbeing: these targeted individuals should be trained for employment so to achieve their highest potential and to over come any socio economic disadvantages. The green paper was built on existing plans to strengthen preventative services by focusing on four key themes: * Increasing the focus on supporting families and carers * Ensuring necessary ...read more.

Middle

This links in with CHSB having a receptionist who is bilingual in Urdu, Pahari and English - allowing her to communicate effectively with the pupil's parents who on the majority are of Pakistani and Kashmiri origin and ensuring all pupils are cared for. This allows non-English speaking parents to communicate with the school and understand and have effective discussions about their child. Parents Evening is another strategy aimed at keeping parents informed of their child progress and achievements. Over the course of the year each child attainment and behaviour and efforts are monitored and recorded to inform parents. CHSB uses these evening effectively to communicate and work alongside parents to help achieve each pupils best potential. In light of behavioural issues, if dealing with a really disruptive pupil who as well as effecting his own learning is affecting others in the class, there is the opportunity for that pupil to be removed and to be placed in another class. This will allow the disruptive pupil to calm down and settle back down and focus on task, as he is away from all his friends and allows the teacher to continue teaching the rest of the pupils without distraction. I have seen this situation occur in one of my lessons where the pupil was removed for several lessons - I felt the impact of this strategy straight away as the other pupils were almost always on task and more settled and the disruptive pupil was made aware of what behaviour will and will not be accepted in the classroom. Another strategy that is available is removing the disruptive child from the classroom for a period of time to allow the pupil to calm down and think about his consequences. This is effective when used but I feel most teachers at CHSB tend not to use this as it reflects the teacher not being able to control the class and conduct a productive lesson by using the departmental strategies. ...read more.

Conclusion

I know there are designated departments and staff allocated to discuss certain issues with especially regarding how to deal with a particular pupil. The first port of call should always be the form tutor and then HoY as they are the two members of staff who generally have more contact with the pupils. For form tutors there is more need for regular inspections of uniform, attendance and punctuality etc and to comply with the strategies available to them and most importantly of all, be consistent with all pupils. I am of Pakistani origin and can speak Urdu and Pahari which gives me easy access if needed to speak to parents and discuss issue of concern. As a class teacher I need to be aware of the different behavioural management techniques for pupils with behavioural problems rather then just send them to the exclusion unit. There is a greater need to communicate with the co-ordinators of each of the above discussed systems to ensure that all staff know what can be done to help the affected pupils, for example different teaching strategies. It is vital that all pupils and parents are aware of the expectations of all pupils and what support can be offered to them. The Every Child Matters initiative is integrated into the CHSB school system. On several staff training days which I have attended there have been lectures delivered to staff about the ECM initiative and what can be done by the staff to ensure this is the heart of the schools ethos. The systems are under constant review to match this initiative and as a result the school has adapted various approaches to ensure pupils and their families receive the best support and guidance. The aim of each and every system present in CHSB is to ensure that each pupil is considered on their own merits and that where help and assistance is required it enables the pupils to access the curriculum to achieve their full potential. CHSB is focused around the initiative Every Child Matters and the school reflects this in every aspect. ...read more.

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