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Every Child in Norfolk Matters. A Logical Framework for Change. We started with a Vision for Children. We believe all children and young people have the right to be: - Healthy, happy and safe - Loved, valued and respected. We started with a Vision for Children.

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every child in norfolk matters

Every Child in Norfolk Matters

A Logical Framework for Change

we started with a vision for children
We started with a Vision for Children
  • We believe all children and young people have the right to be:

- Healthy, happy and safe

- Loved, valued and respected

we started with a vision for children1
We started with a Vision for Children
  • We believe all children and young people have the right to be:

- Healthy, happy and safe

- Loved, valued and respected

  • And that they have the right to have:

- High aspirations for their future

we started with a vision for children2
We started with a Vision for Children
  • All Norfolk’s citizens have responsibility in helping achieve this Vision for children; and
we started with a vision for children3
We started with a Vision for Children
  • All Norfolk’s Citizens have responsibility in helping achieve this Vision for children; and
  • We all must recognise the rights of children and young people in the United Nations Convention on the Rights of the Child
we know what outcomes we wish to achieve for children
We know what outcomes we wish to achieve for children
  • By the time they start school, we want children in Norfolk to:
    • Have secure relations
    • Be eager, excited, curious and engaged in learning
    • Have a sense of self and confidence
    • Be able to co-operate and communicate
    • Have optimal health, development and activity
we know what outcomes we wish to achieve for children1
We know what outcomes we wish to achieve for children
  • By the time they go to secondary school, we want children in Norfolk to be:
    • Learning and achieving
    • Confident, happy and emotionally healthy
    • Healthier and safer
we know what outcomes we wish to achieve for children2
We know what outcomes we wish to achieve for children
  • By late adolescence, we want children in Norfolk to be:
    • Loved
    • Engaged
    • Enjoying and Achieving
    • Able to Relate Socially
    • Safe
    • Healthy
  • And so:
    • Feel Equipped to Tackle the Stresses of Life
we know what outcomes we wish to achieve for children3
We know what outcomes we wish to achieve for children
  • By improving outcomes for children by the time they:
    • Start school
    • Begin secondary school, and
    • Reach late adolescence
  • Norfolk will be better placed to meet the requirements of the Children Act 2004 for children to be:
    • Healthy
    • Safe
    • Enjoying and Achieving
    • Making a Positive Contribution, and
    • Achieving Economic Well-Being
in order to achieve these outcomes we have to improve children s services
In order to achieve these outcomes we have to improve children’s services
  • In the next five years we will:
    • Develop the capacity of schools to support the broad spectrum of children’s development and become the foci of their communities
in order to achieve these outcomes we have to improve children s services1
In order to achieve these outcomes we have to improve children’s services
  • This full schools initiative will:
    • Give attention to the broader curriculum
    • Exploit the ‘public health’ potential of schools
    • Ensure the curriculum meets the needs of all Norfolk’s children
    • Make schools places where parents and other child advocates feel comfortable
in order to achieve these outcomes we have to improve children s services2
In order to achieve these outcomes we have to improve children’s services
  • In the next five years we will:
    • Develop the range of children’s services proven to meet the needs of children whose health or development is actually impaired or likely to become so
in order to achieve these outcomes we have to improve children s services3
In order to achieve these outcomes we have to improve children’s services
  • This initiative to put a range of services (instead of Departments) in place will:
    • Design, implement and evaluate at least 10 new services for families
    • Design, implement and evaluate at least 10 new services for children with acute needs
    • Replace activity that does not contribute to better outcomes for children, and
    • Improve access to services by attention to their location and the people children turn to for help
in order to achieve these outcomes we have to improve children s services4
In order to achieve these outcomes we have to improve children’s services
  • In the next five years we will:
    • Boost Sure Start and other options for pre-school children and so create universal provision for those families that want it
in order to achieve these outcomes we have to improve children s services5
In order to achieve these outcomes we have to improve children’s services
  • In the next five years we will:
    • Improve support to parents so they can better bring up their children
in order to achieve these outcomes we have to improve children s services6
In order to achieve these outcomes we have to improve children’s services
  • This supporting families initiative will:
    • Work to improve housing for families with children, and
    • Develop public health initiatives to bring more information and support to all parents
in order to achieve these outcomes we have to improve children s services7
In order to achieve these outcomes we have to improve children’s services
  • In the next five years we will:
    • Boost support for children from the communities in which they live, at the local, district and County level
in order to achieve these outcomes we have to improve children s services8
In order to achieve these outcomes we have to improve children’s services
  • This initiative to make our communities resources for children will:
    • Better connect schools and the communities in which they are situated
    • Encourage people in the community to become advocates for children
    • Change the way adults think about childhood, and
    • Boost voluntary support for children
slide19
These five initiatives require integration and development of the infrastructure of children’s services
  • In the next two years we will integrate the referral and assessment of children by:
    • Creating a single threshold to measure impairment and so access to services
    • Introduce common screening procedures
    • Implement a common assessment framework, and
    • Modernise information sharing
slide20
These five initiatives require integration and development of the infrastructure of children’s services
  • In the next two years we will integrate staff development across children’s services by:
    • Introducing common training for the 15,000 people working with children in Norfolk
    • Building a common language to underpin assessment, prevention, planning and evaluation
slide21
These five initiatives require integration and development of the infrastructure of children’s services
  • In the next two years we will create a service design and evaluation function for children’s services by:

- Creating a leadership position around service design, implementation and evaluation

- Undertaking research and evaluation to measure effectiveness in reaching specified outcomes

- Forging better connections to the international evidence base

measuring progress in terms of children s outcomes is a critical part of the strategy
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • Over the next five years our primary concern will be children’s outcomes:
    • That is measurable improvements in their well-being and development
measuring progress in terms of children s outcomes is a critical part of the strategy1
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • Over the next five years our primary concern will be children’s outcomes:
    • That is, measurable improvements in their well-being and development
  • But we shall also collect data on outputs:
    • That is, how many services we provide, and how well
measuring progress in terms of children s outcomes is a critical part of the strategy2
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • We are getting smarter about how we collect information on outcomes and outputs by:
    • Making sure information collection is well thought out
    • Collecting less information and doing more with it
    • Making sure we are driven by outcomes not outputs
    • Making information management integral and not an add-on to children’s services
measuring progress in terms of children s outcomes is a critical part of the strategy3
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • There is an absolute fit between Norfolk outcomes and those in the Children Act 2004
measuring progress in terms of children s outcomes is a critical part of the strategy4
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • Data required by central government and national inspections map directly onto the five initiatives in the strategy:
    • E.g. ‘number of children in secondary schools participating in the election of school council members and in mock general elections’ maps to the Full Schools Initiative
    • E.g. ‘voluntary and community engagement’ and ‘take up of sporting opportunities’ map to the ‘Making Our Communities Resources for Children’ Initiative
measuring progress in terms of children s outcomes is a critical part of the strategy5
Measuring progress in terms of children’s outcomes is a critical part of the strategy
  • We are going to get smarter about how we collect data on outcomes and outputs:
    • Covering all children using local epidemiologies
    • Routine audit of service spread, take-up and match to needs
    • Evaluating different forms of service provision
    • Regular estimation of the cost of de-commissioning particular activities
this strategy requires that we change our investments in children
This strategy requires that we change our investments in children
  • We are going to get smarter in the way we invest resources, e.g.
    • Working with school principals to help them get the most out of budgets held by schools
    • Establishing Trust arrangements to pool budgets and make investments in the activities we think will lead to better outcomes
    • Building on central government investments, for example universal 0-4 years provision and extended schools
    • Better integrating the voluntary sector into our thinking
this strategy requires that we change our investments in children1
This strategy requires that we change our investments in children
  • We are going to get smarter at supporting the people who work in children’s services, e.g.
    • Enticing people to work in Norfolk by putting it at the cutting edge of children’s services in England
    • Developing a sense of professional community at the local level with a focus on clusters of schools
    • Making sure we have a high quality ‘change management’ programme to support staff through these developments
    • Instituting a workforce development initiative that takes account of demographic change, and
    • Ensuring consistent, collaborative and high quality leadership
put simply we think that
Put simply, we think that:
  • By changing our investments
put simply we think that1
Put simply, we think that:
  • By changing our investments
  • To produce new initiatives for an integrated children’s services
put simply we think that2
Put simply, we think that:
  • By changing our investments
  • To produce new initiatives for an integrated children’s services
  • We can improve outcomes for children in Norfolk over next five years
put simply we think that3
Put simply, we think that:
  • By changing our investments
  • To produce new initiatives for an integrated children’s services
  • We can improve outcomes for children in Norfolk over next five years
  • And do so in a way that fits entirely with central government aspirations for the nation’s children
put another way
Put another way:
  • Better outcomes for children
put another way1
Put another way:
  • Better outcomes for children
  • Will come from the development and integration of children’s services
slide38

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

slide39

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

slide40

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

slide41

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

slide42

We are going to support parents to bring up their children.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

slide43

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

slide44

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

slide45

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

slide46

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means attention to a broader curriculum, e.g. child and human development.

slide47

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means attention to a broader curriculum, e.g. child and human development.

slide48

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide49

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide50

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide51

We are going to support parents to bring up their children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide52

We are going to support parents to bring up their children.

This means getting better at housing for families with children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide53

This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT.

We are going to support parents to bring up their children.

This means getting better at housing for families with children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide54

This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT.

This means helping advocate for children in the community.

We are going to support parents to bring up their children.

This means getting better at housing for families with children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide55

This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT.

This means changing the ways communities interpret childhood behaviour.

This means helping advocate for children in the community.

We are going to support parents to bring up their children.

This means getting better at housing for families with children.

.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

slide56

This means developing public health initiatives for parents PROVIDE INFORMATION ON BEING A PARENT.

This means changing the ways communities interpret childhood behaviour.

This means helping advocate for children in the community.

We are going to support parents to bring up their children.

This means getting better at housing for families with children.

.

This means boosting voluntary support for children in the community, e.g. grandparents.

We are going to boost support for children from the communities in which they live; local; district; county.

We are going to put children at the heart of our community and we are going to be driven in our decision making by outcomes for children.

This means designing implementing and evaluating x services for parents (families) including better use of family centres and family support teams, e.g. mothers support mothers.

We are going to get parents into schools

This means we have to better connect schools through their local communities.

This means designing implementing and evaluating y services for children with acute needs. Including LAC/CAMHS/YOT populations.

We are going to develop the capacity of schools to support a broad spectrum of children’s development and so make schools the focus of their communities. FULL SCHOOLS

We are going to boost Sure Start and develop universal 0-4 provision.

SURE START

We are going to develop other children’s services so we have a range of services proven to meet the needs of children whose development is impaired.

SERVICES NOT DEPARTMENTS

OUTPUT Improvement in access to CAMHS

This means decommissioning activity at the rate at which we commission additional preventative public health and service designs.

This means we want to exploit the “public health” potential of schools, e.g. bullying / health awareness programmes.

This means a greater attention to the curriculum and social needs of all pupils, e.g. better literacy and attention to the gifted and talented.

This means improving children’s access to services and other opportunities, e.g. through provision of personal advisors.

This means attention to a broader curriculum, e.g. child and human development.

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