SCYP Inclusion Strategy 2008-1015
Tameside Children and Young People’s Strategic Partnership
Inclusion Strategy 2008-2015
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Summary
This strategy sets out a vision for inclusion for children and young people across Tameside (and Glossop too in the case of the Primary Care Trust) over the next seven years. This strategy will feed into and support the Community Strategy and the Local Area Agreement. It draws on the work already undertaken following the publication in 2001 of ‘Inclusion: A Statement of Intent’ , and the definition of inclusion which was developed in 2006 through the Children and Young People’s Strategic Partnership using consultants from Manchester University. This identifies three aspects which define inclusion: presence, participation and a sense of achievement.
Inclusion is about every child and young person, and is everyone’s business. We think this is important because being included is the key to achieving the Every Child Matters outcomes, which will effect generational change for the children and young people of Tameside, and progress the Community Strategy.
While every single child and young person in the Borough needs to feel included to achieve the best outcomes, there are some individuals and some groups who are more at risk of exclusion. In Tameside, this includes children and young people with disabilities, those from black and minority ethnic communities, children who are Looked After, and those who live in more deprived families, or families where there is domestic abuse. Those who are particularly gifted or talented may also struggle to be included.
The strategy has an overall vision with five strands:
We want children and young people to be happy, healthy, safe and successful:
- They feel that their views, contributions and attributes are respected and valued;
- They have good parenting and role models, secure communities and local access to guidance and seamless support;
- They enjoy school or college, attend happily and achieve at least in line with positive expectations;
- They move into adulthood with a sense of achievement and optimism about their capacity to contribute as adults;
- They have a sense of fairness and equality, and act in ways which will promote these.
Success indicators are identified which will demonstrate whether or not the strategy is being successful. A number of performance indicators have also been identified, many of which are already monitored by various groups. The success of the inclusion strategy will be measured by the extent to which all these measures are drawn together in a coherent way, as well as by their direction of travel and raw scores.
Since the strategy is broad in scope and wide-reaching in implication, to assist in business planning, we will initially focus on three themes: access and empowerment, responsive services and timely support, and improving quality and capacity.
1. Introduction
1.1 This is Tameside Children and Young People’s Strategic Partnership’s (CYPSP) first Inclusion Strategy. It builds on a document published in 2001: “Inclusion: A Statement of Intent”. This statement of intent was developed with Tameside’s schools, and set three- and seven-year targets for promoting inclusive practice within the education service of the Council . It was quickly realised that inclusion needed to be promoted across all the services and agencies which are engaged in the development of Tameside’s children and young people.
1.2 This strategy has thus been developed over a number of years since the publication of the Statement of Intent, building on the Children’s Services’ metaphor of a rainforest as a sustainable and self-supportive eco-system, where positive outcomes for children and young people are reproduced generationally. Safe and healthy children enjoy and achieve well at school and college, making a positive contribution within their communities and places of learning, and as they grow into young adults, achieve economic well-being, providing a good platform for the next generation. The rainforest is a precious and vulnerable environment, and needs careful stewardship: this strategy shows how Tameside’s Children’s Services will ensure that every child and young person will be included in this vision.
1.3 The CYPSP’s Children and Young People’s Plan (CYPP) sets out how Children’s Services in Tameside will promote better outcomes. It has six priorities, identifying activities which will lead to improvements in key areas – for example teenage pregnancy, obesity and so on. The inclusion strategy is nested within the CYPP, and describes, at the next level of strategic planning, how outcomes of inclusion will improve participation and opportunities for all young people, not just those who are vulnerable to the specific poor outcomes targetted in the CYPP.
1.4 Inclusion is one of the priorities within the Children and Young People’s Plan. This strategy describes how the priority will be realised more generally in Tameside’s local communities, its youth centres, early years settings, health services, schools and colleges. In this way we will also promote community cohesion and fulfil our statutory responsibilities under Section 17 of the Crime and Disorder Act 1998.
1.5 This strategy also has links to other and more detailed plans; for example Tameside Council’s Aspirations, Behaviour and Equalities Strategies , and the Safeguarding Children agenda. The inclusion agenda is inextricably woven through these, which also seek to set the foundations for good emotional and social wellbeing and embed systems which ensure that every child and young person is able to participate fully, equally and with confidence.
2. Context
2.1 The Children and Young People’s Strategic Partnership is part of the overarching Tameside Strategic Partnership (TSP). This Partnership offers multi-agency solutions to a range of community-wide economic, social and environmental issues, bringing together a diverse set of partners from the public, private, voluntary and community sectors to agree key aims, objectives and priorities for their local area and people.
2.2 The TSP was one of the first to be established nationally, and produces Tameside’s Community Strategy and the Local Area Agreement . The aim of both of these is to make Tameside an even better place for everyone who lives and works here, reducing inequality and promoting diversity. The TSP Board has signed up to a Statement of Commitment to promoting equality and diversity within Tameside.
2.3 Children and young people are a significant group within the population, and the Inclusion Strategy will feed into both the Community Strategy and the Local Area Agreement, supporting their aims and ensuring that they are effective. In particular, the Statement of Commitment will be a key reference point for the Inclusion Strategy.
3. Scope of the strategy
3.1 In 2006 Tameside’s CYPSP undertook a piece of work guided by Manchester University to explore the meaning of inclusion for Children’s Services partners in this borough. The statement which resulted from this is shown in Section 4.
3.2 Inclusion is everyone’s business. It is an issue for every child and young person. It is not just about those who are at risk of exclusion because they belong to a particular group or have specific characteristics: that is formally the focus of the equalities agenda. Inclusion is about every child and young person feeling that they belong, are welcomed and have a part to play.
3.3 Nevertheless, there are some individuals and some groups of young people who may be at particular risk of exclusion. While showing how inclusion will be promoted for all, this strategy will keep in mind those children and young people who are most vulnerable to exclusion from education, health, community and economic opportunities. Within Tameside, (and Glossop too in the case of the Primary Care Trust) we know that this includes children and young people from black and minority ethnic communities, those with disabilities, those who are Looked After, and those who live in more deprived families, or families where there is domestic abuse. Conversely, children and young people who are gifted or talented may also feel that they do not ‘fit in’, and may experience feelings of exclusion.
3.4 An understanding by all workers and volunteers of what inclusion means, and specifically what it means within the context of the Tameside Children and Young People’s Strategic Partnership, is essential to the success of this strategy. Developing that understanding will be part of the induction of new staff, and will be refreshed periodically for existing staff.
3.5 This is a strategy for children and young people. In planning for the inclusion of children and young people, however, it is impossible to ignore the needs of their parents and those who work and live with them. If parents feel excluded, it will be more difficult for their children to experience belonging, for example. In this way, this strategy, while formally extending only to children and young people, touches on the wider strategic agendas of community cohesion and social inclusion which are pursued in the Community Strategy.
4. Definition
What Inclusion means in Tameside: A Local Definition
Purpose
This statement clarifies the meaning of ‘inclusion’ for all (statutory, voluntary, community and independent) agencies in Tameside working within the Every Child Matters (ECM) framework. A shared understanding of the meaning of ‘inclusion’ will:
- Support services and agencies to work more effectively together: and
- Influence how the outcomes of ECM are pursued.
Inclusion is for All
Children and young people bring diversity to their communities by virtue of their personalities, culture, gender, abilities and disabilities, ethnicity, religious beliefs, sexuality and so on. All of these individual differences should be recognised and celebrated in Tameside. Our aim is to promote inclusion for all children and young people irrespective of those differences.
Three Key Ideas
Inclusion is concerned with promoting the ‘presence’, ‘participation’ and ‘achievement’ of all children and young people. The practical interpretation of the meaning of these three concepts may vary from service to service. However, in general terms:
- ‘Presence’ is a reference to access and attendance – in the broadest sense, across all aspects of life in the wider community e.g. activities in the community, school (including after-school activities), health services, leisure facilities in the Borough and so on.
- ‘Participation’ is concerned with self-esteem and the extent to which children and young people feel that they ‘belong’ – again in the broadest sense, at school and in the wider community. Participation means that they, and their parents or carers, are listened to and know that they are able to influence decisions that affect them.
- ‘Achievement’ is concerned with experiencing success, self-fulfilment, and feeling successful – again in the widest sense, both inside and outside educational settings. This is a much broader idea than educational attainment.
All agencies should seek ways of evaluating their impact in terms of the presence, participation and achievements of the children and young people for whom they provide services.
Inclusion is a Process
Promoting inclusion should be at the heart of all the services provided for children and young people in Tameside. It should permeate everything that we do. It is a continuous and never-ending process: no matter how good we are at it, or become, there will always be improvements that can be made.
Inclusion is Preventative
All services and agencies in Tameside acknowledge that what they do, and how they do it, can either facilitate or inhibit inclusion. It is the responsibility of all services, therefore, to work proactively to identify aspects of policy and practice that create barriers and, where possible, to remove them. Removing barriers prevents exclusion and marginalisation. This process should involve all services – at all levels - working collaboratively and transparently, and not in isolation.
5. Outcomes
5.1 Drawing on the definition in section 4, this strategy has an inclusive vision of good outcomes for children and young people in Tameside . The vision is common to all those within the Children and Young People’s Strategic Partnership, and rests on the values which all partners share. These are the outcomes we seek for our children and young people:
We want children and young people to be happy, healthy, safe and successful:
- They feel that their views, contributions and attributes are respected and valued;
- They have good parenting and role models, secure communities and local access to guidance and seamless support;
- They enjoy school or college, attend happily and achieve at least in line with positive expectations;
- They move into adulthood with a sense of achievement and optimism about their capacity to contribute as adults;
- They have a sense of fairness and equality, and act in ways which will promote these.
5.2 We can explain these outcomes in a little more detail:
5.2.1 They feel that their views, contributions and attributes are respected and valued.
This means that children and young people of every age are at ease with themselves and join in as they choose. Diversity is seen as something to be celebrated, not a difference which can be the focus of discriminatory or bullying behaviour. Children and young people are respected and valued by others of their own age as well as by the adults they meet in the course of their daily lives.
5.2.2 They have good parenting and role models, secure communities and local access to guidance and seamless support.
Children and young people who are included feel safe in their homes and more widely in society. They know that the adults around them care for them, and those adults demonstrate by their own behaviour that they would like children to act in positive ways. Where children need additional help or advice for any reason, this is easy to find in their local neighbourhood, and supports them well, from as early in life as necessary.
5.2.3 They enjoy school or college, attend happily and achieve at least in line with positive expectations.
Children and young people who enjoy school or college are likely to have high levels of attendance, all other things being equal, and to do as well as they are able to. They will not enjoy school or college if they do not feel included. The challenge for these institutions is to provide environments, curricula and activities which are enjoyable for all children and young people, given their diversity of personal preferences and interests, learning styles and abilities.
Achievement is not just about schools and colleges, though, and needs to reflect activity within the wider community. While young people live in a world operated largely by adults, they nevertheless have a strong contribution to make in ensuring that their local communities are safe, strong and supportive.
Schools, colleges and communities need to have aspirational but realistic expectations about what children and young people can achieve, relinquishing stereotypes based on gender, culture, faith, ability, behavioural features or background, and giving children and young people a vision of possibility which stretches their existing talents but is still within reach. In this way they will achieve more than they had expected, but not become discouraged.
5.2.4 They move into adulthood with a sense of achievement and optimism about their capacity to contribute as adults.
As young people grow into young adults, we want them to take the legacy of this inclusion strategy with them, so that they are confident about their own ability to make a difference and about the value of their own contribution. This is the ‘canopy’ of the Tameside rainforest, from where leaves fall to nourish the seedlings growing on the forest floor. As young adults, they will now be providing the good role models referred to above.
5.2.5 They have a sense of fairness and equality, and act in ways which will promote these.
One of the distinguishing features of this strategy, echoing the fourth outcome of ‘Every Child Matters’, is that children and young people are seen to have a contribution to make throughout their childhood. They are not passive recipients, nor adults-in-waiting. Their sense of fairness and equality is expressed in active and real ways, and we see this by their actions in promoting this from their own initiative and not just as directed by adults.
6. Success Indicators
6.1 Section 5 explained the outcomes which children and young people will experience if this strategy is successful. As such, it sets out an aspirational vision for the next 7 years.
6.2 In order to evaluate the success of the strategy in the shorter term, however, a number of relevant indicators and performance measures can be identified. Because of the breadth of this agenda, these are varied; many are already monitored through other initiatives and strategies and by the agencies of the CYPSP, though the intelligence collected in this way may not be effectively co-ordinated yet. The development of the CYPSP outcomes subgroups within Tameside will assist in this better co-ordination.
6.3 The table below shows key success indicators for each of the outcomes: they describe what we would see in practice if the Inclusion Strategy is being successful. The associated performance measures can be found in Appendix 3.
| Indicators |
| Children and young people feel that their views, contributions and attributes are respected and valued |
| Children and young people involved in developing the Children and Young People’s Plan. Young people in employment, education or training. Effective SEAL (Social and Emotional Aspects of Learning) curriculum in schools. Functional Schools Councils. Children and young people involved in appointments of key staff. Children’s Services processes which are child and family-centred. |
| Children and young people have good parenting and role models, secure communities and local access to guidance and seamless support |
| Community activity: Shared values, ownership and actions. Community leadership: Balancing interests and deferring priorities. Effective District Assemblies. Good mental and emotional health in the general population. Positive intergenerational links. Adults, including Children’s Services staff, with a good level of education, and behaviour which is a good role model to children and young people. Effective inter-agency working. Minimal teenage pregnancies. Extended school activities meeting local need. Increased access to Children’s Centres. Reduction in the number of young people who are victims of violence against the person. |
| Children and young people enjoy school, attend happily and achieve at least in line with expectation |
| Children attending school. Children enjoying school. D-G GCSE grades and alternative accreditations are valued. Flexible education routes and pathways. Safe schools with safe areas at social times. |
| Children and young people move into adulthood with a sense of achievement and optimism about their capacity to contribute as adults |
| Children and young people with high aspirations. Young people with rounded interests. Young people initiating positive activities or taking an active part in their own school or community. |
| Children and young people have a sense of fairness and equality, and act in ways which will promote these |
| Children who act respectfully towards those who are different to them. Children who promote equality. |
7. Themes for 2008-11
7.1 This strategy is written at a time when the shape of Children’s Services is in the midst at least of evolution, as it is in all local authorities in England, as we rise to the challenge of the ‘Every Child Matters: Change for Children’ agenda. Children are rightly put at the heart of Children’s Services. There is a heightened awareness of the need to involve both children and their parents or carers in real partnership working, including the shaping of services, in ways which public services have not envisaged up to now. The new ways of working we seek to embrace lead us into new and uncharted territory.
7.2 If this strategy is to make a real difference, it needs to inform business planning for all partner agencies in the Children and Young People’s Strategic Partnership. Such a broad agenda, with the aspirational outcomes identified above in Section 5, might quickly become confusing.
7.3 Three themes are therefore identified for the next three years, which will structure the Partnership’s approach to the outcomes in the medium term. These themes have been drawn from current best practice, based on consultation with practitioners working with children, young people and families. In their turn, these themes have been clustered in line with a recent DCSF (Central Government Department for Children, Schools and Families) document: ‘Aiming High for Disabled Children ’. This is not because we believe that only disabled children need including, but because the structure seems robust and coherent, and using consistent themes in this way will in turn help us to be coherent in our actions. Partner agencies will keep these themes in mind when they are considering resource deployment and improvement planning on an annual or bi-annual basis.
7.4 Access and empowerment
- Enabling and encouraging participation and access;
- Supporting and empowering children and their parents/carers;
- Championing and advocating as a means to true empowerment.
7.5 Responsive services and timely support
- Integrating services and working with others seamlessly;
- Proactively promoting equality and reducing existing inequalities.
7.6 Improving quality and capacity
- Transforming attitudes, ideas, practices and ways of working;
- Promoting high expectations and opportunity.
8. Accountability and monitoring
8.1 The progress of this strategy will be reported to the Tameside Children and Young People’s Strategic Partnership through its Enjoy and Achieve outcome subgroup.
8.2 Agencies which are part of the CYPSP will monitor the strategy through their local accountability systems.
9. Resource implications
9.1 There will be implications for the deployment of resources if this strategy is to be successful. For example, if services are to work in a more integrated way, progress will need to be made on the reconfiguration and alignment of these. This will involve time, desire to move forward, and resources to effect change.
9.2 There will also be implications for schools and other services as they seek to minimise the barriers to participation experienced by individuals and groups. For example within schools, colleges, PACTs (Partners and Commuities Together) and civic structures we will see time and resources invested in the positive engagement of children and young people in the development of processes and plans which directly affect their lives. This is a very different approach to the directive culture which has pertained previously.
9.3 Finally, this will require considerable movement on the part of people engaged in the development and delivery of services, and resources will need to be allocated to enable the change to the new agenda. For many who have been trained and have lived under the old ways of working, this may be a challenge. This is no fault of their own: as we have seen in the exploration of institutional racism, once awareness is raised, there is still a long way to go to embedding a more open and tolerant way of acting.
10. Review
10.1 The strategy will be reviewed after three years, in 2011.
11. Conclusion
11.1 This strategy has a long horizon: the path towards inclusion quite probably never ends, as we successively understand more about the ways in which individuals and groups experience barriers to participation and success. As we travel the distance the view will change. So within this strategy we have built in fundamental review in the medium-term to check the direction of travel. We will adjust the trajectory as we proceed.
APPENDIX 1: Evaluation of “Inclusion: A Statement of Intent” (2001)
In 2001, Tameside MBC published a document which set out, for the first time, it’s stance on inclusion in schools. This document can be found at http://www.tameside.gov.uk/tmbc/inclusion.htm#t6
The Statement of Intent identified three-year and seven-year aims. When these were reviewed in 2004, we found that we were broadly on target, although there were still some challenging areas, and that the landscape had changed in ways which made other targets less relevant.
In 2008, at the end of the seven-year period, it seems pertinent to review the current state of play and evaluate the success of the Statement of Intent.
| 2001 target | Evaluation |
| Earlier developments will have become firmly embedded and will be of high quality. | The three-year targets included, for example, increases in money delegated to schools to support chidlren with special educational needs, leading to a reduction in the need for statements of SEN; increased clustering to share resources and expertise; training for inclusive practice; better accessibility for children with disabilties to local and mainstream schools. These developments are well-embedded in Tameside, reflected in the reduction in statements of SEN, and the ways in which greater expertise and collaboration enable all children to make progress in our schools. We are still challenged on two targets: the status and release time for SENCOs is not yet protected, and there is still scope for more dual placement opportunities between special and mainstream schools. |
| All schools will provide a welcoming environment which will embrace the diversity of children and young people who attend, and recognise the enrichment this provides to the whole school community. | The Inclusive Schools Award rests on the premise that schools need to be welcoming places in which everyone in the school community has a stake. As at April 2008, 12 schools have been assessed for this award, and 9 have gained the Foundation Level. Other schools are working towards the award. Many schools are involved in other schemes such as Healthy Schools and Solution-Oriented Schools, which also underpin these values. |
| All schools will be accessible to people with physical disabilities. | This target has not been fully met. There are a few schools in the Borough which will not be fully accessible to people with physical disabilities because of their site or construction, and it is not realistic to suppose that this target will be met without demolition and rebuilding, although imaginative ways have been found to increase accessibility – for example through the use of a ‘stair-climber’ in one school. The Council has worked with some schools to problem-solve tailored solutions for individuals. There are only a few schools where physical accessibility is a significant issue, and many schools have considerably improved their accessibility. The Council has closed both its resource bases for children with motor impairments as these are no longer needed. The Building Schools for the Future (BSF) programme builds on the incremental school-redevelopment which has been ongoing for several years and will greatly increase physical accessibility. |
| Every child or young person who learns at a slower rate than other children of the same age will be able to attend their local mainstream school if that is what they and their parents want. | The funding formula for special educational needs support, combined with the development of resource bases for children with learning diffiuclties, and autistic spectrum disorders, as well as the continuing professional development programmes across the Borough, have resulted in almost all children being able to attend a mainstream school if that is what their parents want. Over the course of the past seven years, there has been a very small number of families whose desire for a mainstream education for their child has not been met. |
| The lessons and courses taught in Tameside schools will match the individual needs of children and young people and enable them to be successful in school and contribute to the social and economic life of the Borough after they leave school. | This target predicts both the Personalisation agenda and Every Child Matters. Tameside schools have been working on this, latterly through the National Strategies, with their successes monitored by the Outcome Subgroups of the Children and Young People’s Strategic Partnership. Again, Tameside’s engagement in the BSF programme has greatly assisted in schools’ ability to think in different ways about how to ensure that the curriculum offered to individuals enables them to maximise progress. |
| Some children whose needs are particularly severe and complex will still attend special provision, but only in very exceptional circumstances will they have to travel to schools outside Tameside. | Tameside published a position document on the role of special schools in 2004, reinforcing our position that special schools are an important part of the continuum of provision for Tameside children and families, and establishing their role in this continuum. All our special schools and PRUs have received good judgements in their OFSTED inspections: two have been judged as outstanding. There are 27 children who travel to special schools out of Tameside. In most cases this is because suitable provision cannot be provided for them within the borough, though in a few cases this reflects parental preference. |
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All special provision will be located on the same site as and linked with a mainstream school as the most cost-effective means of providing pupils with severe and complex difficulties with the opportunities to participate as fully as possible in mainstream educational and social activities |
All of Tameside’s special schools and pupil referral units are in a programme to be linked with a partner school by 2011, when the first phase of the BSF is complete, except the primary centre of Dale Grove School, for which there are as yet no firm plans. In this case, a recommendation has been approved by Key Decision to find a partner for the Centre in principle. Two co-located schools are already open, a third is due to open in September 2008, and the remaining two schools (less the primary centre) and the PRUs will come on-line in 2010/11. |
APPENDIX 2: Performance measures
| Measure | Who will monitor this? |
| Number and diversity of children and young people who participate in reviews of this plan. | |
| % in EET at age 17. | |
| % schools where SEAL is embedded. | |
| % schools which can identify an action which has been taken as a result of a resolution at School Council. | |
| % schools where children and young people set the agenda at School Council. | |
| Number and diversity of children who have participated in staff appointments in the previous 12 months. | |
| Number of children with disabilities who have Family Plans or a key worker. | |
| Range of community activities. | T3SC |
| Range of participants and interests represented. | T3SC |
| The number of opportunities for community consideration of priorities. | PACT data/T3SC |
| The number and diversity of young people contributing effectively to DA agendas. | |
| The number of DA agenda items which have been posted by CYP. | |
| % population in contact with mental health services. | |
| The number of parents who have participated in school activities with their children. | |
| The number of schools which regularly use older volunteers to enrich the curriculum. | |
| The number of complaints about ‘youth nuisance’. | |
| % population resident or working within Tameside with Level 1,2 or 3 qualifications | |
| Crime and anti-social behaviour rates in 18-30-year olds. | GMP |
| Number of Children’s Services staff subject to disciplinary proceedings. | |
| Number of interagency teams operating across Tameside. | |
| Feedback from parents reflects increased satisfaction with inter-agency working. | |
| The number of business plan activities which reflect inter-agency working. | |
| TP rates. | |
| Number and range of people participating in extended school activities. | |
| School attendance and both permanent and fixed-term exclusion rates. | |
| Results of self-assessments, eg Lancs pupil attitude survey; PASS. | |
| See above: number of CYP participating in out-of-school activities | |
| The reported success of the Behaviour Strategy. | |
| Number of press reports which celebrate the achievement of lower-attaining young people. | |
| % schools which use of Records of Achievement. | |
| Number of young people who apply for jobs in Children’s Services who produce their ROA as evidence. | |
| The number of schools which use alternative curriculum (AC) routes. | |
| The attendance rate of young people enrolled on AC courses. | |
| Number of children and young people who report bullying. | |
| Number of schools who have achieved the Inclusive Schools Award. | |
| The reported success of the Safeguarding business plan. | |
| Results of Connexions questionnaires. | |
| Success of the Aspirations Strategy. | |
| Engagement in Young Enterprise/Duke of Edinburgh awards. | |
| The number of children and young people who report volunteering. | |
| The number of children and young people who organise charity fund-raising activities. | |
| The number of Youth Opportunity Fund applications. | |
| The number and diversity of young people who volunteer to participate in DA advisory panels, community associations, College and School Councils. | |
| The number of children and young people who set their own targets in their education plans. | |
| Youth offending rates. | |
| The number of children with an additional need or disability who do not report that they experience bullying | |
| The number of hate incidents reported. | |
| The % of schools which have peer mentors/buddy systems. | |
| % schools where OFSTED judgements about children’s attitudes to diversity are good. | |
| The number of children and young people in mainstream schools co-located with special schools who volunteer as buddies | |
| The number of parents accessing Children’s Centres | Children’s Centres |
| The number of children with a disability and additional needs accessing Early Years settings in the Borough | Early Years team |