Enjoy and Achieve2011118223035

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					Enjoy and Achieve
We are committed to ensuring children and young people:                       Outcomes in the Early Years Foundation stage (EYFS) are below
      Enjoy and Achieve                                                          Outcomes in and the Years Foundation stage (EYFS)
                                                                              national in the Early Years Foundation stage average.
                                                                            Outcomes levels the Earlystatistical neighbour (EYFS) are are
    Enjoy and Achieve
•  are ready for school and learning;                                            below national levels the statistical neighbour average.
                                                                            below national levels andand the statistical neighbour average.
                                                                              There are gaps between the average attainment levels in CLL and
•            their potential in education;
   achieve are committed to ensuring children and young people:
   We We committed to ensuring children and young people:
        are                                                                      There gaps between the average the attainment in CLL
                                                                              PSED of are gaps between the and attainment levelslevels CLL
                                                                            There are all Newcastle childrenaverage attainment levels in of those
•  attend and enjoy school; and learning;
        • ready for for school
   • are are ready school and learning;                                           PSED of all all Newcastle children and the attainment boys of
                                                                            andand PSED ofNewcastle children andThe attainment of levelsis of
                                                                              who live in the most deprived areas. the attainment levels of
•       • achieve their potential and
   behave positively in school; in education;
   • achieve their potential in education;                                       those who live in the most deprived areas. The attainment of
                                                                            those who live in the most deprived areas. The attainment of
                                                                                 boys particular concern as as boys’ is below that of girls
                                                                              particular concern as boys’ attainmentattainment is below in all
•  enjoy attend and enjoy school;
        •
          their leisure school;
   • attend and enjoy time.
   • behave positively in school; andand
        • behave positively in school;
                                                                            boys is ofis of particular concernboys’ attainment is below thatthat of
                                                                                 girlsof learning. of learning. Children from minority minority
                                                                              areas all areas of learning. Children fromand black andethnic groups
                                                                            girls in   in all areas Children from black black and minority
                                                                                                                                             of
        • enjoy their leisure time.
   • enjoy their leisure time.                                                and groups andand English is an additional additional
                                                                            ethnicthose for whomthose whom English is an language on average
                                                                                 ethnic groups those for for whom English is an additional
The following section sets out in more detail our priorities for
                                                                              have lower outcomes at lower
                                                                            language on average have EYFS. outcomes at EYFS.
                                                                                 language on average have lower outcomes at EYFS.
          with a summary of out in more detail our priorities for
2009/10following section setsother key achievements and actions for
   TheThe following section sets out in more detail our priorities for
    coming year. summary of other key achievements and actions
the2009/10 withwith a summary of other key achievements and actions
        2009/10 a
                                                                                 Narrowing the least 78 points across the EYFSP and at least 6 the
                                                                                Attainment of atgap between the lowest 20% in the EYFSP andin
        for coming year.
   for the the coming year.                                                      rest.
                                                                                each of the scales in Personal, Social, Emotional Development (PSED)
                                                                                and Communication, Language and Literacy (CLL)
                                    the early
Priority Improve attainment in in the early
      Priority: Improve attainment
   Priority: Improve attainment in the early                         !""#
                                                                  !""#
       and and primary
yearsyearsprimary
   years and primary

    Attainment of at least 78 points across the EYFSP and at least 6 in
    each of the scales in Personal, Social, Emotional Development (PSED)
    and Communication, Language and Literacy (CLL)




                                                                               Rates falling which is good, but the gap between Newcastle
                                                                            Rates are are falling which is good, but the gap between Newcastle
                                                                                                       is good,
                                                                             Rates are falling which widening.but the gap between Newcastle
                                                                                national levels is widening. TheThe 2008 EYFS profile analysis
                                                                            andand national levels is             2008 EYFS profile analysis
                                                                             and thatthat LA LAisfor for lowest 20% attainers narrowed by by
                                                                               shows the levels widening. The 2008 attainers narrowed
                                                                            showsnational the gapgap the the lowest 20%EYFS profile analysis
                                                                             shows that the LA gap for the lowest 20% attainers narrowed by
                                                                            2% 2% from 2007-08.
                                                                               from 2007-08.
                                                                             2% from 2007–08.

56 | Newcastle Plan for Children and Young People                                                                                                53 53
Standards at KS1 remain below national and statistical neighbours           Substantial improvement has been seen this year in the percentage
                                           below national line with SN
             Standards at KS1 remainmaths is now inand statistical
(SN) for reading and writing though                                                  Substantial levels of progress in English between the
                                                                            of pupils meeting 2 improvement has been seen this year inKS1 and
rate of improvement. Results for reading and writing1 show a lower now in 2 – a risepercentage of pupils meeting 2in the percentage in English
             neighbours (SN) for LAC at Key Stage though maths is                     of 7%. Steady improvement levels of progress of pupils
             line with SN rate of improvement. results for LAC at Key Stage 1        between KS1 and 2 – a rise of 7%. Steady improvement in the
outcome when compared outcome when compared with 2007 which is due to       making 2 levels of progress in Maths between KS1 and KS2 but the
             show a lower with 2007 which is due to a greater                        percentage of pupils making 2 levels of progress in Maths
number of children with special educational needs impacting onneeds
             a greater number of children with special educational     a             between KS1 and KS2 increase.
                                                                            rate of improvement needs to but the rate of improvement needs to
             (16 children).
small cohort impacting on a small cohort (16 children).                              increase.
                                                                            At the end of Key Stage 2 outcomes for LAC in all core subjects are
     Achievement at level 4 or above in both English and Maths at Key
                                                                                     At the end of value added is very strong for this core subjects
                                                                            better than 2007 andKey Stage 2 outcomes for LAC in all cohort.
     Stage 2
                                                                                     are better than 2007 72% achieved their target or better
                                                                            Provisional analysis indicatesand value added is very strong for this
                                                                                     cohort. Provisional analysis indicates 72% achieved their target
                                                                            in English and science and 78% achieved their targets or better in
                                                                                     or better in English and science and 78% achieved their targets
                                                                            Mathematics.
                                                                                     or better in Mathematics.

                                                                              The percentage of
                                                                                       The percentage of
                                                                                       pupils working
                                                                              primary primary pupils
                                                                                       working below NC
                                                                              below NC levels making
                                                                                       levels making at least
                                                                              at least 2 steps progress
                                                                                       2 steps progress is
                                                                                        which is a 10%
                                                                              is 90.3%90.3% which is a 10%
                                                                              improvement on the on the
                                                                                       improvement
                                                                                        year and above
                                                                              previousprevious year and
                                                                              the national. the national.
                                                                                       above

                                                                                        The of low of low
                                                                               The number numberattaining and SEN pupils making 2 steps
              Standards at KS2 are below national averages in English, maths            attaining and SEN pupils making 2 steps of progress is
Standards at KS2 are below national averages in English, maths and             of progress is increasing faster than regional and national
                                                                                        increasing faster than regional and national comparators, thus
              and science but trends since 2003 show a faster rate of
                                                                                        narrowing narrowing the gap.
science but trends since 2003 showin all subjects of improvement sciencecomparators, thus the gap.
              improvement than SN     a faster rate and in English and
               subjects and in Attainment gaps are narrowing.
than SN in allagainst national. English and science against national.
Attainment gaps are narrowing. 4 or above at KS2 in both English and
              Achievement at level                                                      Pupils from black and minority (BME) groups made a greater
                                                                               Pupils from black and minority ethnic ethnic (BME) groups made a
                                                                                        greater level of progress from KS1 to KS2 than white British
              Maths (NI73) is improving at a faster rate than both statistical level of progress from KS1 to KS2 than white British pupils in
               at level 4 and national average since 2006 (no data for
Achievementneighboursor above at KS2 in both English and Maths                          pupils in English and Maths.
                                                                               English and Maths.
              statistical neighbours before that). We were neighbours
(NI73) is improving at a faster rate than both statistical within 4% of national
               average since 2006 (no data for in 2005.
and nationalaverage in 2008 compared to 7% statistical neighbours
                                                                               What is the story behind this data?
before that). We were within 4% of national average in 2008
compared to 7% in 2005.                                                       •   No nursery education settings are inadequate and 70% of all
                                                                                  early years’ settings are good or outstanding – top quartile         54
                                                                                  performance

                                                                                                   Newcastle Plan for Children and Young People | 57
•   27% of children in lowest 20% of achievers live in an area in        •   Impact of intervention by the LA in 3 targeted areas of the Early
    the 30% most deprived areas nationally, i.e., over a quarter of          Years Foundation Stage since 2005 has been good, showing an
    children in Newcastle at the end of foundation stage.                    improvement of between 1 and 3% compared to a declining
•   Deprivation appears to impact negatively on the performance of           national picture
    pupils. In general, pupils residing in the 1%, 10% and 30% most      •   Interventions to support CLL, eg CLLD programme and ECAT
    deprived areas of Newcastle performed less well, across all key          programme, are beginning to have a positive impact. The gap in
    stages, than the cohort as a whole.                                      the lowest 20% attainers has narrowed.

•   Girls outperformed boys across all subjects and across all key       •   Standards attained in English, mathematics and science at Key
    stages. A closer examination of the gender reveals that Autumn           Stage 2 are improving but are still below the national averages.
    born girls were one of the highest achieving groups across all           The rate of improvement in English and maths combined is
    subjects from Foundation Stage to Key Stage 4 (KS4). Summer              faster than the national average. Work continues to improve
    born boys were one of the lowest achieving groups. Gender                teachers’ subject knowledge in English and maths.
    differences are especially pronounced in literacy.                   •   An effective school improvement strategy identifies
                                                                             schools requiring intervention and support is appropriately
•   In the primary phase there is one school in special measures,
                                                                             differentiated
    which is on track to be removed from the category in the
    expected timeframe.                                                  •   The impact of LA challenge and support is good with a faster
                                                                             improvement in schools targeted by the LA for intervention
                                                                             and support. E.g. primary schools receiving intensive support
What has been done and what difference has it
                                                                             improved by 6.4% in maths and 1.9% in English.
made?
                                                                         •   6 Newcastle schools have renewed their Basic Skills Quality Mark
•   EYFS training and support is provided to all early years settings,       to ensure quality systems are in place to support literacy and
    including those in private, voluntary and independent settings           maths and 6 more have achieved it for the first time. This brings
•   EYFSP data is rigorously analysed to inform targets and give an          the number of early years and primary phase schools with BSQM
    overview of progress throughout the city and in each individual          to 31.
    school. Further analysis by deprivation and feeder nursery           •   Decisive intervention by the LA resulted in a failing school being
    settings has been particularly successful in identifying support         closed in July 08.
    and intervention strategies, and plans are in place to gain this     •   Improvements to teacher assessment through work on APP has
    level of information for every SSCC.                                     helped to better target pupils’ learning needs and personalise
•   The impact of the work of EY consultants is evident in improved          their learning better
    Ofsted inspection outcomes and progress of children. We offer        •   All intensively supported schools have detailed pupil tracking
    high quality training programmes matched to the needs of                 systems in place enabling schools to raise aspirations, set
    the EY sectors and children. Consultancy time is differentiated          challenging targets, identify underperformance, and implement
    in proportion to need and is currently weighted in favour of             successful intervention programmes. ISP has resulted in closing
    settings in the early stages of implementing EYFS.                       the gap for the schools involved in the programme.

58 | Newcastle Plan for Children and Young People
•Data sets on underperforming groups such as children in care           Partners
 help to inform the target setting process and need to narrow           Newcastle Education Improvement Partnership, City Council,
 the gap. CVA by vulnerable group demonstrates significant              schools, early years providers
 impact as well as challenge for further focus. Highlighting this
   • Improvements to teacher assessment through work on APP              Newcastle Education Improvement Partnership, City Council,
      has helped has increased pupils’ learning needs and
 group of pupilsto better target awareness at school level of the       Related documents
                                                                         schools, early years providers
      personalise pupils
 progress of LACtheir learning better
   • All intensively supported schools have detailed pupil tracking     SIS Primary Strategy Service Plan
                                                                        Related documents
What systems in do next? schools to raise aspirations, set
       will we place enabling                                           Primary Strategies operational plans,
      challenging targets, identify underperformance, and implement     Schools Causing Concern Policy
                                                                        SIS Primary Strategy Service Plan
•Work with Early Years providers in local authority, private,
      successful intervention programmes. ISP has resulted in           Primary for Schools Strategy
                                                                        PlanningStrategies operational plans,
      closing the gap for the schools settings to improve quality
 voluntary and independent sectorinvolved in the programme.             Primary Strategy for Change
                                                                        Schools Causing Concern Policy
   • Data sets on underperforming groups such as children in care
 of Early Years and Foundation Stage (EYFS) curriculum and              Planning for Schools Strategy
      help to inform the target setting process and need to narrow      Primary Strategy for Change
 assessment
      the gap. CVA by vulnerable group demonstrates significant
•     impact as well as development of Early Years practitioners
 Support training and challenge for further focus. Highlighting this
•The Schools Causing Concern Policy will be reviewed in 2009 the
      group of pupils has increased awareness at school level of
 following updated guidance from the government
      progress of LAC pupils
•Target support and challenge for schools according to need
   What will we do next?
•An increased focus on mathematics
•Involve all schools in training for Assessing Pupil Progress (APP)
   • Work with Early Years providers in local authority, private,
•Deliver specific challenge, targeting and support for vulnerable
      voluntary and independent sector settings to improve quality of
       under-performing pupil groups
 and Early Years and Foundation Stage (EYFS) curriculum and
•Build leadership and management capacity in schools
      assessment
   • Support training and development of Early Years practitioners
   • The Schools Causing Concern Policy will be reviewed in 2009
      following updated guidance from the government
   • Target support and challenge for schools according to need
   • An increased focus on mathematics
   • Involve all schools in training for Assessing Pupil Progress
      (APP)
   • Deliver specific challenge, targeting and support for vulnerable
      and under-performing pupil groups
   • Build leadership and management capacity in schools
     Partners


                                                                                            Newcastle Plan for Children and Young People | 59
                                                                                                                                     56
  Priority: Improve attainment in
Priority Improve attainmentin secondary
                                                               !""#             Achievement of 5+ A*-C GCSEs/equivalent at Key Stage 4
and 14–19 and 14-19
  secondary

GCSE attainment
  GCSE attainment


    Achievement of 5+ A*-C GCSEs/equivalent including English and Maths




                                                                           Progress for performance at 5 A*-C, with without English
                                                                          Progress for performance at 5 A*-C, with andand without English and
                                                                           maths, for 5 5 A*-G and for Average Point Score is in the top
                                                                          and maths, for A*-G and for Average Point Score is in the top quartile
                                                                           nationally.
                                                                          quartile nationally.

                                                                            We have significantly positive KS2-4 CVA “All Pupils” and all
                                                                          We have significantly positive KS2-4 CVA forfor “All Pupils” and all
                                                                            ethnic minority groups, including white British. significantly
                                                                          ethnic minority groups, including white British. Most Most significantly
                                                                          positive CVA overall is for those pupils living in the most deprived
     5+ 5+ A*-C including English and maths, performance is below
ForFor A*-C including English and maths, performance is below               positive CVA overall is for those pupils living in the most deprived
    the national average and SN. However, the rate of improvement         areas of the city (IMD 10%). This shows that between the ages
the national average and SN. However, the rate of improvement
    is better than national and statistical neighbours so narrowing the      11 and the city make much better than expected progress
                                                                          ofareas of16 pupils(IMD 10%). This shows that between the ages of 11
is better than national andand the national average from -11% to
    gap between Newcastle statistical neighbours so narrowing               and 16 pupils attainment and personal expected progress given their
                                                                          given their prior make much better than circumstances.
the- gap in 2008. We have been top quartile for progress in the -11%
      8% between Newcastle and the national average from last               prior attainment and personal circumstances.
     8% years.
to -threein 2008. We have been top quartile for progress in the last      Unlike attainment at other key stages, at GCSE pupils from black
three years.                                                                Unlike attainment at other key stages, at GCSE pupils British
                                                                          and minority ethnic (BME) communities out-perform white from black
    For the first time ever a higher proportion of Newcastle pupils         and BME girls are the highest performing group.
                                                                          pupils.minority ethnic (BME) communities out-perform white British
    than nationally achieved 5 or more A*-C grades at GCSE (67%)            pupils. BME girls are the highest performing group.
For the first time ever a higher proportion of Newcastle pupils
    confirming our position as the second most improved local
    authority in the country over the last 10 grades at GCSE (67%)
than nationally achieved 5 or more A*-C years for this indicator.
confirming our position as the second most improved local                  What is the story behind this data?
authority in the country over the last 10 years for this indicator.
                                                                           •   The Specialist Schools and Academies Trust named 5 secondary
                                                                               schools in Newcastle amongst the most improved in England in
                                                                                                                                     57
                                                                               2008.

60 | Newcastle Plan for Children and Young People
• What is the story behind this data? pupils in the 1% most
  Between Key Stages 2 & 4 CVA data shows                                   What has been done and what difference has
                                                                            predicted outcomes in 2008 (an improvement from last year)   it
     deprived areas of the City perform better than the city average        made?
    • The Specialist Schools and Academies Trust named 5                What has been done and what difference has it
     and better than expected
      secondary schools in Newcastle amongst the most improved in        • Significant increase in 5A*-C attainment in last three years
                                                                        made?
•    In the secondary phase 4 schools are judged to be outstanding,
      England in 2008.                                                          through more personalised curriculum, more rigour in
       are good and none 2 & 4 an Ofsted category. (This is out
    •6Between Key Stages are in CVA data shows pupils in the 1%         •       monitoring of in 5A*-C attainment in last three years
                                                                            Significant increasepupil progress and improved pedagogic practice.
      mostschools; Excelsior opened in 2008 and has not yet been
     of 13 deprived areas of the City perform better than the city
     inspected). better than expected
      average and                                                           •
                                                                            through more personalised curriculum, more rigour in
                                                                                Mainstream, special schools and the PRU have made wide use of
                                                                            monitoring of pupil progress and improved pedagogic practice.
                                                                                the range of alternative qualifications including the extended
    • In the secondary phase 4 schools are judged to be
•    Only 2 schools (5 in 2007) achieved less than 30% 5 A-C*
      outstanding, 6 are good and none are in an Ofsted category.
                                                                        •   Mainstream, special schools and the PRU have made wide
                                                                                use of Adult Literacy and Numeracy Tests.
                                                                            use of the range of alternative qualifications including the
      (This is out of 13 and Maths.
     including English schools; Excelsior opened in 2008 and has
                                                                            •   The impact Adult Literacy and Numeracy Tests.
                                                                            extended use ofof LA challenge and support is good. There has
•     not yet been Key Stage
     At the end of inspected). 3, analysis indicates outcomes for               been faster improvement in schools targeted by the LA for
      Only 2 schools (5 in 2007) achieved less compared A-C*
    •looked after children are weaker in 2008than 30% 5 with 2007.      •        impact of LA challenge and support is 5A*-C improvement also
                                                                            Theintervention and support. Significant good. There has
      including English and Maths.
     As in Key Stage 2 there is a high percentage (54%) of the                  occurred in 3 out of in schools targeted by the LA
                                                                            been faster improvement4 priority secondary schools for
      At the end of SEN code 3, analysis indicates outcomes FOR
    •cohort on the Key Stage of practice (3 statements, 5 SA+, 11 SA        intervention and support. Significant 5A*-C improvement also
      looked after children are weaker in 2008 compared with 2007.
     in a cohort of 35). Value added is satisfactory when measured
                                                                            •   Focus is now on narrowing attainment gap for all
                                                                            occurred in 3 out of 4 priority secondary schools
      As in Key Stage 2 there is a high percentage (54%) of the         •
                                                                                underperforming schools and groups of all
                                                                            Focus is now on narrowing attainment gap for pupils. Increased
      cohort predictions.
     against on the SEN code of practice (3 statements, 5 SA+, 11               challenge to schools and groups of pupils. Increased
                                                                            underperforming schools through “National Challenge”
•     SA in a cohort of 35). outcomes compared with predictions
     Initial analysis of GCSEValue added is satisfactory when                   and “Gaining Ground”. “National Challenge” schools in
                                                                            challenge to schools through Targeted support forand
     from the end of KS3 indicates that 66% of pupils achieved their
      measured against predictions.                                             disadvantaged areas has had good impact.
                                                                            “Gaining Ground”. Targeted support for schools in
      Initial analysis of GCSE outcomes compared with predictions
    •predicted outcomes in 2008 (an improvement from last year)
      from the end of KS3 indicates that 66% of pupils achieved their   •
                                                                            •
                                                                            disadvantaged areas has had good impact.
                                                                                Support and challenge for school leadership – SIP process
                                                                            Support and challenge for school leadership – SIP process
                                                                                consistently rated as outstanding through external evaluation
                                                                            consistently rated as outstanding through external evaluation
                                                                                by the National Strategies Teams.
                                                                            by the National Strategies Teams.
                                                                        •   •   Effective deployment of Secondary National Strategies resources
                                                                            Effective deployment of Secondary National Strategies
                                                                                in support of core core subject leadership – consistently
                                                                            resources in support ofsubject leadership – consistently rated as at
                                                                            rated as at least good by quality assurance exercises.
                                                                                least good by quality assurance exercises.
                                                                            Newcastle is one of only 10 areas in the country approved by
                                                                        •
                                                                            •   Newcastle is one of only 10 areas in the country approved by
                                                                            the government to deliver all of the first five new National
                                                                                the government part of the government's 14 new National
                                                                            Diplomas, which formto deliver all of the first five-19 reform.
                                                                        •        learners started form part September 2008. Approval reform.
                                                                            282Diplomas, whichon these in of the government’s 14–19for
                                                                            •   282 learners started on these in September 2008. in
                                                                            5 additional diploma lines has been achieved, 2 to start Approval for 5
                                                                                additional 2010.
                                                                            2009, 3 to start diploma lines has been achieved, 2 to start in 2009, 3
                                                                                to start 2010.
                                                                            •   A citywide multi-agency group on Literacy and Numeracy has58
                                                                                been established as a sub-group of the 14–19 partnership,
                                                                                to drive strategic planning on the improvement of literacy

                                                                                                 Newcastle Plan for Children and Young People | 61
    and numeracy levels of young people. Priorities are to share         Partners
    teaching, learning and assessment approaches and seek to
                                                                         14–19 partnership, schools, Newcastle City Council, School
    develop collaborative approaches to training.
                                                                         Improvement Partners, NCAs
•   Continued delivery and promotion of study support through
    Newcastle United and Falcons Learning Centres.
                                                                         Related documents
•   Newcastle Science City is focussed on nurturing and attracting
                                                                         LA National Challenge Plan for each identified school
    people to work in and learn science. A careers booklet has
    been launched to encourage take up of science, technology            NC School RAPs
    engineering and maths (STEM) subjects and careers.                   SNS Strategy
                                                                         SCC Policy (“Sustaining Successful Schools”)
•   Secondary schools with a special interest in STEM related subjects
                                                                         SEN + LDD Plans
    have formed a Science Education Innovation Partnership (SEIP)
    and developed an action plan to enhance the curriculum               14 – 19 Strategy
    to make it more exciting, support teachers with continuing           Consultant Support Plans
    professional development, and showcase the wide range of jobs        CPD Action Plan
    which are available with STEM qualifications.

What will we do next?
•   Provide specific challenge, targeting and support to schools
    relating to vulnerable and under-performing pupil groups
•   Implement National Challenge in target schools
•   Differentiate SIP and consultancy support in accordance to need
•   Continue to improve teaching and learning through professional
    development, Advanced Skills Teachers and good practice
    networks
•   Develop appropriate structures to support the commissioning of
    14–19 learning by September 2010.
•   Develop new diploma programmes in Hair & Beauty and
    Business Administration and Finance by September 2010.
•   Ensure effective transition of 16-19 funding and commissioning
    from the Learning and Skills Council to the local authority by
    April 2010


62 | Newcastle Plan for Children and Young People
Priority Increase school attendance and
         Priority: Increase school attendance                                              Secondary school persistent absence
        persistent absence attendance
reduce Priority: Increase school attendance
   Priority: Increasepersistent absence
         and reduce school
                                                                !""#
                                                          !""# !""#
   and reduce persistent absence
       and reduce persistent absence
          Attendance figures remain and persistent absence
Attendance figures remain too low too low and persistent absence too
    high.Attendance for 2007/8 shows and persistent absenceschool
          high. Data figures remain too pupils (5.84% of school
          Data for 2007/8 shows low low pupils (5.84% of too
tooAttendance figures remain too 17671767 and persistent absence too
         high. Data for 2007/8 shows 1767 (5.84% of schooloverall
population) were classed as persistent absentees (PA). The(PA). The
   high. Data for 2007/8 shows 1767 pupilspupilsabsentees school
          population) were classed as persistent (5.84% of
   population)forabsence classed as persistent absentees (PA). The
         population) classed as for all pupils was 7.44%. The
absence (OA) were were (OA) persistent absentees (PA).
          overall all pupils was 7.44%.
         overall absence (OA) pupils was was 7.44%.
   overall absence (OA) for all for all pupils7.44%.
         Secondary school overall absence




                                                                                       Our persistent absence rate has fallen than that of of
                                                                                 Our persistent absence rate has fallen less less than thatourour
                                                                                      Our persistent absence rate has fallenthan that since 2006.
                                                                                       statistical neighbours has fallen less less than that
                                                                               Our persistent absence rate but more than nationally of ourof our
                                                                                 statistical neighbours but more than nationally since 2006. Between
                                                                                      statistical neighbours but than a greater reduction in persistent
                                                                                       Between 2007 but 2008, Newcastle showed 2006.
                                                                               statistical neighbours andmore morenationally sincea greater reduction
                                                                                 2007 and 2008, Newcastle showedthan nationally since 2006.
                                                                                      Between and 2008,2008, Newcastle neighbours reduction
                                                                                       in 2007 2007 and Newcastle showed a greater or nationally.
                                                                               Between persistent absence than statisticalshowed a greater reduction
                                                                                 absence than statistical statistical neighbours or nationally.
                                                                               in persistent absence thanneighbours or nationally. or nationally.
                                                                                      in persistent absence than statistical neighbours

                                                                                           Primary school overall absence


           Since 2006 there has been a steady improvement in secondary
    SinceSince there has been been improvement in secondary
           overall has been a steady a steady improvement persistent
Since 2006 there andthere has aabsenceimprovement in secondary
           2006 2006 persistent steady (PA). Reduction inin secondary
          overall and persistent (PA). Reduction in in persistent
            and persistent absence (PA). Reduction persistent absence
overall and persistent absenceabsence(0.6 percentage points) in 2008.
    overallabsence was ahead of target (PA). Reduction in persistent
    absenceof target (0.6 percentagepercentage2008. points) in 2008.
          absenceahead of targettarget points) in points) in 2008.
was ahead was was ahead of (0.6 (0.6 percentage
           The rate of reduction in overall secondary absence in Newcastle
          The rate of reduction the national butabsence in Newcastle
           since 2006 is in overall secondary below statistical neighbour
    The rate of reductionabove in overall secondary absence in Newcastle
The rate of reduction in overall secondary absence in Newcastle
          2006 2006 all groups showing below statistical neighbour 2007
           rates, above the national but a similar reduction between
    since since iswith is above the national but below statistical neighbour
    rates,rates,all groups national but below statistical neighbour
           with 2008. the showing a similar reduction between 2007
since 2006 is above all groups showing a similar reduction between 2007
           and with
rates, with all groups showing a similar reduction between 2007
    and 2008.2008.
          and
and 2008.

                                                                                                                                                    60
                                                                                                                                             60    60

                                                                                                      Newcastle Plan for Children and Young People | 63
Attendance at primary schools fell slightly in Newcastle and
   Attendance at primary schools fell slightly in Newcastle and           What is the year to the current 10.5% (14%
                                                                         reduced year on story behind this data? in the previous
nationally between 2007 and 2008.
   nationally between 2007 and 2008.                                     year and 12% nationally)
                                                                          •   There is a significant minority of persistent absentees who,

           Primary school persistent absence
                                                                               despite a story behind intervention
                                                                         What is the large number ofthis data? strategies, continue to
                                                                               have very poor attendance; overall absence for PA pupils was
                                                                               38.31% significant
                                                                         • There is a in 2008 minority of persistent absentees who,
                                                                          •   Data a large shows of intervention strategies, more likely
                                                                           despite analysisnumberthat the PA population is continue to to have
                                                                               special poor attendance; overall absence for PA pupils was
                                                                           have veryeducational needs, be from White British backgrounds
                                                                               and be 2008
                                                                           38.31% infrom low income families (as measured by FSM).
                                                                         • Data analysis shows that the PA population is more likely to
                                                                          •   In some families there are low aspirations where education
                                                                           have special educational needs, be from White British
                                                                               is not a high priority and therefore there is a measured
                                                                           backgrounds and be from low income families (asculture of non-
                                                                           byattendance. An academic curriculum is perceived as having little
                                                                                FSM).
                                                                                some families there opportunities for where education is
                                                                         • In relevance to future are low aspirationsthe children concerned.
                                                                          •   9 a high 13 secondary schools were identified as priority schools
                                                                           not out of priority and therefore there is a culture of non-
                                                                           attendance. DCSF based on data from the first two terms of 2007/8
                                                                               for PA by An academic curriculum is perceived as having
                                                                           little relevance to future opportunities for the children
                                                                               although nearly all schools had shown an improvement on the
                                                                           concerned.
                                                                               previous year. The schools were identified as priority
                                                                         • 9 out of 13 secondarythreshold for PA was reduced from 9% to
     When primary schools were identified as having above average
When primary schools were identified as having above average                   7%. Several by DCSF based on data from the first figures that
                                                                           schools for PA of the priority schools had final year two terms are
persistent absence for for the first time in 2007, 41 Newcastle
     persistent absence the first time in 2007, 41 Newcastle primaries     of below the 7% threshold. schools had shown an
                                                                                2007/8 although nearly all
     primaries fell into this category. However, percentage PA in
fell into this category. However, percentage PA in primary schools
     primary schools can be misleading due to the relatively small        •   Analysis of the reasons for absence threshold illness is by
                                                                           improvement on the previous year. Theshows thatfor PA was far the
                                                                           reducedcommon reason Several of the priority schools had
can numbers of pupils involved.relatively smallanumbersschool of
     be misleading due to the 3 PA pupils in primary of pupils                 most from 9% to 7%. for absence in Newcastle and nationally;
                                                                           final year figures that are below the 7% threshold.
involved. 3 PAput the in a primary school of 100 would put the
     100 would pupils school above the national average.                       holidays the reasons (with or without that illness are far
                                                                         • Analysis of in term timefor absence showspermission)is bynot very
school above the national average.                                             significant in comparison, although more so in and
                                                                           the most common reason for absence in Newcastleprimary schools.
     Gaps in performance between Newcastle and statistical                •   Ofsted inspections term time (with or without in schools overall
                                                                           nationally; holidays in indicate that attendance permission)
     neighbours and national for Newcastle and statistical neighbours
Gaps in performance between persistent absence have narrowed                   is satisfactory, but it is comparison, although more so in
                                                                           are not very significant in the only area where Newcastle school
     slightly since 2007.                                                  primary schools.
                                                                               Ofsted judgements are consistently below national grades.
and national for persistent absence have narrowed slightly since
                                                                         • Ofsted inspections indicate that attendance in schools overall
2007. tracking system has been established to enable close
     A                                                                     is satisfactory, but it is the only area where Newcastle school
    monitoring of LAC with attendance problems. The impact of this        What has been done and what difference has it
                                                                           Ofsted judgements are consistently below national grades.
A trackingthe percentage of LAC missingto enable close monitoring
    is that system has been established 25 days or more has               made?
of LAC with attendance problems. The impact of this is that the
percentage of LAC missing 25 days or more has reduced year on
                                                                          •   DCSF agenda has changed the emphasis to reducing overall
                                                                              absence rather than just unauthorised absence. This has assisted
year to the current 10.5% (14% in the previous year and 12%                                                                            61
                                                                              the LA and schools to work towards improvement
nationally)
                                                                          •   The National Strategies self evaluation and analysis tools have

64 | Newcastle Plan for Children and Young People
    been useful in identifying areas for improvement and targeting          parents were invited to St James’ Park to celebrate 3 or more
    support and intervention. Positive results have already begun to        consecutive years of 100% attendance; 220 younger children
    be seen in secondary schools after two years.                           and their parents were invited to a fun afternoon at St James’
•   In primary schools, the PA agenda has had a significant                 Park as winners of a shorter term attendance project.
    impact – using data more effectively to target strategies and
    interventions, being more challenging to parents, drawing up        What will we do next?
    action plans and pupil profiles.
                                                                        •   Further develop a framework of support and challenge for
•   Turn the Curve event on reducing absence held in May 08. PA             schools.
    network event for primary and secondary was held in December
    2008.                                                               •   Improve data quality and analysis to target individuals and
                                                                            groups of pupils with persistent absence.
•   Integrated team within the Education Welfare Service working
                                                                        •   Develop social marketing campaigns to increase awareness of
    around a school cluster provides the opportunity for a focus on
                                                                            the impact of not attending school regularly
    attendance at an early intervention stage with additional family
    support for more complex cases.                                     •   Develop strategy to further improve on good LAC attendance

•   A traffic light system to monitor absence rates contributed to a    •   Continue successful interventions, e.g. truancy patrols, fast track
                                                                            prosecutions.
    fall of 3% in one secondary school over 4 years up to 2007/8 and
    this system is now being introduced to more schools including
                                                                        Partners
    primary. At least one cluster has agreed common challenging
    thresholds for warning and action. This gives a consistent          Newcastle City Council, Schools, Connexions, Health Services,
    message to parents. The introduction of ‘traffic light’ makes       National Strategies
    an impact with parents who may have previously thought that
    attendance levels were acceptable.                                  Related documents
•   Use of data is improving. Absence data is now part of a wider       Behaviour and attendance strategy; Inclusion strategy
    data set in relation to the 20% lowest achievers in KS 1 and 2      CS OA/PA Evaluation Framework
    which will be used to target support.
•   Increasing partnership with SIPs ensuring that attendance and
    PA are an integral part of the school improvement agenda.
•   All but 2 schools participate in LA led initiatives for promoting
    attendance which regularly achieve positive media coverage.
    In 2007–08: approximately 28,000 certificates were provided
    for termly attendance of 98% and above; approximately 1,500
    pupils plus parents were invited to the Newcastle Metro Arena
    to celebrate 100% attendance for the year; 144 pupils and

                                                                                              Newcastle Plan for Children and Young People | 65
                        of exclusion from school
Priority Reduce rates of exclusion fromfrom school
      Priority: Reduce rates of exclusion school
 Priority: Reduce rates
        Rate Rate of permanent exclusions from school
  NI114NI114 of permanent exclusions from school
NI114 Rate of permanent exclusions from school
        The rate of permanent exclusions is the national average
The rate ofof permanentexclusions is above above the national average
  The rate permanent exclusions is abovethe national average in
  in both primary and secondary sectors and isand high.
        in both primary and secondary sectors high.
both primary and secondary sectors and is tootoo is too high.

    Rate of permanent exclusions from school




                                                                         What is is the story behind data?
                                                                           What the story behind this data?
                                                                        What is the story behind thisthis data?
                                                                          •   In the past three years there has only been one permanent
                                                                              • past past years years has only been been one permanent
                                                                                                     there schools, only
                                                                        • In theIn thethree threespecial there hasand none permanentEBSD
                                                                               exclusion from aa special schools, and one from our EBSD
                                                                                 exclusion from                          from from our
                                                                          exclusion from a special schools, and none none our EBSD
                                                                                 schools our Pupil Referral Unit
                                                                               schools oror our Pupil ReferralUnit
                                                                          schools or our Pupil Referral Unit
                                                                          •   School level analysis shows a a varied picture in secondary
                                                                              • School level analysis shows varied picture in secondary schools
                                                                        • School level analysis shows a varied picture in secondary
                                                                               across theacross the
                                                                          schools acrosscity. city. city.
                                                                                 schools the
         a a slight improvement in 2007 compared to 2006 it
  Despite slight improvement in 2007 2007 compared to it remains
DespiteDespite a slight improvement in compared to 2006 2006 it           •   • were were 255 school aged Looked Children during
                                                                        • ThereThere 255 255 school aged Looked After Children during
                                                                              There were school aged Looked After After Children during
                                                                                 2003/04, 1% were permanently excluded. This figure
                                                                          2003/04, 1% 1% were permanently excluded.figurefigure matches
  remains above national and and statistical neighbours and the
        remains and statisticalstatistical neighbours and the gap gap
above national above national neighbours and the gap has widened                                              excluded. This This matches
                                                                               2003/04, were permanentlyacross the Country and is slightly
                                                                                 the figures for all regions the Country and is slightly matches
        has
since 2004. widened since 2004.
  has widened since 2004.                                                 the figures for all regions across
                                                                                 higher (national regions
                                                                               the figures for allaverage across the Country and is slightly
                                                                          higher (national average 0.9%)0.9%)
                                                                               higher than national average (0.9%)
                                                                              • Children with SEN Statements account for permanent
                                                                        • Children with SEN Statements account for 5% of5% of permanent
        The chart shows the current numbers of
  The chart belowbelow shows the current numbers of permanent
The chart below shows the current numbers of permanent
        exclusions compared to previous years. permanent
  exclusions compared to previous years.                                  •      exclusions and Statements account for 5% of permanent
                                                                              Children with SENfixed fixed term exclusions compared to
                                                                          exclusions and 5% of5% of term exclusions compared to
exclusions compared to previous years.                                           national of 5% 11% and 12% respectively.
                                                                               exclusionsfigures of and 12% respectively.
                                                                          national figuresand11% of fixed term exclusions compared to national
                                                                              • Ofsted behaviour as good or better in 93% 93% of all schools.
                                                                        • Ofsted judge judge behaviour as good or better in of all schools.
                                                                               figures of 11% and 12% respectively.
                                                                                                                                      have
                                                                              • Over the past 4-years, most permanent exclusions been been
                                                                          •   Ofsted judge persistent disruptive or better in have
                                                                        • Over the past 4-years, most permanent exclusions93% of all schools.
                                                                                 because of    behaviour as good behaviour (82), followed by
                                                                          because of persistent disruptive behaviour (82), followed by
                                                                          •   Over the past 4 years, most permanent exclusions have been
                                                                               because of persistent disruptive behaviour (82), followed by63
                                                                                                                                          63
                                                                               physical assault against an adult (53) and physical assault against
                                                                               other pupils (38).

66 | Newcastle Plan for Children and Young People
      physical assault against an adult (53) and physical assault         •   The Behaviour Improvement Programme (BIP) has had a
                                                                                  demonstrate on in BIP secondary schools, between in
                                                                              significant impactthatbehaviour management and support 2005/06 and
•     against other pupils (38).
    The graph below shows how the reasons have changed
    • The graph belowtime with a sharp drop in exclusions due to
                         shows how the reasons have changed                       2007/08 there was a Gate (now closed) and Walker
                                                                              Kenton, All Saints, West36% reduction in the number of fixed term
    significantly over
      significantly over time with a sharp drop in exclusions due to              exclusions (464 and their associated primary schools.
                                                                              secondary schools to 295), and in the same period a 38% reduction
      disruptive behaviour from 43% of all permanent exclusions
    disruptive behaviour from 43% of all permanent exclusions in              Figures demonstrate pupils permanently excluded from these
    in2007 to 25% currently, whilst the proportion of exclusions
       2007 to 25% currently, whilst the proportion of exclusions                 in the number of that in BIP secondary schools, between
                                                                              2005/06 and 2007/08 there was a 36% reduction in the
    relating to assaults against adults have increased in same period             schools (34 to 21). There is continued funding from BIP until
      relating to assaults against adults have increased in same              number of fixed term exclusions (464 to 295), and in the same
    from 14% to 40%.to 40%.
      period from 14%                                                             2011 38% reduction complemented pupils permanently
                                                                              period a which is being in the number of in other schools through
                                                                                  Area Based Grant.
                                                                              excluded from these schools (34 to 21). There is continued
       Number of permanent exclusions annually by reason code                 •  All secondary until 2011 which is being complemented in
                                                                              funding from BIP schools have significantly redesigned their
                                                                              other schools through Area Based Grant.
                                                                                  curricula to reduce disaffection and disengagement through
                                                                          •       secondary schools alternative curriculum and their
                                                                              All increased access tohave significantly redesignedto provide more
                                                                              curricula to reduce disaffection and disengagement through
                                                                                  personalised learning
                                                                              increased access to alternative curriculum and to provide more
                                                                              •  Through the Beacon
                                                                              personalised learning Project which focuses on disengaged
                                                                          •       young people at Project which focuses on disengaged
                                                                              Through the Beacon risk of permanent exclusion, particularly in
                                                                                  Key stage at risk of 230 young people are accessing a
                                                                              young people4, aroundpermanent exclusion, particularly in variety of
                                                                              Key stage 4, around 230 young people are accessing a variety
                                                                                  alternative education experiences.
                                                                              of alternative education experiences.
                                                                          •   •  All secondary schools have a Learning Support Unit (LSU) which
                                                                              All secondary schools have a Learning Support Unit (LSU)
                                                                                  provide valuable support for challenging and vulnerable
                                                                              which provide valuable support for challengingand vulnerable pupils
                                                                                  A strong LSU network exists, led by the SEN/ Inclusion adviser;
                                                                              pupils A strong LSU network exists, led by the SEN/ Inclusion
                                                                                  is a useful forum for sharing good practice and professional
                                                                              adviser; is a useful forum for sharing good practice and
                                                                                  development.
                                                                              professional development.
                                                                          •
                                                                              •  The has been able to to support a number of pupils,
                                                                              The LALA has been able support a number of pupils, and and schools,
                                                                              schools, through negotiated access to alternative placement
 What has been done and what difference
What has been done and what difference has it
                                        has it                                    through negotiated access to alternative placement when
                                                                              when otherwise permanent exclusion would have been likely.
 made?
made?                                                                     •       otherwise attendance of vulnerable groups is carefully
                                                                              Exclusion andpermanent exclusion would have been likely.

•   Newcastle’s Behaviour and Attendance Partnership has been
    • Newcastle’s Behaviour and Attendance Partnership has been               •  Exclusion and attendance of vulnerable groups
                                                                              monitored and is better than the citywide indicators. is carefully
                                                                                  monitored and is better than the citywide indicators.
      established. The partnership involves all LA schools across all
    established. The partnership involves all LA schools across all age
      age groups and the Special School sector.
    groups and the Special School sector.
    • The LA has increasingly challenged schools where, data                  What will we do next?
•     suggests, the rate of exclusions is schools for concern.
    The LA has increasingly challenged a cause where, data suggests,
    the rate of exclusions is a cause for concern.                            •   Finalise and implement the Behaviour and Attendance Strategy
•   The Behaviour Improvement Programme (BIP) has had a                           2009/12 and adopt a ‘ZERO’ permanent exclusion policy which is
                                                                                  supported by all schools                               64
    significant impact on behaviour management and support
    in Kenton, All Saints, West Gate (now closed) and Walker                  •   Ensure that effective preventative mechanisms are in place to
    secondary schools and their associated primary schools. Figures               meet individual needs through the Targeted Adolescent Mental

                                                                                                  Newcastle Plan for Children and Young People | 67
    Health in Schools (TAMHS) project and Targeted Youth Support       Other key information relating to enjoy and achieve
    (TYS) and the further roll out of SEAL to remaining primary
    and secondary schools and to the early years foundation stage
    (EYFS).
                                                                           Want to be better
•   Review and develop the use of alternative provision, including
                                                                           treated, as kids with
                                                                                                                Most lessons are boring,
    provision on offer at Linhope pupil referral unit, as a means to                                            put a little bit more life
    provide a planned, appropriate and individualised response to          bad behaviour have                   into it .
    reduce the need to exclude                                             trips and we don’t.

•   Provide targeted support and challenge to schools where the
    number of permanent exclusions is a concern, agreeing trigger
    points for early intervention (currently identified as either                           CYP’s views on: school
    three fixed term exclusions, or more than fifteen days of fixed
    term exclusions, both in a rolling twelve month period), and
    to increase the numbers achieving a good or better grade for
                                                                           More fun lessons .                   I want to learn and
    behaviour of learners at their next inspection
                                                                                                                get a good job and
                                                                                                                get some money
Partners
                                                                                                                when I am older. To do
City Council, schools, alternative curriculum providers, health                                                 something about it I
                                                                                                                will concentrate more
Related documents                                                                                               in lessons.
Secondary Behaviour and Attendance Partnership Agreement.
Behaviour and Attendance Strategy
                                                                       From Tellus 2008,

                                                                       •   Our young people are more positive than young people
                                                                           nationally about ‘always’ trying their best at school (36% – 33%
                                                                           nationally) and ‘always’ learning a lot (27% – 23% nationally).
                                                                       •   The things that our young people think might help them do
                                                                           better at school are the same ranking and similar results as
                                                                           nationally – more fun/interesting lessons (80%), more help from
                                                                           teachers (40%), a quieter/better behaved class or group (39%).
                                                                       •   Similar proportions of young people in Newcastle (49%) enjoy
                                                                           school ‘always’ or ‘most of the time’ to national (50%).

68 | Newcastle Plan for Children and Young People
    Tellus 2008: % CYP who always or mostly enjoy school (statistical
    neighbours)
                                                                        •
                                                                            •      first Juice cultural festival for children and Reading Challenge,
                                                                            TheThe annual reading promotion, Summer young people
                                                                            was held in the autumn of 2008. The festival promoted and
                                                                                  saw an increase both in numbers of children taking part and in
                                                                            celebrated the diverse range of children and young people’s
                                                                                  numbers completing the
                                                                            participation in cultural activity.challenge to read more than six books
                                                                        •   The over the summer holidays.Summer Reading Challenge,
                                                                                   annual reading promotion,
                                                                            •      an increase both in young people have accessed and in
                                                                            saw24,000 children andnumbers of children taking partfree sports and
                                                                            numbers completing the challenge to read more than six books
                                                                                  leisure activities through sign up to FUSION
                                                                            over the summer holidays.
                                                                        •   •    More structured coached activities are available from the 10
                                                                            24,000 children and young people have accessed free sports
                                                                            and week long nationally funded, Sport Unlimited programme
                                                                                  leisure activities through sign up to FUSION
                                                                        •         coordinated by a range of partners.
                                                                            More structured coached activities are available from the 10
                                                                            •    92% (90% nationally) of pupils are receiving 2 hours
                                                                            week long nationally funded, Sport Unlimited programme Sport & PE
                                                                            coordinating with rangeof pupils involved in inter-school competitions
                                                                                  in 2008, by a 48% of partners.
                                                                        •   92% (90% nationally) of pupils are receiving 2 hours Sport &
                                                                                  (41% nationally)
                                                                            PE in 2008, with 48% of pupils involved in inter-school
                                                                            •    The first (41% nationally)
                                                                            competitions dedicated kids gym in the city has opened.
Other things we have done to improve outcomes
 Other things we have done to improve outcomes                          •   •
                                                                            The108 parent-carers and family members attended a family fun
                                                                                   first dedicated kids gym in the city has opened.
(more information can be found in Appendix 3)                           •         parent-carers and family for families of children with
                                                                            108 day on 15 February 2009members attended a family funlearning
 (more information can be found in Appendix 3)
                                                                                  on 15 February disabilities
                                                                            day difficulties and 2009 for families of children with learning
•• “Some of the most vulnerable young people including looked
    “Some of the most
                      vulnerable young people including looked              difficulties and disabilities
                                                                            •    Consultation has been undertaken with LAC to identify interests
   after children and children and young people with learning           •   Consultation has been undertaken with LAC to identify
    after children and children and young people with learning
   difficulties and disabilities make good progress when compared
                                                                                  and and social workers to to increase knowledge what is
                                                                            interests withwith social workersincrease knowledge of of
    difficulties and disabilities make good progress when                         available locally. Taster sessions for for LAC areas (music, dance
                                                                            what is available locally. Taster sessions LAC in 4in 4 areas
   with similar councils” (Ofsted). (Ofsted).
    compared with similar councils”                                               drama, visual arts) have been organised and participation events
                                                                            (music, dance drama, visual arts) have been organised and
•• Thomas Bewick has achieved Specialist Status for communication
    Thomas Bewick has achieved Specialist Status for
                                                                                  held including held including HONEY and Arts and
                                                                            participation events HONEY and Arts and Culture Event.
    communication and is training colleagues in colleagues in
   and interaction and interaction and is training Newcastle schools        Culture Event.
    Newcastle communication skills for children and for
   to promoteschools to promote communication skills young people
    children and young people with SEN.
   with SEN.                                                                Other key actions for 2009/10
 • Over 8000 students across the city are now benefiting from
•  Over 8000 students acrosstotally rebuilt now benefiting from
    schools which have been the city are or refurbished and                 Libraries, arts and culture
   schools which have been totally rebuilt or refurbished and
    modernised                                                              •   Work in partnership with the youth service to integrate creative
 • modernisedbid to DCFS for Play Pathfinder status, bringing
    Successful                                                                  activities in the ‘My Place’ initiative.
•   total funding secured to refurbish play areas in the city to
   Successful bid to DCFS for Play Pathfinder status, bringing total
    £2.5million                                                             •   Commission Bare Toed Dance Company and Seven Stories to
   funding secured to refurbish play areas in the city to £2.5million           work with early years children and carers exploring the theme of
•  The first Juice cultural festival for children and young people              sleep and bedtime stories. A piece of work will be produced that
   was held in the autumn of 2008. The festival promoted and                    will showcase in the Juice festival in the autumn.    66
   celebrated the diverse range of children and young people’s              •   Work in collaboration with the regional youth services, the
   participation in cultural activity.                                          regional Cultural Olympiad steering group and the legacy trust
                                                                                                  Newcastle Plan for Children and Young People | 69
    to engage and support young people 13 – 19 years in developing
                                                                               I would like to have
    innovative and transformative cultural activities as part of the
                                                                               outdoor play areas
    ‘Generation 2012’ programme.                                                                               Where I live there is nowhere
                                                                               within walking distance
•   Promote the new City Library to children and young people
                                                                               of my home so I could           to play and it is quite dirty.
    across the city. Hold five major events from June to December,
                                                                               meet up with friends
    invite up to 20 schools to visit the library for extensive visits to
                                                                               outside school, as there
    view all resources including the Local Studies collections.
                                                                               are very few children to
•   Increase the number of reading groups for children from 10 to
                                                                               play with in my street at
                                                                                                                     Children need exercise
    20.                                                                                                              and they need safe
                                                                               home.
•   We will continue to expand our volunteer opportunities for                                                       places to play.
    young people taking the number of volunteers from current 20
    to 30 with a wider scope of activities.
                                                                                         CYP’s views on: safe places to play
Extended services through schools
•   Roll out the Extended Services Disadvantage Subsidy to two
    clusters in 2009–10, and pass this learning onto all clusters for
                                                                               There’s nowhere for                  Whenever me and my
    Local Authority wide delivery in 2010–11.
                                                                               teenagers to go, so out of           friends play football,
•   Work with schools in 2009–10 to develop a suitable model to
                                                                               boredom they cause trouble.          someone tells us to go
    measure the impact of Extended Services
                                                                               Build more youth centres or          away a special place
•   Continue to support schools to meet the national target of 100%
                                                                               events for teenagers.                would be great.
    schools delivering the full core offer by 31 August 2010.


                                                                           Play
                                                                           •   Delivery of Year One Play Pathfinder Programme to deliver up
                                                                               to 11 new or refurbished play areas by March 2010, to enable
                                                                               children to access outdoor play opportunities
                                                                           •   Development and delivery of play and Play work ‘awareness
                                                                               raising’ training programme delivered to relevant public sector
                                                                               staff
                                                                           •   Complete proposed reconfiguration of Play Service by March
                                                                               2010


70 | Newcastle Plan for Children and Young People
Sports and leisure                                                               Gosforth High, Gosforth Junior High, Trinity School, Sir Charles
•   Introduce free swimming in all of the swimming pools in the City             Parsons School and Walker Technology College
    from 1 April.                                                           •    Progress initial priorities identified in Primary Strategy for
•        • and install a swimming in all of
    CreateIntroduce free second kids gym the swimming pools in the
           City from 1 April.
                                                                                   Progress initial priorities identified Milecastle, Walker Riverside
                                                                                •Change – Westgate Hill, Knoplaw, in Primary Strategy for
                                                                                   Change - Westgate Hill, Knoplaw, Milecastle, Walker Riverside
•   Continue to deliver a huge range of events and activities aimed
         • Create and install a second kids gym
                                                                                 and Hawthorn
                                                                                   and Hawthorn
         • Continue to including free use of events and activities
    at young people –deliver a huge range offacilities under the aimed      •    Opening of Brunton First school in September 2009
                                                                                • Opening of Brunton First school in September 2009
            programme, or the sports development events and
    Fusionat young people – including free use of facilities under the      •    Continued utilisation of the Local Education Partnership’s
                                                                                • Continued utilisation of the Local Education Partnership’s (LEP)
    activities or events in parks the sports development events and
           Fusion programme, or                                                  expertise to the benefit of schools and learners
                                                                                   (LEP) expertise to the benefit of schools and learners
           activities or events in parks                                    •    Completion of the Sustainable
                                                                                • Completionof the Sustainable School Travel Strategy.
                                                                                                                             Travel Strategy.
LAC
        LAC
•   Support the educational attainment of LAC through targeted
        • Support the educational attainment of LAC through targeted
            the Personal Educational Allowance
    use of use of the Personal Educational Allowance
•       • celebration event as requested by Looked After Children
    Hold aHold a celebration event as requested by Looked After
•          Children
    Deliver Arts and Culture Programme in partnership with lead
        • Deliver in the City
    organisationsArts and Culture Programme in partnership with lead
           organisations in the City
•                                           guidance on on statutory
    Support schools in implementing new new guidancestatutory role
        • Support schools in implementing
    of Designated Teachers Teachers
           role of Designated

CLDD CLDD
•      • The Area Locality Development Officers are working closely
  The Area Locality Development Officers are working closely with
          with the Aiming High for Disabled Children team to increase
   the Aiming High for Disabled Children team to increase the
          the number of children with disabilities or Special Educational
   number of children with disabilities or Special Educational Needs
          Needs accessing Extended Services in mainstream schools.
       • Develop play Services in mainstream schools.
   accessing Extendedwork to be more inclusive, particularly to support
•         and encourage be more inclusive, particularly to
  Develop play work tochildren with disabilities to access
   support and encourage children with disabilities to access
          neighbourhood provision.
       • Provide specific challenge, targeting and support to schools
   neighbourhood provision.
          relating to vulnerable and under-performing pupil groups
• Provide specific challenge, targeting and support to schools
   relating to vulnerable and under-performing pupil groups.
       Planning for schools
       • Progress building of phase 2 BSF schools (currently at design
Planning for schoolsSt. Cuthbert’s RC High, St. Mary’s RC
          stage), including
•         School, Gosforth High, BSF schools (currently at design
  Progress building of phase 2 Gosforth Junior High, Trinity School, Sir
          Charles Parsons School and High, St. Mary’s RC School,
   stage), including St. Cuthbert’s RC Walker Technology College

                                                                                                                                               68
                                                                                                   Newcastle Plan for Children and Young People | 71

				
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