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Developing Extended School ServicesWestminster Strategy 2006-08

Westminster City Council Developing Extended School Services Westminster Strategy 2006-08

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Page

1. Introduction 2

2 Background 3

3. What is an extended school? 4

4 What are the benefits of extended schools? 4

5. Achieving the vision in Westminster 6

6. Action 2003 to 2006 7

7. Action 2006 to 2008 8

8. Resources 9

9. Key challenges 11

10. Measuring the impact of extended services and activities 12

11. Conclusion 13

Appendix 1: Findings from the 2005 audits(a) Schools Survey 14(b) Non Schools Provision 15

Appendix 2: Pathfinder Schools 15

Appendix 3: Extended Schools Strategy Group terms of reference 16

Appendix 4: Extended schools and Children’s Centres core offer 19

Appendix 5: Summary of Children and Young People’s Plan 2006-09 20

Appendix 6: CYPP performance management framework 21

Contents

Front cover photo: Family learning session at Hallfield Junior School

Extended schools are key to achievingthe objectives of Every Child Matters(ECM) and Westminster’s local Change forChildren programme. These are long-termprogrammes of change in the waychildren’s services are planned, managedand delivered. They aim to raiseachievement and improve outcomes forchildren and young people by joining upservices for children and young peoplethrough children’s trusts arrangements.The five national outcomes are:• be healthy• stay safe• enjoy and achieve• make a positive contribution• achieve economic well-being.

Our local aims and objectives arepublished in the Children and YoungPeople’s Plan (CYPP)1.

Open year round, between 8am and 6pm,extended schools are a key part of the

Strategy for developing extendedservices in Westminster schools

school improvement process. Extendedservices and activities contribute to raisingstandards, create opportunities forlearners of all ages, and supportcommunity cohesion and regeneration.

Extended schools will share in the deliveryof Westminster City Council’s ambition tomaximise individual pupils’ potential,raising the aspirations of all andchallenging poverty of ambition.

Over 2006-08 kick-start grant funding is available to local authorities to helpschools develop extended services,alongside funding direct to schoolsthrough the School Standards Grant.Local authorities are required to releasefunding in accordance with a strategicplan for developing extended servicesacross the community, varying accordingto levels of disadvantage and servicesalready available. This strategy sets outthe framework for the deployment ofthese funds.

1 See Appendix 5 for more details of the Children and Young People’s Plan 2006-09

1. Introduction

Students from Quinton Kynaston Secondary School - After school performing arts club


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The Five Year Strategy for Children andLearners (2004) sets out a clearexpectation that schools will help parentsand carers and the schools’ localcommunity access extended services yearround, between 8am and 6pm – on site or across a cluster of schools or settings.

The Ten Year Strategy for Childcare (2004)intends that by 2010 all parents withchildren aged 5 -11 will have access toflexible childcare out of school hours andduring the holidays between 8am and6pm, all year round.

The National Service Framework forChildren, Young People and MaternityServices is “... a 10 year programmeintended to stimulate long term andsustained improvement in children’shealth”. It focuses on partnerships,safeguarding children and earlyintervention and prevention, and sees theNHS playing a key role in helping childrenand young people to achieve the fiveoutcomes. The National ServiceFramework is committed to supporting allschools to become healthy schools andsees access to high quality services asvital to improving health. The frameworksets out an expectation that children andfamilies can access health and social careinformation, advice and support throughextended schools.

Children’s Centres are key to deliveringimproved outcomes for children aged 0 -5, by increasing access to high quality integrated childcare and earlylearning, health services and familysupport services.

The City Academy and Building Schoolsfor the Future programmes will providehigh quality modern learning environmentsfor children, families and the localcommunity, starting with secondary

schools. In Westminster, placing schoolsat the heart of the community is a coreambition for the Building Schools for theFuture programme.

Westminster Play and Inclusion Strategieswill inform the development of our extendedservices, to make sure we build on andenhance partnerships with the communityand voluntary sector, and ensure that needsof children with disabilities and theirmothers, fathers and carers are explicitlyaddressed.

Youth Matters: Next Steps (2006) formspart of a wider Government youth offerthat includes better support for youngpeople, more youth friendly accessiblehealth services and greater access tosports, culture and the arts.

The Westminster Children and YoungPeople’s Plan 2006 -2009 has beendeveloped by the Children and YoungPeople’s Strategic Partnership which haslead responsibility for improving outcomesfor children and young people locally.These outcomes are in line with thenational Every Child Matters:Change forChildren agenda which aims to transformthe way children’s services are delivered.See appendix 6 for further details.

The Westminster Extended SchoolsServices programme is a key vehicle fordelivering the priorities of the Change forChildren agenda:1. for children and young people to lead

healthier lifestyles2. for children and young people to be and

feel safer and more secure3. for secondary school pupils to achieve

more academically4. for children and young people to

demonstrate more positive behaviourinside and outside of school

5. for young people to have betterprospects on leaving school

2. Background

4 Developing Extended School Services Westminster City CouncilWestminster Strategy 2006-08

3.What is an extended school?

“An extended school is one that recognises that it cannotwork alone in helping children and young people toachieve their potential, and therefore decides to work inpartnership with other agencies that have an interest in outcomes for children and young people and with the local community. In doing so, it aims to help meetnot only the school’s objectives but also to share inhelping to meet the wider needs of children, youngpeople, families and their community.” DfES 2004

The core offer for extended schools offers access to the following:

Wraparoundchildcare

A varied menu ofactivities includingstudy support

Parenting supportincluding familylearning

Swift and easy referral to specialised support services

Community use of facilities and adult learning

4.What are the benefits of extended schools?

Benefits for pupils and schools:• higher levels of pupil achievement• increased pupil motivation, self esteem and improved behaviour• specialist support to meet pupils’ wider needs.

Benefits for families:• improvements in behaviour and social skills• greater parental involvement in learning• more opportunities for local adult education and family learning.

Benefits for communities:• improved local availability of sports, arts and ICT• children and young people have access to supervised activities out of school hours• closer relationships with schools.

After school drama project - College Park School

Our vision is that by 2010, all schools inWestminster, including special schools andpupil referral units, will provide access tothe full extended offer, in partnership withChildren’s Centres, other schools andlocal provider organisations.

To achieve this we are working towardsthe following interim targets for schools toprovide access to the full extended offer. • By September 2006 15% of Westminster

schools • 2008 - 50% of Westminster primary

schools and one-third of secondaryschools

• 2010 - 100% all schools

Effective, ongoing consultation andcommunication with the local communitywill ensure that the offer is relevant tochildren and young people in the localarea as well as those attending individualschools.

The main aim of our extended schoolsstrategy is to raise attainment in ourschools. However, we recognise thatdeveloping extended services has a muchwider reach which will move us forward indeveloping children’s trust arrangementsand also contribute to the achievement of a number of other local priorities.

In addition to the values of the CYPSP, thefollowing core principles will be applied to the development of extended services:• access and inclusion, particularly for

children and young people withdisabilities

• strong partnership working betweenschools

• schools, communities, private, voluntary and community sectorsworking together to raise achievement

• consultation, participation and ongoingengagement with children and youngpeople, parents and carers.

5. Achieving the vision in Westminster

Students from Quinton Kynaston Secondary School - After school performing arts club


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6. Action 2003-06A multi-agency Extended Schools StrategyGroup (ESSG) has been established tooversee the development of extendedschools in Westminster at a strategic level,reporting to the Children and YoungPeople’s Strategic Partnership (CYPSP).The terms of reference and membership of the ESSG are included at appendix 3.

One full service extended school isdeveloping in Westminster, Quintin KynastonSecondary School. The experience ofQuintin Kynaston in developing as a fullservice extended school will assist otherschools as they in turn develop and expandon their own established extended servicesand activities.

A baseline audit of Westminster schoolscompleted in July 2005 mapped extendedprovision against the core offer andidentified gaps within and across schools.A second audit in November 2005identified a wide range of extendedservices and activities provided in schools’

local areas by statutory and voluntaryorganisations. These audits have informedthe development of this strategy.Summaries of the audit outcomes areincluded at appendix 1.

A strategic framework for developingWestminster’s twelve Children’s Centresover 2006-08 has been agreed. Where thismakes sense to local families, children’sCentre services are being co-located inprimary and nursery schools. Takentogether the two programmes are thebuilding blocks for drawing togetherservices and opportunities for families with very young and school age childrenat neighbourhood level. This is a keyobjective of the local Change for Childrenagenda. There is much overlap betweenthe two programmes and explicitencouragement to align the fundingstreams to maximise impact at local level.The two programmes are summarised atappendix 4.

Parents at Edward Wilson Primary School


An extended schools programme managerwas appointed in Spring 2006 to provideleadership and support to schools andother stakeholders engaging in thedevelopment of extended services. Areasof specific support identified in theschools’ audit have been built into the roleof this postholder.

Headteachers have identified opportunitiesto collaborate with other schools andagencies as a key benefit of extendedschools. Clusters of schools will besupported to work together to provideaccess to the core offer where this makessense for pupils, families and localcommunities.

The DfES have set inner London boroughsthe target of 15% of schools making thecore extended offer available fromSeptember 2006. To achieve this targetfrom January 2006 a small group ofpathfinder schools will receive focusedsupport to make the full core offeravailable from September 2006. Input fromthe National Remodelling Team, (nowknown as TDA-D), Westminster’s extendedschools remodelling consultants andnational agencies specialising in extended

schools’ development will support thepathfinder programme. Practical lessonslearnt will be disseminated to allWestminster schools to inform theirprogress towards the core extended offer.Pathfinder schools will be supported tocollaborate with schools and partners intheir area. All Westminster schools willhave the opportunity to join the pathfinderprogramme between September 2006 and September 2007.

By September 2010 all schools inWestminster will have been supported by the local authority, the NRT and otheragencies so that they have systems andpartnerships in place to engage effectivelyand efficiently in the extended schoolsagenda.

An extended services’ website will bedeveloped to keep schools and localpartners updated and to share best practicelocally and nationally. The audit of locally-available activities and opportunities will bedeveloped into a searchable resource forschools, partners, parents and carers andchildren and young people themselves.

7. Action 2006-08

2005-06 2006-07 2007-08

General Sure Start Grant (GSSG)

• Capital

• Revenue

£53,000

£182,099

£132,965

£186,290

£327,373

Standards Fund (SF)

• Extended Schools

• Targeted BIP

£224,700

£93,000

£231,486

£93,000

£231,486

£93,000

Total funding: £370,700 £639,550 £838,149

Westminster will receive kick-start funding to support the development of extendedschools and services as follows:

Targeted Behaviour Improvement Programme (BIP) funding will continue to be paiddirect to Quintin Kynaston to develop as Westminster’s full-service extended school.

8. Resources

Edward Wilson Primary School Sewing Club


8.1 Resource allocation

The Standards Fund and General SureStart Grant funding is to help start upextended services. Over time theseservices should become self sustainableeither through charging, for childcare forexample, or through reconfiguring fundingstrands at a local level through children’strusts arrangements and/or poolingbudgets across partnerships to supportextended services in schools.

8.2 Revenue ResourcesOver 2006-08 these resources will supportschools to develop sustainable extendedservices and to overcome barriers thatmay prevent them from developing thesefurther.

The following activities will be funded fromthe Standards Fund (SF) and General SureStart Grant (GSSG) and managed centrallyby the local authority:• the Extended Schools Programme

Manager and remodelling consultants• the development and extension of the

pathfinder schools programme• an online information and resource base• dissemination of good practice –

reprographics and printing.

At local level, the remaining revenue grantwill be allocated to schools using aformula agreed by Westminster schoolsthat reflects equally pupil numbers and aweighting for disadvantage. Schools andtheir partners will determine the services to be developed, drawing on their auditsof local provision completed in 2005, theschool Self-Evaluation Form (SEF) whichidentifies priorities for raising pupilachievement, and paying particularattention to the outcomes of consultationwith local stakeholders - pupils, parentsand carers and agencies. Schools andtheir partners will develop services andactivities that meet the following principles:

• collaboration between schools tomaximise resources at local level,working in local clusters andpartnerships

• target resources at gaps and prioritiesidentified in the audits at school leveland in the Children and Young People’sPlan to maximise impact and avoidunnecessary duplication

• match revenue resources with kick-startrevenue funds

• commitment to achieving the healthyschools standard, with all schoolsaiming for this by March 2008

• identify opportunities to mainstreamservices provided through TheChildren’s Fund and BehaviourImprovement Programme, as thesefunding streams end in March 2008.

8.3 Capital resourcesThe General Sure Start capital grant is tobe devolved to primary schools to buildcapacity to deliver the core offer. Sevenprimary schools are lead settings inWestminster’s Children’s Centres, and willprovide a focal point for extended servicesas well as high quality early learning fortheir local communities. The capital grantwill be devolved to these primary schoolsusing the same formula as describedabove. These resources will be deployedalongside the children’s centre capitalgrant funding to develop the physicalcapacity to deliver the parenting supportand swift and easy referral strands of the core offer, and make these available to neighbouring schools and theircommunities. The seven schools are:1. Churchill Gardens Primary2. Edward Wilson3. Soho Parish4. St. Augustine’s Primary5. St. Mary of the Angels6. Hallfield Infants7. Paddington Green


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Partners in Westminster have identified the following key challenges that we mustmeet, together, to take the strategy forward:• creating services and activities that are

sustainable. This will require schoolsand their partners to develop costedbusiness plans and charging policies to manage the transition as kick-startresources taper off

• ensuring all agencies are engaged andcommitted to the partnership workingneeded to develop extended schools,including developing more effectivepartnership links with the NHS

• ensuring that the strategic developmentof extended schools links closely to thestrategic development of children’scentres, the wider local Change forChildren agenda as well as BuildingSchools for the Future and Academiesand Big Lottery Play Funding

• supporting schools and partners tochange and adopt new approaches tomeet the core offer of extended servicesfrom 8am-6pm all year round by 2010

• supporting schools to address issuesaround contractual and legalresponsibilities, governance, staffingand business planning that new workingarrangements will bring

• opening up and sharing schoolbuildings and facilities with a widerrange of partners throughout the year,paying due regard to the legal, securityand child protection implications

• considering and managing potentialimpact of extended opening hours on local residents, e.g. noise, withinoptions appraisals

• supporting the work of supplementaryschools and ensuring that their work is integrated with the development of extended services and activities

• supporting schools to meet therequirements of the new integratedinspection arrangements

• effectively consulting and engaging with children, families, communities and delivery partners to ensure that new services are needed and co-ordinated, reaching out to those often hard to engage

• additional capacity required to developnetworks of schools and otherstakeholders at local level, keepingdisruption to the work-life balance ofheadteachers and other key staff to a minimum

• ensuring that child protection andsecurity checks are built into contractualarrangements with external agenciesand that agency staff and volunteershave received appropriate training

• devising common systems andprocesses to facilitate multi-agencyworking

• implementing the agenda in the mostinclusive manner; in special schools,pupil referral units and other schoolswhere most of the pupils do not livelocally but where local children couldbenefit from access to local facilities.

9. Key challenges


Across the authority, the success of thestrategy will be measured by a range of performance indicators, including:• the CYPSP Performance Management

Framework, as set out in the Childrenand Young People’s Plan 2006-09(Appendix 6)

• the number of schools delivering thecore offer of extended services in linewith Westminster’s targets for 2006,2008 and 2010

• Ofsted inspections, which will makejudgements on the effectiveness of theschools’ extended provision in securinghigh outcomes for pupils against theECM framework

• judgements made as part of theinspection of children’s services on the quality of provision in the area and contribution these make to theoutcomes achieved by children and young people.

The ESSG will develop additional criteriato monitor and report on the impact ofextended services at borough level to theCYPSP, linked to the Children and YoungPeople’s Plan priorities for improvement.

At school/school cluster level, localindicators to evaluate the impact onoutcomes for children and young peoplewill be worked up by schools and theirpartners, supported by the ExtendedSchools Programme Manager. Dependingon the focus for the extended provision,these could include:• improved attainment and achievement

levels• improved pupil motivation and

self-esteem• improvement in pupils’ attendance

and participation• improved pupil behaviour• reduced levels of fixed term and

permanent exclusions

• reduced levels of juvenile crime in local area

• reduced levels of teenage pregnancy• reduced levels of vandalism and

anti-social behaviour on and aroundschool premises

• the number of adults engaging in adult and family learning activities

• number of adults gaining employment• number of adults gaining qualifications• provision of greater and richer choice

of learning pathways• numbers of local people using wrap

around childcare• number of extended projects receiving

quality assurance recognition• greater community involvement

in school• quality and widely available childcare

provision• enhanced satisfaction levels with

project/provision• increasing levels of private investment/

private voluntary sector partnership• greater parental involvement in

children’s learning• better access for pupils, parents and

the wider community, including minorityethnic groups, to essential services

• broader range of partners meaningfullyengaged in the development ofextended services

• the range of services and activities forchildren and young people includingboth pre and after school and holidayprovision

• the extent to which pupils and parentsare actively engaged in the construction,delivery and evaluation of extendedservices

• the positive responses made in relationto extended services and activities madein the annual City Survey of Residentsand Children and Young People’s City Survey.

10. Measuring the impact of extended services and activities

11. ConclusionWe plan to transform our schools and early years provision through the development of extended services and activities.

We recognise this ambition can only be achieved by engaging fully with a wide range of partners to deliver this shared vision.

Essendine Primary School Breakfast Club


Areas for development:• wrap around childcare, including

holiday care and on site playgroups• provision for homework support

in after school programmes running to 6pm

• breakfast clubs• health drop-in sessions• lifelong learning• parenting support and family learning• support for improving attendance

and punctuality.

Strengths:• after school enrichment activities

for pupils, well-supported• clear links to social care in

most schools• skilled staff e.g. School-Home Liaison• some good community relationships

and knowledge• new facilities in some schools,

e.g. ICT• ICT courses for the community.

Threats/risks:• issues/barriers not overcome,

e.g. lack of space, school security,sustainable funding, time to developextended services

• hard to reach groups more sociallyexcluded, barriers around languageand social deprivation - proactiveefforts needed to ensure inclusion

• duplication of services• unsustainable provision• over-reliance on school staff• lack of parity (level of parental

contribution expected)• extended provision in some schools

may benefit the school’s own pupilsbut not the local community.

Opportunities:• collaborative advantage – recognition

by many headteachers of theadvantages of collaboration

• to link extended provision to desired improvements in outcomesfor children e.g. breakfastclubs/attendance, punctuality

• to extend sport and arts to families• school clusters and learning networks• Building Schools for the Future• to use remaining Standards

Fund and other budgets to achieve quick wins

• extended school programmemanager based at LA andRemodelling support

• web-based practical know-how e.g. www.4children.org.uk/whatwedo/view/node/115

Appendix 1: Findings from the 2005 audits

a) Schools survey


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b) Non-schools provisionThe Extended Schools phase 2 audit ofnon-schools provision of the core offer for0-19 year olds (as at 29th November 2005)shows that:• there is a lack of support for developing

parenting skills (including familylearning) across the City of Westminster.Greater evidence of this provision willundoubtedly emerge from the childcareproviders’ audit – however, this will likelyfocus on parenting skills for youngchildren

• the ‘varied menu’ is patchy: Sportsprovision is fairly comprehensive; thearts are well covered in some areas;opportunities for volunteering, for musicand for business and enterprise are poor

• a large number of organisations offeringstudy support are communityorganisations representing a nationality(the study support is often language andculture focused).

A ward level analysis shows:• Queen’s Park, Church Street and

Westbourne have the largest number of organisations providing the core offer

• West End, Harrow Rd and St James’have a favourable ratio of ‘varied menu’provision compared to the number of 0-19 year olds residing there

• Marylebone, Tachbrook and VincentSquare have a favourable ratio of ‘studysupport’. In Marylebone’s case this isskewed by the proximity to theBloomsbury area’s universities (andtherefore only affecting Year 11s>).

• Bayswater and Little Venice have afavourable ratio for ‘parenting support’

• Knightsbridge and Belgravia andRegent’s Park have a lack of provisionin all three core areas (varied menu,parenting skills, swift and easy accessto specialist services) despite havingover 1800 children and young peoplein each ward

• Abbey Road is seriously lacking in‘varied menu’ activities

• Hyde Park is lacking in study support,parenting support and family learning

• Maida Vale is lacking in study supportand parenting support

• Lancaster Gate does not offer a variedmenu of activities and lacks provisionoffering parenting support

Appendix 2: Pathfinder schools 2006Churchill Gardens PrimaryEdward WilsonEssendine PrimaryMillbank PrimarySoho ParishSt. Augustine’s PrimarySt. Barnabas CE PrimarySt. Mary Magdalene C of E


Appendix 3: Extended Schools Strategy Group terms of reference

PurposeTo oversee the development andimplementation of the Extended SchoolsProgramme and look at how the variouscomponents of the programme can betaken forward and developed on a joined-up basis, in order that all schools inWestminster become extended schoolsoffering core services by 2010.

Aims and ValuesWestminster’s Children and YoungPeople’s Strategic Partnership (CYPSP) is tasked with delivering the vision of theWestminster City Partnership as it relatesto children and young people. Its aims arefor children and young people inWestminster to:• be healthy: enjoy the best possible

health• stay safe: live in a safe, stable, caring

family and community• enjoy and achieve (1): achieve their full

potential in learning and other areas oftheir lives

• enjoy and achieve (2): have access toa range of cultural, sporting andrecreational activities

• make a positive contribution: beresponsible, active members of thecommunity

• achieve economic well-being: live indecent homes and enjoy freedom frompoverty.

The Extended Schools Strategy Groupshares this focus and the values of theChildren and Young People’s StrategicPartnership, that:

Services for children and young people inWestminster should:• demonstrate effectiveness in improving

outcomes for children and youngpeople

• promote social inclusion, quality andcontinuous improvement

• involve children, young people, theirparents and carers in their development,delivery and evaluation

• be planned in partnership• be equitable and non-discriminatory• be based on evidence and best

practice, allowing scope for innovation• promote family life through appropriate

support and early intervention

The key aim for the Extended SchoolsProgramme in Westminster is for childrenand young people to achieve their fullpotential in learning and other areas oftheir lives and additional core principlesare: access and inclusion, partnershipworking, schools and communitiesworking together, consultation.

Strategic Objectives1. To provide strategic leadership and co-

ordinate the development of extendedschools across the city.

2. To support schools to build theircapacity to plan, develop and delivergood quality extended services that willhelp raise educational attainment andmeet the needs of children, families andthe local community.

3. To support the development andimplementation of an integrated,childcare strategy that will assist schoolsand their partners to meet the nationalchildcare targets by 2008 and 2010.

4. To place consultation and participationat the heart of extended school serviceplanning and development.

5. To ensure that the Extended SchoolsStrategy is informed by the WestminsterCity Partnership and the Children andYoung People’s Strategic Partnership’sstrategic priorities.


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AccountabilityThe ESSG is a sub-group of, andaccountable to, the Children and YoungPeople’s Strategic Partnership (CYPSP),the overarching strategic partnership forchildren and young people in Westminster.

The Strategy Group will be chaired by theChange for Children Programme Director,who will be responsible for reporting to theCYPSP.

It will be the responsibility of all members to:• support the development of the

Extended Schools Programme in linewith guidance given by the DfES

• represent and report back to theiraccountable bodies and bring relevantknowledge and experience to thedebate

• respect the views of other members andbe prepared to work in partnership withthem according to agreed timescales

• publicise and promote the ExtendedSchools Programme at othermeetings/forums.

Meeting proceduresThe Strategy Group will be convened by the Extended Schools ProgrammeManager.

Meetings will normally take placeapproximately every six weeks. Minuteswill be taken at each meeting andcirculated to all members.

Themed or task groups will be convenedwhen specific pieces of work need to bemoved forward, membership to be agreedby the Strategy Group.

Views of children and parents will bechannelled into the Strategy Group usinga range of mechanisms.

The terms of reference will be reviewedannually.

Glossary of AcronymsBIP Behaviour Improvement ProgrammeBSF Building Schools for the Future ProgrammeCAMHS Child and Adolescent Mental Health ServicesC4C Change for Children ProgrammeCVS Community and Voluntary ServiceCYPSP Children and Young People’s Strategic PartnershipEYDCP Early Years Development and Child care PartnershipFSES Full Service Extended SchoolLAA Local Area AgreementLARP Local Area Renewal PartnershipNCH National Children’s HomesNSF National Service FrameworkPCT Primary Care TrustSSD Social Services DepartmentVCS Voluntary and Community SectorWCC Westminster City CouncilWCP Westminster Community PartnershipWISH Westminster Information Sharing ProjectWSU Westminster Sports UnitYISP Youth Inclusion and Support Panel


Membership The Strategy Group will have multi-agency representation as follows:

Name Organisation Service/knowledge base Representation/Links

Kerry Crichlow (Chair)

WCC - C4C ProgrammeDirector

Change for Children WISH Steering Group, CYPSP

Daria Wignall WCC - Head of SchoolStandards

Education CYPSP

Jackie Clayton WCC - Policy and Performance Corporate policy Economic devt, LAA, CommunityStrategy, Neighbourhood Renewal,WCP, LARPs

Katy Bentham WCC - Community Protection Civic Watch Civic Watch/links to crime anddisorder reduction team and CityGuardians

Jenny Greenwood WCC - Head of Early Years Early learning + care, play Sure Start, EYDCP, mainstreaming

Eileen O’Gara WCC - WAES Family learning

Nish Vaithilingam WCC - CommunityPartnerships

Study support, arts Supplementary schools

Pauline Bastick WCC - Head of Social inclusion Inclusion Children's Fund, BIP, YISP

Richard Shwe WCC - WSU Sports

Tony Benton WCC - BSF Education services BSF, City Academies

Trevor Moores WCC - SSD, Family Support Family/parenting support

Jane Derbyshire PCT - Service Devt Manager NHS, healthy schools Being Healthy, NSF, CAMHS

Stephanie Mills Voluntary Action Westminster Study support,vol providers

Children and Young People’s Forum

June O'Sullivan Westminster Children's Society Voluntary sector child care EYDCP, mainstreaming

Eugene Moriarty Schools - Quintin Kynaston Secondary education,FSES

North cluster schools, Sec Heads Conference

Maureen Rice Schools - Gateway Primary education Primary Heads Executive and Conference

Jackie Rosenberg Paddington Development Trust CVS youth provision Children and Young People’s Forum

Ann Savage Schools - Essendine Primary education, FSES North cluster, Pri HeadsConference

Debra Okitikpi Schools - Edward Wilson Primary education Primary Heads Executive and Conference, Sure Start,children’s centres

Robyn Antenucci NCH Space for change CVS Health focus VCS Forum

Jawar Ali London Tigers CVS Sport focus VCS Forum

Jane Robson Consultant Workforce Remodelling Pathfinder Schools programme

Jasmine Ali WCC - C4C Development Worksmart Change for children

Change for children

Kerry Russell WCC - Strategy and Performance

Strategy and Performance CYPSP

Labibun Nessa WCC-Children's CentresProject Manager

Children's Centres Children's Centres PartnershipBoard, Mainstreaming


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The table below sets out the core offer for children’s centres and extended schools to demonstrate the synergy between the two programme areas:

Appendix 4: Extended Schools and Children’s Centres core offer

Core offer – Children’s Centres Core offer – Extended Schools

Early learning and care• Minimum 5 days per week, 48 weeks per

year, 10 hours per day• Childcare places – number specified, open

to all with priority for disadvantaged families• Early identification and intervention• Links to local schools and out of school

hours activities• Childcare and other services for older

siblings

Quality childcare• 8am-6pm year-round for 5-13

year olds• provided on school site or through

other local providers withsupervised transfer

A varied menu of activities• Study support• Sports, arts, clubs• Volunteering• Business and enterprise

Family support and parental outreach• Visits to all new mothers• Information on family support services

and activities• Parenting support• Targeted work with fathers

Parenting support• Family learning• Support for transitions• Parenting programmes

Child and family health services• Antenatal advice• Child health promotion• Specialist support services• Promotion of positive well-being and

mental health• Smoking cessation and healthy lifestyles

Swift and easy referral to a widerange of specialist support servicesfrom health and social care and socialinclusion service areas.Some may be delivered on school site.

Parental involvement• Consultation on services and user feedback• Access to training and adult education

Consultation with parents and carers,and schools’ local communities toidentify services needed adults asvolunteers

Links with Jobcentre Plus Community accessTo facilities and expertise in ICT,sports and arts, adult learning


• be planned in partnership• be equitable and non-discriminatory• be based on evidence and best

practice, allowing scope for innovation• promote family life through appropriate

support and early intervention.

Our local priorities for 2006-2009Westminster’s six local partnershippriorities for improvement are as follows:

Our prioritiesPriority 1: For children and young peopleto lead healthier lifestylesPriority 2: For children and young peopleto feel safer and more securePriority 3: For secondary school pupils toachieve more academicallyPriority 4: For children and young peopleto demonstrate more positive behaviour in and out of schoolPriority 5: For young people to have betterprospects on leaving schoolPriority 6: For parents and carers to bemore involved and better supported

Our actionsKey to our Change for Children agendaare the following objectives:• investing in prevention and early

intervention• developing local solutions for

local issues• co-ordinating services better across

agencies through joint commissioning• improving information for and about

children and young people• supporting parents and carers• involving children, young people,

parents and carers.

Further detail can be found atwww.westminster.gov.uk

The Children and Young People’s Plan(CYPP) has been developed by theChildren and Young People’s StrategicPartnership (CYPSP) which has leadresponsibility for improving outcomes for children and young people locally.

Our visionEvery child and young person needs thebest possible start in life and the continuingopportunity to achieve their full potential.We will work together to do all that we canto make this possible.

Our aimsChildren and young people in Westminstershould:• be healthy: enjoy the best possible

health• stay safe: live in a safe, stable, caring

family and community• enjoy and achieve (1): achieve their

full potential in learning and other areas of their lives

• enjoy and achieve (2): have access to a range of cultural, sporting and recreational activities

• make a positive contribution: beresponsible, active members of thecommunity

• achieve economic well-being: live in decent homes and enjoy freedomfrom poverty.

Our valuesServices for children and young people in Westminster should:• demonstrate effectiveness in improving

outcomes for children and youngpeople

• promote social inclusion, quality andcontinuous improvement

• involve children, young people, theirparents and carers in their development,delivery and evaluation

Appendix 5: Children and Young People’s Plan 2006-09


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oung

Peo

ple

Ch

ildren and

Yo

ung P

eop

leC

hild

ren and Y

oung

Peo

ple

Ch

ildren and

Yo

ung P

eop

le

OUTCOMESAIMSSUPPORT

Be h

ealthy

Stay safe

Enjo

y and ach

ieveM

ake a po

sitiveco

ntributio

nA

chieve eco

nom

icw

ell-being

Parents, carers and

families p

rom

ote

health

y cho

ices

Physical

Mental andEmotional

Sexual

Lifestyles

Drugs

Parent, carers and

families p

rovid

e safe h

om

es and stab

ility

Maltreatment

Accidents

Bullying

Crime

Stability

Parent, carers and

families sup

po

rt learning

Ready forschool

Attend and Enjoy

Standards -primary

PSE andrecreation

Standards -secondary

Parent, carers and

families p

rom

ote

po

sitive beh

aviour

Decisionmaking

Law abidingpositivebehaviour

Not to bully ordiscriminate

Deal with lifechanges

Developenterprisingbehaviour

Parent, carers and

families are sup

po

rted

to b

e econo

mically active

Education,employment and trainings

Ready foremployment

Decent homes

Access totransport andmaterial goods

Householdsfree from lowincome

WESTMINSTERPRIORITIES

For ch

ildren and

young

peo

ple

to lead

health

ier lifestylesFo

r child

ren and yo

ung p

eop

le to

be and

feel safer and m

ore secure

For seco

ndary sch

oo

l pup

ils to

achieve m

ore acad

emically

Ch

ildren and

young

peo

ple to

d

emo

nstrate mo

re po

sitive behavio

ur in and

out o

f schoo

l

For yo

ung p

eop

le to h

ave better

pro

spects o

n leaving sch

oo

l

OBJECTIVES TARGETS OUTCOMES

1. Develo

p accessib

le health

services

for ch

ildren and

young

peo

ple

d

elivered in fam

iliar settings,

invo

lving ch

ildren and

young

peo

ple

in th

eir develo

pm

ent2. D

evelop local solutions to local issues

3. Imp

rove info

rmatio

n sharing

across

ag

encies and b

egin to

jointly

co

mm

ission services

4. Brin g

tog

ether system

s and services

fo

r child

ren with

disab

ilities and th

eir

families

5. Ad

op

t a ho

listic app

roach

to tackling

ob

esity6. S

upport parents and carers to promote

healthy choices for their children

1. 95%

of ch

ildren to

have up

to d

ate

imm

unisations b

y their 2nd

and 5th

birth

days b

y 2007.2.

Ch

ild and

Ad

olescent M

ental Health

Services to

be assessed

as ‘very go

od

’

from

2006/07.3.

No

increase in ob

esity levels in under

11’s 2006-09 (b

aseline data autum

n

2006). 4.

93% o

f child

ren to p

articipate in at least

2 h

ours sp

ort p

er week b

y 2008/09.5.

1,900 young

peo

ple ag

ed 15-24 fro

m

W

estminster to

be sup

po

rted th

roug

h

th

e chlam

ydia screening

in 2006/07.6.

Increased num

ber o

f young

peo

ple to

seek help

for sub

stance misuse issues,

includ

ing to

bacco

, by 75%

by 2008.

1. B

y 2008, 70% o

f child

ren wh

o state th

at

they h

ave been b

ullied, to

repo

rt it.2.

The rate o

f re-registratio

ns on th

e Ch

ild

P

rotectio

n Reg

ister to b

e consid

ered

as ‘very g

oo

d’ (10-15%

).3.

At least 90%

of cases o

f child

ren on th

e

Ch

ild P

rotectio

n Reg

ister to b

e resolved

with

in 2 years.4.

Less than 16%

of LA

C to

have 3 o

r mo

re

placem

ents in 12 mo

nths.

1. 77%

of 14yr o

lds to

achieve level 5+

at

Key S

tage 3 in E

nglish

, 77% in m

aths and

73% in science b

y summ

er 2008. 2.

55% o

f 16yr old

s to ach

ieve 5 or m

ore

A

*-C g

rades at G

CS

E b

y summ

er 2009.3.

80% o

f LAC

to h

ave at least 1 A*-G

grad

e

wh

en they leave care b

y 2008/09.4.

Ab

sence in second

ary scho

ols red

uced

to

6.5% o

verall by 2008.

5. Less th

an 10% LA

C to

miss 25 o

r mo

re

days o

f scho

ol b

y 2008/09. 6.

Fixed term

and p

ermanent exclusio

ns

reduced

by 10%

by 2007 (using

2005 as

the b

aseline).7.

87% o

f pup

ils with

statements o

f SE

N

attend

ing m

ainstream p

rimary sch

oo

ls to

transfer to

second

ary scho

ols in

W

estminster b

y 2008/09.8.

No

child

ren in mainstream

prim

ary

scho

ols to

wait m

ore th

an 8 mo

nths

fo

r a Sp

eech and

Languag

e Therap

y

(SLT) assessm

ent by 2008/09.

9. 93%

of statem

ents of S

EN

to b

e

com

pleted

with

in 18 weeks b

y 2008/09.10. 100%

of early years and

child

care settings

to

have inp

ut from

a grad

uate by 2008/09.

1. 30%

of p

articipants in yo

uth w

ork to

gain

an accred

ited o

utcom

e. 2.

60% o

f prim

ary scho

ol ch

ildren to

say

they h

ave lots to

do

near to th

eir ho

me

b

y 2008.3.

2,400 young

peo

ple to

particip

ate in the

electio

n to th

e Youth

Parliam

ent by

2008/09.

4. A

young

perso

n’s volunteering

pro

gram

me to

be estab

lished

by 2007.

5. 2%

year on year red

uction in th

e numb

er

of first tim

e entrants to th

e youth

justice

system.

6. 5%

year on year red

uction in recid

ivism

rate after 24 m

onth

s.

1. 72%

of 19yr o

lds to

have a level 2

q

ualification b

y 2008.2.

60% o

f young

mo

thers to

be in E

ET b

y

2010; 90% o

f young

offend

ers to b

e in

EE

T by 2008/09; 100%

of yo

ung p

eop

le

with

a learning d

isability to

have a

S

ection 140 assessm

ent to sup

po

rt their

transitio

n to furth

er educatio

n annually.3.

329 lone m

oth

ers to m

ove into

sustained

em

plo

yment b

etween 2006/07 and

2008/09.

1. Ensure th

at safeguard

ing is reg

arded

as ‘everybo

dy’s b

usiness’2. K

eep ch

ild p

rotectio

n as our to

p

safeg

uarding

prio

rity 3. Im

pro

ve sharing

of info

rmatio

n

across ag

encies to b

etter pro

tect

child

ren4. Listen to

wh

y child

ren and yo

ung

p

eop

le feel unsafe and invo

lve them

in i ncreasing th

eir feelings o

f safety5. Invo

lve parents and

carers by

reinfo

rcing p

ositive p

arenting styles,

p

articularly at key transition p

oints,

and

intervening earlier to

prevent

p

rob

lems later o

n6. S

upp

ort parents and

carers to provi d

e

a stable and secure family environm

ent

1. Imp

rove seco

ndary sch

oo

l outco

mes

acro

ss the w

ho

le age rang

e2. Increase th

e particip

ation o

f scho

ol

g

overno

rs in the ch

ange ag

enda

3. Develop

all schools as extended

schools within their local com

munities

4. Co

llabo

rate and w

ork in p

artnership

with

the new

City A

cadem

ies and

develop lin ks w

ith independent

schools5. Im

pro

ve beh

aviour, m

otivatio

n and

eng

agem

ent6. Im

pro

ve the inclusio

n and attainm

ent

of vulnerab

le child

ren 7. S

upp

ort p

arents and carers to

help

their ch

ildren ach

ieve at scho

ol

1. Develo

p a rang

e of lo

cal services,

inform

ed b

y the view

s of ch

ildren and

young

peo

ple and

focusing

on

p

revention and

early intervention

2. Encourage child

ren and young p

eople

to get involved

in positive activities

3. Imp

rove access to

and info

rmatio

n

abo

ut services for yo

ung p

eop

le,

wh

erever po

ssible p

rovid

ing ‘jo

ined

up

’ solutio

ns4. I m

pro

ve the sh

aring o

f inform

ation

acro

ss agencies

5. Sup

po

rt and, w

here necessary,

im

po

se measures o

n parents and

carers to p

rom

ote p

ositive b

ehavio

ur

and ad

dress b

ad b

ehavio

ur in their

ch

ildren

1. Pro

mo

te and o

ffer a cho

ice of

learning

path

ways to

ensure stude nts

h

ave as wid

e a range o

f op

tions as

p

ossib

le 2. Im

pro

ve access to services and

the

p

rovisio

n of info

rmatio

n, advice and

guid

ance3. Increase early interventio

n and

im

pro

ve the targ

eting o

f services4. S

upp

ort p

arents and carers to

return

to w

ork

Westm

inster’s Outco

mes Fram

ewo

rkE

very Ch

ild M

atters in Westm

inster

Appendix 6: CYPP performance managementframework

Westminster City Hall, 64 Victoria Street, London SW1E 6QPMain Switchboard 020 7641 6000 www,westminster.gov.uk

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