EDUCATION PORTFOLIO HOLDER BRIEFING

EDUCATION PORTFOLIO HOLDER BRIEFING

Meeting to be held on Tuesday 12 June 2012

EDUCATION PORTFOLIO HOLDER INFORMATION ITEMS

The Briefing comprises:

1

EDUCATION POLICY AND LEGISLATIVE CHANGES: UPDATE (Pages 3 - 6)

2

ACADEMY PROGRAMME IN BROMLEY: UPDATE (Pages 7 - 12)

3

DRAFT CHILDREN'S STRATEGY FOR 2012-15 (Pages 13 - 56)

4

PERFORMANCE MONITORING 4TH QUARTER 2011/12 (Pages 57 - 80)

5

UPDATE ON THE PERFORMANCE AND DEVELOPMENT OF THE BROMLEY DUKE OF EDINBURGH AWARDS PROGRAMME (Pages 81 - 86)

6

EDUCATION AND CARE SERVICES: DEPARTMENTAL STRUCTURE (Pages 87 - 90)

BROMLEY CIVIC CENTRE, STOCKWELL CLOSE, BROMLEY BRI 3UH

TELEPHONE: 020 8464 3333 CONTACT: Kerry Nicholls

[email protected]

DIRECT LINE: 020 8313 4602

FAX: 020 8290 0608 DATE: Tuesday 12 June 2012

Members and Co-opted Members have been provided with advanced copies of the briefing via email. The briefing is also available on the Council website at the following link: http://cds.bromley.gov.uk/ieListMeetings.aspx?CId=559&Year=2012

Paper copies of this Information Briefing will not be available at the meeting of Education PDS Committee. Information Items will not be debated at Education PDS Committee unless a member of the Committee requests a discussion be held. 24 hours notice must be given to the Clerk.

PART 1

This page is left intentionally blank

1

Briefing 009/12

London Borough of Bromley

PART 1 - PUBLIC

Briefing for Education Portfolio Holder 12 June 2012

EDUCATION POLICY AND LEGISLATIVE CHANGES: UPDATE

Contact Officer: Michael Watts, Senior Partnerships and Planning Officer Tel: 020 8461 7608 E-mail: [email protected]

Chief Officer: Bob Garnett, Interim Assistant Director (Education)

1. Summary

1.1 This is the twelfth report produced since July 2010 to ensure Members are kept up to date on the Government’s policy and legislative changes for education and wider children’s services.

2. THE BRIEFING

2.1 The Special Educational Needs and Disability Green Paper: The Next Steps

(i) During the Queen’s Speech on 9 May 2012, the Government announced its intention to prepare and implement a Children and Families Bill. The proposed Bill will implement several key areas of the Government's reforms for education and wider children's services, including the next steps the implementation of the Special Educational Needs (SEN) and Disability Green Paper.

(ii) This was followed by a further announcement by the Government on 15 May 2012 which provided further details of the next steps. The main elements of the announcement were:

•••• replacing SEN statements and separate Learning Difficulty Assessments (for older children) with a single, simpler birth to 25 assessment process and Education, Health and Care Plan from 2014, and parents of children with the plans would have the right to a personal budget for their support;

•••• providing statutory protections comparable to those currently associated with a statement of SEN to up to 25 in further education, to help young people into employment and independent living;

•••• local authorities and health services will be required to link up services for disabled children and young people;

•••• requiring local authorities to publish a local offer showing the support available to disabled children and young people and those with SEN, and their families;

•••• introducing mediation for disputes and trialling giving children the right to appeal if they are unhappy with their support;

Agenda Item 1

2

•••• children would have a new legal right to seek a place at state academies and Free Schools – currently it is limited to maintained mainstream and special schools. Local authorities will have to name the parent’s preferred school so long it was suitable for the child.

(iii) The Bill will put legislation in place for those reforms and the final legislation will draw on evidence from 20 local pathfinders (including the joint Bromley and Bexley pathfinder) set up in September 2011. The interim evaluation reports are due in summer and late autumn 2012, with a final report in 2013.

(iv) The Bill is expected to be introduced early in 2013 and carry over into the third session of this Parliament for Royal Assent.

2.2 Reducing Primary School Absence

(i) Following the independent review on improving school attendance by the Government’s Expert Adviser on Behaviour, the Government have announced on 16 April 2012 that it intends to:

•••• make data on attendance in reception classes available along with local and national averages

•••• publish national statistics on attendance for the whole year not just up until half term in the summer, as is currently the case – with the exception to this being for Year 11

•••• asking Ofsted to set specific, timed targets for improving attendance in schools where it is low

•••• encouraging all primary schools to analyse their data on attendance so that they can quickly pick up on children who are developing a pattern of absence including in nursery and reception

•••• whilst there should be no outright ban on term-time holidays and with head teachers having the discretion, the Government should toughen up the rules

•••• amending the Pupil Registration Regulations to make clear that schools should only give permission where there are exceptional circumstances

•••• increase the penalty fines available to head teachers for school absence from £60 (a £10 increase) on parents whom they consider are allowing their child to miss too much school without a valid reason, and if the parents fail to pay within 28 days, it will double to £120 (a £20 increase), to be paid within 42 days

•••• review the current method of collecting the penalty fines for school absence from parents

2.3 Revised Early Years Foundation Stage Framework

(i) The revised Early Years Foundation Stage (EYFS) for children aged 0-5-year-olds was published by the Government on 27 March 2012.

(ii) The new EYFS, which will take effect from 1 September 2012, focuses on getting children ready for education and increasing the attainment of all children, particularly those from deprived backgrounds.

3

(iii) The revised curriculum reduces the number of early learning goals from 69 to 17, gives more focus to the main areas of learning that are most essential for children’s healthy development and simplifies assessment at age five. It also provides earlier intervention for children who need extra help with a progress check at age two. The Government has also reduced paperwork for professionals to allow them to exercise their judgement, for example by removing the requirement for written risk assessments for all activities.

2.4 Managing Disruptive Behaviour: Review of Alternative Provision and Pupil Referral Units

(i) The Government’s Expert Adviser on Behaviour published an independent review into alternative provision and Pupil Referral Units (PRUs) on 8 March 2012.

(ii) The review was commissioned by the Secretary of State for Education in the following the summer riots last year as two thirds of the children involved in the riots and brought before the courts had Special Educational Needs and on average missed almost one day of school a week. They were also more likely to live in the 10% lowest income areas, to be receiving free school meals and to have been excluded from school at least once.

(iii) The review made the following recommendations, which were all agreed by the Secretary of State:

•••• Outstanding PRUs should be encouraged to convert to Academy status, and where PRUs are failing, they are taken over by successful PRUs, successful alternative providers, or by academy sponsors.

•••• Ensuring that all children in alternative provision continue to receive appropriate and challenging English and Maths teaching.

•••• Schools rather than local authorities should become responsible for commissioning alternative provision and PRU services. This is currently being trialled in a pilot by the Department for Education with some schools in relation to excluded pupils.

•••• Schools should share all relevant information about the pupil they are sending to alternative provision with providers, agree the nature of the intervention and set targets for the pupil. Progress should be regularly monitored and plans put in place for the next stage in the child’s life.

•••• The Department for Education should commission a ‘payment by results’ trial for alternative provision to encourage a greater diversity of. A trial would aim to start in 2012/13 and the Department will be setting out further details in the coming months.

•••• Schools should look at using money they currently spend on alternative provision to build up their capacity for managing pupils’ behaviour. By intervening earlier and using more focussed placements in alternative provision, schools can better cater for children’s needs.

•••• Ofsted should challenge schools on their use of alternative provision. The new school inspection framework provides a useful opportunity for close and consistent attention on how well schools meet the needs of children through alternative provision. To reinforce this, Ofsted should consider a more structured approach to monitoring alternative provision through its survey programme.

•••• Ofsted should improve its intelligence gathering on poor practice – they should make sure that information on poor practice by commissioning schools and alternative provision providers is shared effectively within Ofsted and informs decisions about inspections.

1

Briefing 007/12


PART 1 - PUBLIC


ACADEMY PROGRAMME IN BROMLEY: UPDATE



1. Summary

1.1 This is the twelfth report produced since July 2010 to ensure Members are kept up to date on the Academies Programme in Bromley.

1.2 The Government’s Academy Programme is underpinned by the Academy Act 2010.

2. THE BRIEFING

2.1 At the start of the 2010/11 Academic Year, there were 95 maintained schools in Bromley which included: 17 secondary, 74 primary phase and 4 special schools. This broad spectrum of schools included Foundation, Trust, Community, Voluntary Aided and Voluntary Controlled. In addition, Bromley maintains a Pupil Referral Service (PRS). The overall pupil population across our school and PRS provision is currently 46,539 pupils (including post-16). Educational standards in Bromley and the outcomes achieved by children and young people across our schools, places the borough in the top quartile of overall performance nationally.

2.2 Below is the position in Bromley regarding academy conversion as at 10 May 2012:

Type Converted Conversion in

Progress Potential

Conversion Maintained Total

Secondary 16 94% 1 6% 0 0% 0 0% 17 100%

Primary 13 18% 2 3% 1 1% 58 78% 74 100%

Special 0 0% 0 0% 0 0% 4 100% 4 100%

Total 29 31% 3 3% 1 1% 62 65% 95 100%

2.3 Appendix 1 provides an overview of individual schools that have converted to academy status,

those in the process of conversion and those schools which have withdrawn from conversion.

Agenda Item 2

2

2.4 Since the last report to the PDS Committee and the CYP Portfolio Holder on 20 March 2012, there have been a number of developments:

• Tubbenden Primary School has converted to academy status on 1 March 2012;

• St James’ RC Primary School has converted to academy status on 1 April 2012;

• The Priory School has converted to academy status on 1 May 2012;

• Hillside Primary School will be converting to academy status under a sponsored conversion route, with The Priory acting as the sponsor partner following formal discussion including the DfE, Local Authority and governors; with the conversion target date of 1 September 2012. Given the projected deficit for the school at the point of conversion as a sponsored Academy, the Council will be liable for the deficit on conversion;

• Crofton Infant School has formally notified the local authority on 5 January 2012 of its decision to consult on possible conversion to academy status, with consultation documents published on the school website on 7 February 2012, with decision expected early in summer term.

2.5 Bromley has the highest number of academy conversions in the London region and is in the top ten nationally. The conversions in Bromley reflect a number of factors: the overall high performance of schools in Bromley and the percentage that are graded by Ofsted as ‘Outstanding’ or ‘Good with Outstanding Features’ and where there is strong leadership and governance; Bromley has a relatively high proportion of Foundation status schools (formerly Grant Maintained); the number of Head Teachers who are accredited National Leaders in Education (NLE) or Local Leaders in Education (LLE) (a total of 20); and the autonomy and additional funding offered by academy status.

3

APPENDIX 1

ACADEMY DEVELOPMENTS IN BROMLEY (AS AT 10 MAY 2012)

TABLE A: Overall Summary

Type Converted Conversion in

Progress Potential

Conversion Maintained Total

Secondary 16 94% 1 6% 0 0% 0 0% 17 100%

Primary 13 18% 2 3% 1 1% 58 78% 74 100%

Special 0 0% 0 0% 0 0% 4 100% 4 100%

Total 29 31% 3 3% 1 1% 62 65% 95 100%

TABLE B: Secondary Schools that have Converted

SECONDARY SCHOOLS POSITION TIMESCALE

1 Kemnal Technology College Conversion 1 September 2010

2 Darrick Wood Secondary School Conversion 1 December 2010

3 Beaverwood School for Girls Conversion 1 March 2011

4 Bishop Justus CE Secondary School Conversion 1 March 2011

5 Coopers Technology College Conversion 1 March 2011

6 Charles Darwin School Conversion 1 April 2011

7 Hayes School (Secondary) Conversion 1 April 2011

8 Langley Park School for Boys Conversion 1 April 2011

9 Newstead Wood School for Girls Conversion 1 April 2011

10 Ravens Wood School Conversion 1 April 2011

11 The Ravensbourne School Conversion 1 April 2011

12 Bullers Wood School Conversion 1 May 2011

13 Langley Park School for Girls Conversion 1 August 2011

14 Kelsey Park Sports College (Harris Academy Beckenham)

Conversion 1 September 2011

15 Cator Park Schools (Harris Academy Bromley) Conversion 1 September 2011

16 The Priory Conversion 1 May 2012

4

TABLE C: Primary Schools that have Converted

PRIMARY SCHOOLS POSITION TIMESCALE

1 Hayes Primary School Conversion 1 July 2011

2 Warren Road Primary School Conversion 1 July 2011

3 Balgowan Primary School Conversion 1 August 2011

4 Biggin Hill Primary School Conversion 1 August 2011

5 Darrick Wood Infant School and Nursery Conversion 1 August 2011

6 Green Street Green Primary School Conversion 1 August 2011

7 Pickhurst Infant School Conversion 1 August 2011

8 Pickhurst Junior School Conversion 1 August 2011

9 Stewart Fleming Primary School Conversion 1 August 2011

10 Valley Primary School Conversion 1 August 2011

11 Crofton Junior School Conversion 1 December 2011

12 Tubbenden Primary School Conversion 1 March 2012

13 St James’ RC Primary School Conversion 1 April 2012

TABLE D: Secondary Schools Seeking Conversion

SECONDARY SCHOOLS POSITION TIMESCALE

1 St Olave’s Grammar School Notification to Local Authority (October 2010).

Conversion approval ‘on hold’ pending resolution of governance composition between the Diocese of Rochester, the School and the Department for Education.

TBC

TABLE E: Primary Schools Seeking Conversion


1 Hillside Primary School Governing Body resolution to convert in a trust relationship with The Priory – 7 December 2011

Confirmation from DfE that Hillside will convert to academy status under a sponsored conversion, with The Priory acting as the sponsor partner. Request to Priory and LA to complete Expression of Interest to support the sponsored conversion – 30 January 2012

1 September 2012

2 Crofton Infant School Formal notification to Director CYP on 5 January 2012 that the Governing Body has agreed to commence consultation on possible conversion to academy status.

Academy Order received – 2 May 2012

1 September 2012

3 Highfield Junior School Confirmation of Registering Interest with DfE – 20 May 2011

TBC

5

TABLE F: Schools that have notified the LA of withdrawal from Pursuit of Academy Conversion


1 Darrick Wood Junior School Application to DfE – 24 May 2011. Confirmation withdrawal of application – 12 July 2011

N/A

2 Parish CE Primary School Application to DfE – May 2011. Confirmation withdrawal of application – 7 September 2011

N/A

3 Keston CE Primary School Application to DfE – 9 May 2011. Confirmation withdrawal of application – 18 November 2011

N/A

4 Raglan Primary School Application to DfE – 20 May 2011. Confirmation withdrawal of application – 18 January 2012

N/A

1

Briefing 008/12


PART 1 - PUBLIC


CHILDREN’S STRATEGY 2012 TO 2015



1. Summary

1.1 This report provides the final version of the Bromley Children and Young People Partnership’s Children’s Strategy for 2012 to 2015 (Appendix 1).

2. THE BRIEFING

2.1 Since 2006 the Borough has published a statutory Children and Young People’s Plan (CYPP) as required by the Children Act 2004. The CYPP was a local authority plan to be delivered in partnership with other local agencies providing services for children, young people and families, including those from the statutory, voluntary and private sectors. The Plan was based on locally identified priorities to improve the lives and opportunities of children and young people in the Borough. The last CYPP for Bromley covered the period April 2009 to March 2011, and was approved by Council on 5 December 2009 (report LDCS09144).

2.2 In July 2010 the Government announced that the duty on local authorities, with their partners, to develop a CYPP was to be removed from 31 October 2010. Following consideration of the future strategic partnership and planning arrangements by the Bromley Children and Young People Partnership Board (the Partnership Board) in the autumn 2010, it was agreed that the Partnership Board would develop a joint Children’s Strategy for the three year period from 2012 to 2015.

The priorities

2.3 The Partnership Board’s joint Children’s Strategy has been based around the following five priority outcomes which were identified through substantial consultation with key partners and by undertaking a robust needs analysis during 2010/11 which included the views of children and young people:

•••• Children and young people enjoy learning and achieve their full potential.

•••• Ensuring the health and well-being of children and young people, and their families.

Agenda Item 3

2

•••• Children and young people are safe where they live, go to school, play and work.

•••• Children and young people behave positively, take responsibility for their actions, and feel safe within the Borough, and parents and carers take responsibility for the behaviour of their children.

•••• Young people get the best possible start in adult life.

2.4 During the summer 2011, the Partnership Board agreed that whilst the Partnership would still commit within the joint Children’s Strategy to work towards achieving the five jointly agreed outcomes (as could be demonstrated as appropriate through the separate Business Plans of each agency), it particularly focuses on the following three more defined areas for action where by working together they can make significant improvements to the lives of children, young people and their families:

•••• Improving the emotional health and wellbeing of all children and young people – including issues such as: Child and Adolescent Mental Health Services (CAMHS) and pre-CAMHS services; support to parents through pregnancy and early years to promote bonding; positive activities for young people and reducing bullying; emotional health issues caused by homelessness and caring responsibilities; and reducing the fear of crime.

•••• Improving the life chances of children in care – including attainment, health, employment and independent living.

•••• Improving the transition of young people with learning difficulties and/or disabilities to adult services – including issues relating to education, employment and independent living as well as information and support.

Consultation details

2.5 The consultation on the draft Children’s Strategy was undertaken for 12 weeks from Monday 31 October 2011 to Friday 20 January 2012. Consultation responses were received via:

•••• 22 completed questionnaires returned through Survey Monkey, the London Borough of Bromley’s internal intranet, and from the Living in Care Council;

•••• Approximately 30 representatives from the voluntary and community sector attended a specific consultation event held by the Children and Families Voluntary Sector Forum on 1 December 2011;

•••• Approximately 20 parents and carers attended a specific consultation event held by Burgess Autistic Trust on 10 January 2012;

•••• Comments were provided by Members of the London Borough of Bromley’s Children and Young People Policy Development and Scrutiny Committee on 24 January 2012 (Report No. DCYP12001);

•••• Approximately 80 representatives from the statutory, private, and voluntary and community sectors, children and young people, and parents and carers attended the Bromley Children and Young People Partnership Forum on 23 February 2012;

•••• Further responses were received from Bromley Parent Voice, the Bromley Community Engagement Forum, and the London Borough of Bromley’s Education Welfare Service;

•••• During the consultation period the Living in Care Council also produced a DVD to illustrate their experiences of living in care, which was also shown at the Bromley Children and Young People Partnership Forum.

3

2.6 The comments raised through the consultation period, including the outcomes from the Bromley Children and Young People Partnership Forum held on 23 February 2012 have been incorporated within the final version of the Children’s Strategy.

2.7 Comments have also been shared with the relevant lead officers within the different organisations in the Partnership to ensure that they can influence future policy and service decisions, including the Borough’s Integrated Transition Strategy for Young People with Learning Difficulties and/or Disabilities.

2.8 The final version of the Children’s Strategy was signed off by the Partnership Board at its meeting on 26 March 2012. The Portfolio Holders for Care Services and Education have added their endorsement to the Strategy and together with the Partnership Board will be reviewing and monitoring the strategy.

Links with other strategies

2.9 The priorities within the draft joint Children’s Strategy closely mirror the identified priority areas within the emerging Education and Case Services Plan, the 2011 Joint Strategic Needs Assessment, and the Health and Wellbeing Strategy for Bromley. It contributes directly to the aspirations within Building a Better Bromley: 2020 Vision.

Bu

ild

ing

bett

er f

utu

res f

or a

ll

Th

e B

ro

mle

y C

hild

ren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip’s

Ch

ild

ren

’s S

trate

gy f

or 2

01

2 t

o 2

01

5

ww

w.b

rom

leypart

ners

hip

s.o

rg

Securing t

he b

est

possib

le f

utu

re f

or

all c

hildre

n a

nd y

oung p

eople

in t

he B

oro

ugh,

inclu

din

g a

cle

ar

focus o

n s

upport

ing t

he m

ost

vuln

era

ble

childre

n a

nd y

oung p

eople

in o

ur

com

munity

2co

nte

nts

Secti

on

Pag

e

Fo

rew

ord

3

1A

bo

ut

ou

r P

artn

ersh

ip

4

2A

bo

ut

this

Str

ate

gy

5

4C

on

text

an

d C

hall

en

ges

10

5O

ur P

artn

ersh

ip P

rio

rit

ies

12

6O

ur T

hree A

reas o

f Fo

cu

s

14

!"Im

pro

ve t

he e

motional health a

nd w

ellbein

g o

f

all c

hildre

n a

nd y

oung p

eople

1

5

!"Im

pro

ve t

he life c

hances o

f childre

n in c

are

2

4!"Im

pro

ve t

he t

ransitio

n o

f young p

eople

with

learn

ing d

ifficultie

s a

nd/o

r dis

abilitie

s t

o A

dult

Serv

ices

31

Ap

pen

dix

1:

Web

sit

e l

inks f

or f

urth

er

info

rm

ati

on

37

3A

Pro

file

of

Bro

mle

y

6

forew

ord

3

ou

r v

isio

n:

“To s

ecure

the

best

possib

le

futu

re f

or

all

childre

n a

nd

young p

eople

in

the B

oro

ugh,

inclu

din

g a

cle

ar

focus o

n

support

ing t

he

most

vuln

era

ble

childre

n a

nd

young p

eople

in

our

com

munity”

Lis

tenin

g a

nd a

cting o

n w

hat

childre

n a

nd y

oung p

eople

,

and p

are

nts

and c

are

rs,

tell u

s a

bout

the s

erv

ices w

e

pro

vid

e a

nd t

he s

erv

ices t

hey n

eed is c

entr

al to

the

pla

nnin

g a

nd d

elivery

of serv

ices in B

rom

ley.

We h

ave

work

ed c

losely

with c

hildre

n a

nd y

oung p

eople

, and p

are

nts

and c

are

rs,

to f

urt

her

enhance o

ur

needs a

naly

sis

to e

nsure

that

the p

riorities w

ithin

this

Str

ate

gy r

eflect

their

vie

ws.

We h

ave d

evelo

ped t

his

Childre

n’s

Str

ate

gy d

uring a

tim

e

of

consid

era

ble

change a

nd c

hallenge a

s o

ur

part

ners

seek

to r

espond t

o a

nd im

ple

ment

the G

overn

ment’s r

efo

rm

pro

gra

mm

e,

whic

h h

as inclu

ded s

ignific

ant

changes t

o t

he

str

uctu

re a

nd fin

ances o

f public s

ecto

r agencie

s.

These

changes h

ave e

nhanced t

he n

eed for

our

part

ners

to

continue t

o w

ork

effectively

togeth

er

to a

ddre

ss join

tly

agre

ed local priorities w

hilst

ensuring t

he d

elivery

of

best

valu

e s

erv

ices.

We w

ill undert

ake a

n a

nnual re

vie

w o

f pro

gre

ss o

n t

he

delivery

of

the p

riorities a

nd a

ctions w

ithin

the S

trate

gy t

o

illu

str

ate

our

pro

gre

ss a

gain

st

our

sta

ted a

ctions.

We w

elc

om

e feedback o

n t

his

Str

ate

gy,

there

fore

if

you

have a

ny c

om

ments

or

questions y

ou c

an c

onta

ct

us o

n t

he

deta

ils p

rovid

ed a

t th

e e

nd o

f th

is d

ocum

ent.

Th

is i

s t

he f

irst

of

ou

r n

ew

-sty

le C

hil

dren

’s

Str

ate

gy,

wh

ich

sets

ou

t h

ow

th

e k

ey p

artn

er

ag

en

cie

s i

nvo

lved

in

pro

vid

ing

servic

es t

o

ch

ild

ren

an

d y

ou

ng

peo

ple

in

Bro

mle

y w

ill

wo

rk t

og

eth

er t

o i

mp

ro

ve t

he l

ives o

f all

ch

ild

ren

, yo

un

g p

eo

ple

an

d t

heir

fam

ilie

s i

n

the b

oro

ug

h.

This

Str

ate

gy is c

losely

lin

ked t

o o

ur

local

com

munity p

lan,

Buildin

g a

Bett

er

Bro

mle

y:

2020

Vis

ion,

and it

builds o

n o

ur

solid footing a

s a

childre

n’s

serv

ice t

hat

has b

een r

ate

d b

y O

fste

d

as

perf

orm

ing w

ell for

the p

ast

four

years

.

This

Str

ate

gy d

oes n

ot

inclu

de a

ll t

he indiv

idual

serv

ices t

hat

are

curr

ently p

rovid

ed b

y t

he

diffe

rent

agencie

s w

ithin

the p

art

ners

hip

.

Inste

ad,

it p

art

icula

rly focuses o

n t

he follow

ing

thre

e join

tly a

gre

ed p

riorities w

here

the

Part

ners

hip

feels

that

by w

ork

ing c

losely

togeth

er

and u

sin

g t

he r

esourc

es join

tly a

vailable

, th

at

a

real diffe

rence c

an b

e a

chie

ved in im

pro

vin

g t

he

lives o

f th

e c

hildre

n a

nd y

oung p

eople

involv

ed:

!"I

mpro

ve t

he e

motional health o

f all c

hildre

n

and y

oung p

eople

!"I

mpro

ve t

he life c

hances o

f childre

n in c

are

!"I

mpro

ve t

he t

ransitio

n o

f young p

eople

with

learn

ing d

ifficultie

s a

nd/o

r dis

abilitie

s t

o A

dult

Serv

ices

Welc

om

e t

o o

ur s

trate

gy f

or

imp

ro

vin

g t

he l

ives o

f ch

ild

ren

an

d

yo

un

g p

eo

ple

in

Bro

mle

y…

Co

un

cillo

r E

rn

est

No

ad

Chairm

an,

The B

rom

ley C

hild

ren a

nd Y

ou

ng

P

eop

le P

art

ners

hip

Bo

ard

Executive P

ort

folio

Hold

er

for

Child

ren a

nd

Youn

g P

eo

ple

, Lond

on B

oro

ugh o

f B

rom

ley

4

Th

e B

ro

mle

y C

hild

ren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip is a

partn

ersh

ip o

f key

org

an

isati

on

s i

n B

ro

mle

y w

ho

are w

orkin

g t

og

eth

er t

o im

pro

ve t

he liv

es o

f

all

ch

ild

ren

, yo

un

g p

eo

ple

an

d t

heir

fam

ilie

s in

th

e B

oro

ug

h.

This

join

tly a

gre

ed C

hildre

n’s

Str

ate

gy p

rovid

es t

he fra

mew

ork

for

the P

art

ners

hip

to w

ork

togeth

er

to d

eliver

the join

tly a

gre

ed p

riorities b

etw

een 2

012 a

nd 2

015.

It

is o

wned,

and

will be im

ple

mente

d a

nd m

onitore

d,

by t

he P

art

ners

hip

’s B

oard

.

The P

art

ners

hip

Board

:

!"a

cts

as t

he e

xecutive b

ody o

f th

e P

art

ners

hip

and c

oord

inate

s it’s b

usin

ess

!"c

onta

ins s

enio

r re

pre

senta

tives f

rom

acro

ss t

he p

art

ner

agencie

s

!"is r

esponsib

le f

or

monitoring t

he im

ple

menta

tion a

nd d

elivery

of th

is C

hildre

n’s

Str

ate

gy

!"is s

upport

ed b

y a

range o

f part

ners

hip

delivery

gro

ups w

hic

h im

ple

ment

the a

ctions

required t

o d

eliver

the p

riorities w

ithin

this

Childre

n's

Str

ate

gy

!"u

ses t

he a

nnual sta

kehold

er

Part

ners

hip

Foru

m t

o e

ngage w

ith a

wid

er

num

ber

of

repre

senta

tives f

rom

part

ner

agencie

s t

ogeth

er

with c

hildre

n,

young p

eople

, and t

heir

pare

nts

and c

are

rs,

to a

ctively

influence t

he p

riorities o

f th

e p

art

ners

hip

The P

art

ners

hip

Board

work

s c

losely

with a

range o

f oth

er

key s

trate

gic

part

ners

hip

s a

cro

ss

the B

oro

ugh t

o e

nsure

that

the n

eeds o

f childre

n a

nd y

oung p

eople

are

consid

ere

d w

hen

develo

pin

g s

erv

ices t

hat

will have a

direct

and indirect

impact

on t

heir liv

es:

!"B

rom

ley E

conom

ic P

art

ners

hip

!"B

rom

ley H

ealth a

nd W

ellbein

g B

oard

!"B

rom

ley S

afe

guard

ing C

hildre

n B

oard

!"C

are

rs P

art

ners

hip

Gro

up

!"H

ealth,

Socia

l Care

and H

ousin

g P

art

ners

hip

Board

!"S

afe

r Bro

mle

y P

art

ners

hip

Str

ate

gic

Gro

up

ab

ou

t o

ur p

artn

ersh

ip

Th

e B

ro

mle

y C

hil

dren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip B

oard

in

clu

des r

ep

resen

tati

ves

fro

m t

he f

oll

ow

ing

org

an

isati

on

s:

#"

Bro

mle

y C

hildre

n a

nd F

am

ilie

s V

olu

nta

ry

Secto

r Foru

m

#"

Bro

mle

y C

ollege o

f Furt

her

and H

igher

Education

#"

Bro

mle

y E

arly Y

ears

Develo

pm

ent

and

Childcare

Part

ners

hip

#"

Bro

mle

y H

ealthcare

#"

Bro

mle

y P

rim

ary

and S

pecia

l Schools

#"

Bro

mle

y S

afe

guard

ing C

hildre

n B

oard

#"

Bro

mle

y S

econdary

Schools

#"

Connexio

ns S

outh

London S

ub R

egio

nal

Unit

#"

Jobcentr

e P

lus

#"

London B

oro

ugh o

f Bro

mle

y

#"

London P

robation T

rust

#"

Metr

opolita

n P

olice S

erv

ice (

Bro

mle

y)

#"

Mytim

e A

ctive

#"

NH

S S

outh

East

London

#"

Oxle

as N

HS F

oundation T

rust

#"

South

London H

ealthcare

NH

S T

rust

1

5

ab

ou

t th

is s

trate

gy 2

Th

e B

ro

mle

y C

hild

ren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip’s

Ch

ild

ren

’s S

trate

gy o

utl

ines h

ow

th

e o

rg

an

isati

on

s w

ith

in

the B

ro

mle

y P

artn

ersh

ip w

ill w

ork t

og

eth

er t

o im

pro

ve

the liv

es o

f ch

ild

ren

an

d y

ou

ng

peo

ple

in

th

e B

oro

ug

h

over t

he t

hree y

ear p

erio

d f

ro

m 2

01

2 t

o 2

01

5.

It lin

ks c

losely

to a

num

ber

of oth

er

str

ate

gie

s a

nd p

lans w

ithin

the

Boro

ugh,

inclu

din

g o

ur

local com

munity p

lan,

Buildin

g a

Bett

er

Bro

mle

y:

2020 V

isio

n;

the e

merg

ing H

ealth a

nd W

ellbein

g S

trate

gy

for

2012 t

o 2

017;

and t

he C

om

munity S

afe

ty S

trate

gy.

This

Str

ate

gy w

ill support

the P

art

ners

hip

to a

chie

ve its

vis

ion:

Un

dersta

nd

ing

th

e n

eed

s o

f th

e B

oro

ug

h

Ch

ild

ren

an

d Y

ou

ng

Peo

ple

’s N

eed

s A

naly

sis

To a

id t

he d

evelo

pm

ent

of th

is C

hildre

n’s

Str

ate

gy,

the P

art

ners

hip

undert

ook a

needs a

naly

sis

during 2

010/1

1 t

o info

rm a

nd h

elp

direct

serv

ice d

elivery

and p

riority

sett

ing.

The C

hildre

n a

nd Y

oung P

eople

’s N

eeds A

naly

sis

is d

esig

ned t

o

accom

pany t

his

Str

ate

gy a

nd t

o a

ct

as a

sourc

e o

f in

form

ation t

o

info

rm p

lannin

g,

com

mis

sio

nin

g a

nd s

trate

gic

develo

pm

ents

.

To s

upport

the n

eeds a

naly

sis

, th

e r

esults f

rom

surv

eys (

such a

s t

he

annual TellU

s s

urv

ey o

f school pupils in y

ears

6,

8 a

nd 1

0)

and o

ther

direct

engagem

ent

with c

hildre

n,

young p

eople

and t

heir fam

ilie

s,

have b

een u

sed t

o identify

their v

iew

s,

perc

eptions a

nd c

oncern

s.

Key m

essages f

rom

the n

eeds a

naly

sis

, in

clu

din

g t

he v

iew

s o

f childre

n

and y

oung p

eople

, are

inclu

ded w

ithin

each o

f are

a o

f fo

cus w

ithin

this

Str

ate

gy.

The C

hildre

n a

nd Y

oung P

eople

’s N

eeds A

naly

sis

can b

e a

ccessed

at:

Jo

int

Str

ate

gic

Need

s A

ssessm

en

ts

This

Str

ate

gy a

lso c

losely

lin

ks t

o t

he n

eeds identified w

ithin

the

Boro

ugh’s

annual Jo

int

Str

ate

gic

Needs A

ssessm

ents

(JS

NA).

The 2

011 J

SN

A identified 3

key a

reas w

here

the B

oro

ugh is

experiencin

g s

ignific

ant

incre

ases in b

oth

the n

um

ber

of young

people

requirin

g s

erv

ices a

nd a

lso t

he c

om

ple

xity o

f th

eir n

eeds:

!"

Incre

asin

g v

olu

mes a

nd c

om

ple

xity o

f need c

hildre

n r

efe

rred t

o

childre

n’s

socia

l care

!"

Incre

asin

g v

olu

mes &

com

ple

xity o

f need c

hildre

n w

ith m

enta

l

& e

motional health p

roble

ms

!"

Incre

asin

g v

olu

mes a

nd c

om

ple

xity o

f need c

hildre

n w

ith

com

ple

x n

eeds a

nd d

isabilitie

s

Alo

ngsid

e t

he e

merg

ing H

ealth a

nd W

ellbein

g S

trate

gy,

this

Str

ate

gy is a

vehic

le for

Bro

mle

y t

o t

ackle

these a

reas.

The 2

011 J

SN

A c

an b

e a

ccessed a

t:

to s

ecure

the b

est

possib

le f

utu

re f

or

all c

hildre

n

and y

oung p

eople

in t

he B

oro

ugh,

inclu

din

g a

cle

ar

focus o

n s

upport

ing t

he m

ost

vuln

era

ble

childre

n a

nd y

oung p

eople

in o

ur

com

munity

ww

w.b

ro

mle

yp

artn

ersh

ips.o

rg

> B

rom

ley C

hildre

n a

nd

Young P

eople

Part

ners

hip

>O

ur C

hil

dren

’s S

trate

gy

>

Needs A

naly

sis

htt

p:/

/b

ro

mle

y.m

yli

fep

orta

l.co

.uk

> H

ealth a

nd

Wellbein

g >

Healt

h>

Public H

ealth in B

rom

ley

6

60000

65000

70000

75000

80000

85000

90000

95000 1

996

2001

2006

2011

2016

2021

2026

2031

2036

Population

a p

ro

file

of

Bro

mle

y

Bro

mle

y i

s t

he l

arg

est

of

the 3

2 L

on

do

n B

oro

ug

hs,

an

d i

s l

ocate

d t

o t

he s

ou

th-e

ast

of

the c

ap

ital.

It

sh

ares b

ord

ers w

ith

th

e L

on

do

n B

oro

ug

hs o

f B

exle

y,

Cro

yd

on

, G

reen

wic

h,

Lam

beth

, Lew

ish

am

an

d S

ou

thw

ark;

as w

ell

as t

he c

ou

nti

es o

f K

en

t an

d S

urrey.

Geo

grap

hic

all

y t

he b

oro

ug

h c

overs m

ore t

han

58

sq

uare m

iles;

inclu

din

g a

reas t

hat

are h

igh

ly

urb

an

ised

in

th

e n

orth

, as w

ell

as a

reas t

hat

are s

ub

sta

nti

all

y r

ural

in t

he s

ou

th.

Th

e B

oro

ug

h’s

po

pu

lati

on

The B

oro

ugh’s

popula

tion in t

he 2

001 C

ensus

was 2

95,6

00,

and t

he late

st

estim

ate

by t

he

Gre

ate

r London A

uth

ority

suggests

that

this

had g

row

n t

o 3

14,6

00 in 2

011.

It

is e

xpecte

d

that

the p

opula

tion w

ill continue t

o r

ise t

o

322,7

00 b

y 2

015,

to 3

30,6

00 b

y 2

020,

and

then t

o 3

39,1

00 b

y 2

031.

The 2

001 C

ensus identified t

hat

23%

of

the

popula

tion (

68,1

00)

were

aged b

etw

een 0

-18,

and t

hat

there

are

64,1

02 p

are

nts

within

the

Boro

ugh.

The incre

ases in o

ur

childre

n a

nd y

oung p

eople

popula

tion fro

m 2

001 t

o 2

031 a

re illustr

ate

d in

the g

raphs o

n t

he r

ight

of th

is p

age.

The g

raphs s

how

s t

hat

the c

hildre

n a

nd y

oung

people

popula

tion (

aged 0

to 1

8)

will in

cre

ase

by 2

8%

(18,9

00)

betw

een 2

001 (

68,1

00)

and

2031 (

87,0

00).

6

Th

e I

ncreasin

g P

op

ula

tio

n o

f C

hild

ren

an

d Y

ou

ng

Peo

ple

in

Bro

mle

y:

20

01

to

20

31

[Sou

rce:

Gre

ate

r London A

uth

ority

, 2011]

3

7

Ch

an

gin

g A

ge P

ro

file

s

In t

he 3

0 y

ears

betw

een 2

001 a

nd 2

031 t

he

age p

rofile

s o

f th

e B

oro

ugh’s

resid

ent

childre

n

and y

oung p

eople

are

due t

o h

ave s

ignific

ant

changes a

s illustr

ate

d in t

he f

ollow

ing t

able

.

!"T

he

0-4

ag

e r

an

ge h

as s

een a

n incre

ase

sin

ce 2

001 a

nd w

ill continue t

o d

o s

o u

ntil

2021,

aft

er

whic

h it

will sta

rt t

o d

ecline

!"T

his

has led t

o a

n incre

ase in t

he 5

-9 a

ge

ran

ge

part

icula

rly f

rom

2006 a

nd 2

011,

and it

will continue t

o incre

ase u

ntil 2026,

aft

er

whic

h it

will sta

rt t

o d

ecline

!"T

he

10

-1

4 a

ge r

an

ge h

ad a

sm

all incre

ase

betw

een 2

001 a

nd 2

011;

how

ever,

it

will

begin

to e

xperience a

sig

nific

ant

incre

ase

from

2011

!"T

he

15

-1

8 a

ge r

an

ge h

ad a

sig

nific

ant

incre

ase b

etw

een 2

001 a

nd 2

006,

and h

as

ste

adie

d s

ince 2

006;

how

ever,

the a

ge

range w

ill begin

to e

xperience a

sig

nific

ant

incre

ase fro

m 2

016

Ch

ild

ren

an

d Y

ou

ng

Peo

ple

in

Bro

mle

y (

20

01

to

20

31

):

Ch

an

gin

g A

ge P

ro

file

s

[Sou

rce:

Gre

ate

r London A

uth

ority

, 2011]

8Lo

ne p

aren

t h

ou

seh

old

s w

ith

in t

he B

oro

ug

h

7.6

% o

f fa

milie

s w

ithin

the b

oro

ugh a

re lone p

are

nt

household

s.

The 2

001 C

ensus s

how

s lone p

are

nt

fam

ilie

s a

re p

redom

inate

ly

locate

d in t

he C

rysta

l Pala

ce,

Penge a

nd C

ato

r, M

ott

ingham

and

Chis

lehurs

t N

ort

h w

ard

s,

and a

lso in C

lock H

ouse,

Pla

isto

w a

nd

Sundridge,

Bro

mle

y C

om

mon a

nd K

esto

n,

Cra

y V

alley E

ast

and C

ray

Valley W

est.

Eth

nic

ity w

ith

in t

he B

oro

ug

h

Over

85%

of all r

esid

ents

within

the b

oro

ugh c

onsid

er

them

selv

es

to b

e W

hite B

ritish a

nd a

ppro

xim

ate

ly 1

3%

identify

them

selv

es a

s

havin

g a

n e

thnic

ity a

s o

ther

than W

hite B

ritish.

Alm

ost

18%

of childre

n a

nd y

oung p

eople

aged b

etw

een 0

-19

identified a

s h

avin

g a

n e

thnic

ity a

s o

ther

than W

hite B

ritish.

This

contr

asts

acro

ss t

he b

oro

ugh w

here

alm

ost

35%

of

all r

esid

ents

in

the C

rysta

l Pala

ce w

ard

and 2

9%

of all r

esid

ents

in t

he P

enge a

nd

Cato

r w

ard

consid

er

them

selv

es a

s n

ot

White B

ritish;

com

pare

d t

o

com

pare

d t

o o

nly

3%

in B

iggin

Hill and D

arw

in w

ard

s.

A d

istinctive g

roup w

ithin

the B

oro

ugh is t

he s

ett

led G

ypsy a

nd

Tra

veller

com

munity,

whic

h is e

stim

ate

d t

o b

e in t

he r

egio

n o

f 1,0

00

- 1,5

00 fam

ilie

s (

an e

stim

ation b

ased o

n d

ata

and local know

ledge

pro

vid

ed b

y t

he B

rom

ley G

ypsy T

raveller

Pro

ject

and o

thers

work

ing

with t

he c

om

munity).

If

accura

te t

hese f

igure

s w

ould

repre

sent

one

of th

e larg

est

sett

led G

ypsy a

nd T

raveller

popula

tions in t

he U

K.

How

ever,

it

is d

ifficult t

o o

bta

in a

ccura

te d

ata

on t

he e

xact

num

bers

of th

e G

ypsy a

nd T

raveller

com

munity.

Eth

nic

ity w

ith

in t

he s

ch

oo

l p

op

ula

tio

n

The e

thnic

com

positio

n o

f th

e s

chool popula

tion d

oes v

ary

fro

m t

he

resid

ent

young p

eople

popula

tion d

ue t

o t

he influx o

f childre

n f

rom

out

of th

e B

oro

ugh a

ttendin

g B

rom

ley’s

schools

.

Bro

mle

y s

chools

have a

n a

vera

ge B

lack a

nd M

inority

Eth

nic

popula

tion o

f 26.5

% c

om

pare

d t

o t

he 1

8%

resid

ent

Bla

ck a

nd

Min

ori

ty E

thnic

popula

tion.

This

contr

asts

acro

ss t

he d

iffe

rent

ward

s w

ithin

the b

oro

ugh,

where

alm

ost

51%

of Prim

ary

aged p

upils in s

chools

in C

rysta

l Pala

ce,

Penge a

nd C

ato

r, a

nd C

lock H

ouse w

ard

s c

onsid

er

them

selv

es a

s n

ot

White B

ritish;

com

pare

d t

o o

nly

9%

in B

iggin

Hill and D

arw

in w

ard

s.

Dep

riv

ati

on

wit

hin

th

e B

oro

ug

h

Bro

mle

y is a

Boro

ugh o

f contr

asting f

eatu

res.

Although it

is a

pro

spero

us B

oro

ugh o

vera

ll,

whic

h r

anks a

t 228 o

ut

of

354 C

ouncils

for

the level of dis

advanta

ge (

where

1 is t

he m

ost

deprived a

nd 3

54

the least

deprived),

this

avera

ge fig

ure

hid

es s

om

e s

tark

diffe

rences

betw

een a

reas w

ithin

the b

oro

ugh.

Six

of

Bro

mle

y’s

22 w

ard

s c

onta

in a

reas r

anked a

mong t

he 2

0%

most

deprived in E

ngla

nd.

These w

ard

s inclu

de:

Cra

y V

alley E

ast,

Cry

sta

l

Pala

ce,

Mott

ingham

and C

his

lehurs

t N

ort

h,

and P

enge a

nd C

ato

r.

15.7

% o

f childre

n w

ithin

the B

oro

ugh liv

e in “

all o

ut-

of-

work

benefit

cla

imant

household

s”

(May 2

010)

- com

pare

d t

o t

he n

ational avera

ge

of

23%

.

Em

plo

ym

en

t w

ith

in t

he B

oro

ug

h

The m

ajo

r em

plo

ym

ent

secto

r w

ithin

the b

oro

ugh is t

he f

inancia

l and

busin

ess s

ecto

r. As a

t Ja

nuary

2012,

3.1

% o

f th

e B

oro

ugh’s

re

sid

ents

cla

imed J

ob S

eekers

Allow

ance,

com

pare

d t

o t

he L

ondon

avera

ge o

f 4.4

% a

nd t

he n

ational avera

ge o

f 4%

.

4.9

% o

f th

e B

oro

ugh’s

16-1

8 y

ear

old

s a

re n

ot

in e

ducation,

em

plo

ym

ent

or

train

ing (

Octo

ber

2011),

whic

h c

om

pare

s t

o a

n

avera

ge o

f 6.4

% for

Engla

nd.

9

A p

ro

file

of

ou

r C

hil

dren

an

d Y

ou

ng

Peo

ple

If B

rom

ley c

onsis

ted o

f ju

st

100 c

hildre

n a

nd y

oung p

eople

, our

data

(2010)

show

s t

he follow

ing p

rofile

for

the B

oro

ugh..

.

= G

irls

=

Boys

= A

sia

n

= W

hite

= M

ixed R

ace

= B

lack

= A

ged 1

0-1

4

= A

ged 0

-4

= A

ged 1

5-1

9

= A

ged 5

-9

10

Th

is C

hil

dren

’s S

trate

gy h

as b

een

develo

ped

at

a t

ime o

f co

nsid

erab

le c

han

ge a

nd

ch

allen

ge a

s t

he s

ep

arate

org

an

isati

on

s w

ith

in t

he B

ro

mle

y C

hild

ren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip B

oard

seek t

o a

ssis

t an

d u

nd

erp

in t

he im

ple

men

tati

on

of

the

Go

vern

men

t’s r

efo

rm

pro

gram

me a

cro

ss t

he B

oro

ug

h,

wh

ich

has i

nclu

ded

sig

nif

ican

t ch

an

ges t

o t

he s

tru

ctu

re a

nd

fin

an

ces o

f p

ub

lic s

ecto

r a

gen

cie

s.

Within

the c

onte

xt

of

reduced r

esourc

es a

vailable

to t

he p

ublic s

ecto

r, t

hese c

hanges h

ave

enhanced t

he n

eed for

agencie

s w

ithin

the P

art

ners

hip

to r

evie

w a

nd r

efo

rm t

he s

erv

ices t

hat

they

pro

vid

e t

o e

nsure

that

they a

chie

ve v

alu

e for

money for

the r

esid

ents

of th

e B

oro

ugh.

The G

overn

ment

is c

urr

ently in t

he p

rocess o

f im

ple

menting a

num

ber

of

majo

r policy a

nd

legis

lative c

hanges,

whic

h r

ela

te t

o e

ducation,

schools

and t

he w

ider

childre

n’s

serv

ices,

whic

h w

ill

impact

on r

esourc

es a

nd s

erv

ices a

t lo

cal le

vel.

Ed

ucati

on

al

refo

rm

ag

en

da

The G

overn

ment

have im

ple

mente

d t

wo A

cts

of Parlia

ment

to im

ple

ment

educational re

form

s:

Th

e

Acad

em

ies A

ct

20

10

(re

ceiv

ed R

oyal Assent

July

2010)

and T

he E

du

cati

on

Act

20

11

(re

ceiv

ed

Royal Assent

Novem

ber

2011).

It

is e

xpecte

d t

hat

a H

igh

er E

du

cati

on

Bil

l w

ill be intr

oduced in

the H

ouses o

f Parl

iam

ent

in 2

012 t

o im

ple

ment

the c

hanges s

et

out

in t

he H

igher

Education W

hite

Paper.

The G

overn

ment

have a

lso p

ublished t

wo W

hite P

apers

sett

ing o

ut

policy c

hanges in s

chools

and

hig

her

education:

The I

mport

ance o

f Teachin

g,

the S

ch

oo

ls W

hit

e P

ap

er (

published N

ovem

ber

2010)

and S

tudents

at

the H

eart

of th

e S

yste

m,

the H

igh

er E

du

cati

on

Wh

ite P

ap

er (

published

June 2

011).

A n

um

ber

of additio

nal re

vie

ws a

nd p

olicy a

nnouncem

ents

have b

een focused o

n t

he follow

ing

are

as o

f educational re

form

: th

e A

dm

issio

ns F

ram

ew

ork (

published N

ovem

ber

2011);

the

Nati

on

al

Cu

rric

ulu

m (

sta

rted J

anuary

2011);

Sch

oo

l Fu

nd

ing

- inclu

din

g t

he intr

oduction o

f th

e

Pu

pil

Prem

ium

(published D

ecem

ber

2011);

Testi

ng

, A

ssessm

en

t an

d A

cco

un

tab

ilit

y a

t K

ey

Sta

ge 2

(published J

une 2

011);

and V

ocati

on

al

Ed

ucati

on

fo

r 1

4–

to

19

-year o

lds (

published

Marc

h 2

011).

Ch

ild

pro

tecti

on

an

d s

afe

gu

ard

ing

refo

rm

ag

en

da

The G

overn

ment

intr

oduced t

he L

eg

al

Aid

, S

en

ten

cin

g a

nd

Pu

nis

hm

en

t o

f O

ffen

ders B

ill in

th

e H

ouses o

f Parl

iam

ent

in J

une 2

011 a

nd it

is e

xpecte

d t

hat

the B

ill w

ill re

ceiv

e R

oyal Assent

in

2012.

It

is e

xpecte

d t

hat

an A

do

pti

on

Bil

l w

ill be intr

oduced in t

he H

ouses o

f Parl

iam

ent

in 2

012

to im

ple

ment

the c

hanges s

et

in t

he a

doption f

ram

ew

ork

.

co

nte

xt

an

d c

hallen

ges

4G

lossary

Act

of

Parliam

en

t

An A

ct

of

Parlia

ment

is a

Bill w

hic

h h

as r

eceiv

ed

Royal Assent

and h

as

becom

e law

Bil

lA B

ill is

a p

roposal fo

r new

legis

lation t

hat

is d

ebate

d

by t

he H

ouses o

f

Parlia

ment

Wh

ite P

ap

er

A W

hite P

aper

is issued b

y

the G

overn

ment

to lay o

ut

its p

olicy,

or

pro

posed

policy,

on a

topic

of curr

ent

concern

Although a

White P

aper

may b

e issued for

consultation a

s t

o t

he

deta

ils o

f new

legis

lation,

it d

oes s

ignify a

cle

ar

inte

ntion o

n t

he p

art

of th

e

Govern

ment

to p

ass n

ew

la

w

Green

Pap

er

A G

reen P

aper

is a

tenta

tive r

eport

of th

e

Govern

ment’s p

roposals

w

ithout

any c

om

mitm

ent

to a

ction

Gre

en p

apers

may r

esult in

the p

roduction o

f a W

hite

Paper

11

The G

overn

ment

have a

lso p

ublished a

Gre

en P

aper

on c

hanges in

offendin

g b

ehavio

ur:

Bre

akin

g t

he C

ycle

: Effective P

unis

hm

ent,

Rehabilitation a

nd S

ente

ncin

g o

f O

ffendin

g,

the O

ffen

din

g G

reen

P

ap

er

(published D

ecem

ber

2010).

A n

um

ber

of additio

nal re

vie

ws a

nd p

olicy a

nnouncem

ents

have b

een

focused o

n t

he f

ollow

ing a

reas o

f educational re

form

: th

e a

do

pti

on

pro

cess (

published M

arc

h 2

012),

the c

hil

d p

ro

tecti

on

an

d

safe

gu

ard

ing

syste

m (

published M

ay 2

011),

the f

am

ily j

usti

ce

syste

m(p

ublished N

ovem

ber

2011),

and t

ackli

ng

ch

ild

sexu

al

exp

loit

ati

on

(published N

ovem

ber

2011).

Early

years r

efo

rm

The G

overn

ment

have im

ple

mente

d a

num

ber

of additio

nal re

vie

ws

and p

olicy a

nnouncem

ents

focused o

n t

he follow

ing a

reas o

f early

years

: early

years f

ou

nd

ati

on

sta

ge (

published M

arc

h 2

012),

fou

nd

ati

on

years q

uali

ficati

on

s (

inte

rim

report

published M

arc

h

2012),

free e

nti

tlem

en

t to

early

years e

du

cati

on

(published

Novem

ber

2011),

and s

up

po

rt

for f

am

ilie

s w

ith

ch

ild

ren

ag

ed

0-5

years o

ld (

published J

uly

2011).

Healt

h r

efo

rm

pro

gram

me

The G

overn

ment

have im

ple

mente

d a

n A

ct

of Parlia

ment

to

imple

ment

health r

efo

rms:

the H

ealt

h a

nd

So

cia

l C

are A

ct

20

12

(receiv

ed R

oyal Assent

Marc

h 2

012).

The G

overn

ment

have a

lso p

ublished t

wo W

hite P

apers

sett

ing o

ut

policy c

hanges in h

ealth s

erv

ices:

Equity a

nd E

xcellence:

Lib

era

ting

the N

HS,

the N

HS

Wh

ite P

ap

er (

published J

uly

2010)

and H

ealthy

Liv

es,

Healthy P

eople

: O

ur

Str

ate

gy for

Public H

ealth in E

ngla

nd,

the

Pu

bli

c H

ealt

h W

hit

e P

ap

er (

published N

ovem

ber

2010).

The G

overn

ment

have im

ple

mente

d a

num

ber

of additio

nal re

vie

ws

and p

olicy a

nnouncem

ents

focused o

n t

he follow

ing a

reas o

f health

refo

rm:

the h

ealt

h v

isit

or i

mp

lem

en

tati

on

pla

n (

published

Octo

ber

2010)

and t

he O

besit

y S

trate

gy (

published O

cto

ber

2011).

It is e

xpecte

d t

hat

a C

hil

dren

’s a

nd

Yo

un

g P

eo

ple

’s O

utc

om

es

Str

ate

gy w

ill be p

ublished b

y t

he G

overn

ment

in 2

012 t

o focus t

he

health s

erv

ice o

n im

pro

vin

g h

ealth r

esults f

or

childre

n,

inclu

din

g

those n

eedin

g p

rim

ary

, hospital and u

rgent

care

, and c

hildre

n w

ith

long-t

erm

conditio

ns.

Su

pp

ort

for t

he m

ost

vu

lnerab

le

The G

overn

ment

have im

ple

mente

d a

n A

ct

of Parlia

ment

to

imple

ment

welfare

refo

rms:

the W

elf

are R

efo

rm

Act

20

12

(receiv

ed R

oyal Assent

Marc

h 2

012).

The G

overn

ment

have a

lso p

ublished a

White P

aper

sett

ing o

ut

policy c

hanges in s

erv

ices f

or

support

for

the m

ost

vuln

era

ble

:

Univ

ers

al Cre

dit:

Welfare

that

Work

s,

the W

elf

are R

efo

rm

Wh

ite

Pap

er

(published N

ovem

ber

2010).

The G

overn

ment

have a

lso p

ublished a

Gre

en P

aper

sett

ing o

ut

pro

posed p

olicy c

hanges in s

erv

ices f

or

support

for

the m

ost

vuln

era

ble

: Support

and A

spiration:

A N

ew

Appro

ach t

o S

pecia

l

Educational N

eeds a

nd D

isability,

the S

pecia

l E

du

cati

on

al

Need

s

an

d D

isab

ilit

ies G

reen

Pap

er (

published M

arc

h 2

011).

The G

overn

ment

have im

ple

mente

d a

num

ber

of additio

nal re

vie

ws

and p

olicy a

nnouncem

ents

focused o

n t

he follow

ing a

reas o

f

serv

ices f

or

support

for

the m

ost

vuln

era

ble

: th

e c

hil

d p

overty

str

ate

gy

(published A

pri

l 2011),

early

in

terven

tio

n (

published

January

2011),

po

verty

an

d l

ife c

han

ces (

Decem

ber

2010),

the

so

cia

l ju

sti

ce s

trate

gy (

published M

arc

h 2

012),

so

cia

l m

ob

ilit

y

str

ate

gy (

published A

pril 2011),

and t

he t

ackli

ng

tro

ub

led

fam

ilie

s p

rogra

mm

e (

published D

ecem

ber

2011).

Furt

her

info

rmation o

n t

he f

ollow

ing m

ajo

r policy a

nd legis

lative

changes a

re a

vailable

at

the w

ebsite lin

k b

elo

w:

ww

w.b

ro

mle

yp

artn

ersh

ips.o

rg

>

Bro

mle

y C

hildre

n a

nd Y

oung P

eople

Part

ners

hip

>

Ch

ild

ren

’s P

artn

ersh

ip N

ew

s

12

ou

r p

artn

ersh

ip p

rio

rit

ies

Mem

bers o

f th

e P

artn

ersh

ip B

oard

have w

orked

tog

eth

er t

o d

evelo

p t

he p

rio

rit

ies w

hic

h f

orm

th

e c

ore

of

this

Ch

ild

ren

’s S

trate

gy t

o u

nd

erp

in t

he f

utu

re

wo

rkin

g r

ela

tio

nsh

ip o

f th

e P

artn

ersh

ip d

urin

g 2

01

2 t

o

20

15

.

The P

art

ners

hip

Board

have a

gre

ed t

hat,

whilst

reta

inin

g s

upport

for

all c

hildre

n a

nd y

oung p

eople

, th

e P

art

ners

hip

would

have a

cle

ar

focus o

n s

upport

ing t

he m

ost

vuln

era

ble

childre

n a

nd y

oung p

eople

within

the B

oro

ugh.

Prin

cip

les u

nd

erp

inn

ing

ou

r w

ork

The P

art

ners

hip

Board

has a

dopte

d t

he follow

ing p

rincip

les t

o

underp

in t

he d

elivery

of th

is S

trate

gy:

!"T

o w

ork

with t

he B

rom

ley S

afe

guard

ing C

hildre

n B

oard

to k

eep

childre

n s

afe

fro

m h

arm

!"T

o m

ain

tain

the b

ala

nce o

f univ

ers

al serv

ices a

nd t

arg

ete

d

support

for

the v

uln

era

ble

!"T

o r

ais

e s

tandard

s o

f serv

ice p

erf

orm

ance a

nd im

pro

ve

outc

om

es for

all c

hildre

n a

nd y

oung p

eople

!"T

o im

pro

ve e

ffic

iency a

nd v

alu

e for

money

!"T

o p

rovid

e a

ppro

priate

, accessib

le e

arly inte

rvention a

nd

pre

vention

!"T

o lis

ten t

o s

erv

ice u

sers

!"T

o w

ork

with p

are

nts

and c

are

rs t

o s

upport

them

in t

akin

g

pare

nta

l re

sponsib

ility

Wh

o a

re o

ur v

uln

erab

le g

ro

up

s?

Within

this

Childre

n’s

Str

ate

gy,

we focus o

n p

rovid

ing s

upport

to

our

most

vuln

era

ble

gro

ups a

s t

hey o

ften e

xperience a

dditio

nal

challenges w

ithin

their liv

es a

nd s

o r

equire a

dditio

nal support

.

Within

Bro

mle

y o

ur

vuln

era

ble

childre

n a

re:

!"C

hildre

n a

nd y

oung p

eople

gro

win

g u

p in d

eprived c

om

munitie

s

and t

hose r

eceiv

ing F

ree S

chool M

eals

!"C

hildre

n a

nd y

oung p

eople

with S

pecia

l Educational N

eeds,

learn

ing d

ifficultie

s a

nd/o

r dis

abilitie

s

!"C

hildre

n a

nd y

oung p

eople

fro

m s

om

e m

inority

eth

nic

com

munitie

s,

inclu

din

g T

ravellers

and G

ypsie

s

!"C

hildre

n a

nd y

oung p

eople

who a

re y

oung c

are

rs

!"C

hildre

n a

nd y

oung p

eople

in t

he c

are

of

the L

ondon B

oro

ugh o

f

Bro

mle

y a

nd c

are

leavers

, in

clu

din

g u

naccom

panie

d a

sylu

m

seekin

g y

oung p

eople

and p

rivate

ly f

oste

red c

hildre

n

!"C

hildre

n a

nd y

oung p

eople

with m

enta

l health o

r substa

nce

mis

use p

roble

ms

!"C

hildre

n a

nd y

oung p

eople

liv

ing in inappro

priate

, in

adequate

or

tem

pora

ry a

ccom

modation

!"C

hildre

n a

nd y

oung p

eople

liv

ing in h

ousehold

s w

here

there

is

dom

estic a

buse,

adult m

enta

l ill health o

r adults w

ho h

ave

substa

nce m

isuse issues a

nd w

here

childre

n s

uffer

negle

ct

!"T

eenage p

are

nts

or

childre

n o

f te

enage p

are

nts

!"Y

oung p

eople

who a

re a

t risk o

f off

endin

g o

r in

the y

outh

justice s

yste

m

!"Y

oung p

eople

who a

re n

ot

in e

ducation,

train

ing a

nd

em

plo

ym

ent,

or

mis

sin

g s

chool because o

f pers

iste

nt

absence o

r

exclu

sio

n

5

13

Ou

tco

mes u

nd

erp

inn

ing

ou

r w

ork

To e

nsure

that

the P

art

ners

hip

Board

continues t

o r

em

ain

outc

om

e

focused w

ithin

the c

urr

ent

changin

g landscape,

the f

ollow

ing f

ive

outc

om

es h

ave b

een identified a

nd a

gre

ed b

y t

he p

art

ner

agencie

s,

thro

ugh t

he r

evie

w o

f our

needs a

naly

sis

, as e

ssential outc

om

es w

hic

h

underp

in o

ur

part

ners

hip

work

ing:

!"C

hildre

n a

nd y

oung p

eople

enjo

y learn

ing a

nd a

chie

ve t

heir full

pote

ntial

!"E

nsuring t

he h

ealth a

nd w

ellbein

g o

f childre

n a

nd y

oung p

eople

,

and t

heir f

am

ilie

s

!"C

hildre

n a

nd y

oung p

eople

are

safe

where

they liv

e,

go t

o s

chool,

pla

y a

nd w

ork

!"C

hildre

n a

nd y

oung p

eople

behave p

ositiv

ely

, ta

ke r

esponsib

ility f

or

their a

ctions a

nd feel safe

within

the B

oro

ugh,

and p

are

nts

and

care

rs t

ake r

esponsib

ility f

or

the b

ehavio

ur

of th

eir c

hildre

n

!"Y

oung p

eople

get

the b

est

possib

le s

tart

in a

dult life

The B

usin

ess P

lan f

or

each p

art

ner

agency inclu

des d

eta

ils o

f how

th

ese o

utc

om

es a

re b

ein

g a

ddre

ssed,

either

by t

he p

art

ners

indiv

idually o

r th

rough w

ork

ing join

tly w

ith o

ne o

r m

ore

part

ner

agencie

s.

14

Wit

hin

th

e f

ive o

utc

om

es,

the P

artn

ersh

ip B

oard

has

ag

reed

th

at

there a

re t

hree p

arti

cu

lar a

reas t

hat

as a

partn

ersh

ip it

wo

uld

lik

e t

o f

ocu

s o

n o

ver t

he n

ext

three

years.

These a

re a

reas w

here

the P

art

ners

hip

feels

that

by w

ork

ing c

losely

togeth

er

and u

sin

g t

he r

esourc

es join

tly a

vailable

, th

at

a r

eal

diffe

rence c

an b

e a

chie

ved in im

pro

vin

g t

he liv

es o

f th

e c

hildre

n a

nd

young p

eople

involv

ed.

The t

hre

e a

reas o

f priority

focus a

re:

The follow

ing p

ages o

f th

e S

trate

gy s

et

out

the t

hre

e a

reas o

f fo

cus

by d

eta

ilin

g:

!"W

hat

we a

re t

ryin

g t

o a

ch

ieve?

This

will set

out

what

outc

om

es t

he P

art

ners

hip

hope t

o a

chie

ve

when d

elivering t

his

this

priority

. T

his

will ensure

that

the

Part

ners

hip

continues t

o b

e o

utc

om

e focused in t

he d

elivery

of

serv

ices

!"W

hy i

s t

his

a p

rio

rit

y?

This

will set

out

why t

he P

art

ners

hip

believe t

his

is a

key a

rea o

f

focus f

or

the n

ext

thre

e y

ears

by r

efe

rrin

g t

o t

he n

eeds

analy

sis

, th

e k

ey m

essages fro

m o

ur

consultation a

nd

engagem

ent

activitie

s,

and b

y identify

ing t

he im

pact

on s

erv

ices

!"O

ur p

artn

ersh

ip a

cti

on

s t

o b

e d

eli

vered

betw

een

20

12

to

20

15

This

will set

out

the h

igh-l

evel actions t

hat

will be d

elivere

d b

y

2015.

As a

ll t

he t

hre

e p

roposed p

riority

are

as s

hare

som

e

ele

ments

of cro

ssover,

actions a

nd t

asks h

ave b

een inclu

ded

within

the m

ost

rele

vant

priority

are

a,

and h

ave n

ot

been

duplicate

d

The S

trate

gy w

ill develo

p a

nd e

volv

e d

uring it’s t

hre

e y

ear

period;

as a

consequence,

the P

art

ners

hip

Board

will re

gula

rly r

evie

w a

nd

update

the a

ction p

lan s

upport

ing t

he S

trate

gy a

nd t

he t

hre

e a

reas

of

focus.

Deta

iled r

eport

s o

n p

rogre

ss in t

hese a

reas w

ill be p

resente

d t

o t

he

Part

ners

hip

Board

annually.

Im

pro

ve t

he e

mo

tio

nal

healt

h a

nd

well

bein

g o

f all

ch

ild

ren

an

d y

ou

ng

peo

ple

Im

pro

ve t

he l

ife c

han

ces o

f ch

ild

ren

in

care

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h

learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt

Servic

es

It is im

port

ant

to n

ote

that

this

Str

ate

gy a

nd t

he s

upport

ing

action p

lans h

ave b

een d

evelo

ped a

t a t

ime o

f consid

era

ble

change;

there

fore

, th

e t

asks a

nd a

ctions w

ill be r

egula

rly

revie

wed t

o e

nsure

that

they r

em

ain

rele

vant

and a

chie

vable

ou

r t

hree a

reas o

f fo

cu

s

6

15

Wh

at

are w

e t

ryin

g t

o a

ch

ieve?

!"C

hildre

n a

nd y

oung p

eople

feel happy a

bout

their

lives a

nd h

ave o

pport

unitie

s t

o t

ake p

art

in p

ositiv

e

activitie

s t

hat

help

them

thrive

!"C

hildre

n a

nd y

oung p

eople

develo

p p

ositiv

e

rela

tionship

s w

ith t

heir p

eers

and t

heir p

are

nts

and

care

rs,

and o

ther

import

ant

adults;

and feel able

to

talk

about

their w

orr

ies

!"C

hildre

n a

nd y

oung p

eople

do n

ot

experience o

r

worr

y a

bout

experiencin

g b

ullyin

g

!"C

hildre

n a

nd y

oung p

eople

feel safe

when t

ravellin

g

to a

nd fro

m s

chool, a

nd d

o n

ot

worr

y a

bout

bein

g a

vic

tim

of crim

e

!"P

are

nts

feel support

ed w

hen d

evelo

pin

g b

onds w

ith

their c

hildre

n

area o

f fo

cu

s:

Impro

ve t

he e

motional health

and w

ellbein

g o

f all c

hildre

n a

nd

young p

eople

16

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

Th

e d

evelo

pm

en

t o

f em

oti

on

al

healt

h s

tarts

befo

re a

ch

ild

is b

orn

, an

d t

he f

irst

two

years o

f life

are c

rit

ical fo

r layin

g

the f

ou

nd

ati

on

s f

or e

mo

tio

nal

healt

h t

hro

ug

ho

ut

ch

ild

ho

od

an

d in

to a

du

lt lif

e,

in p

arti

cu

lar t

hro

ug

h t

he p

aren

t/ch

ild

rela

tio

nsh

ip.

The a

chie

vem

ent

of pro

gre

ss in t

his

priority

will re

flect

pre

venta

tive

work

to p

rom

ote

positiv

e e

motional health (

for

exam

ple

, im

pro

vin

g

support

during p

regnancy a

nd t

he first

two y

ears

of

life

and

schools

-based w

ork

to p

rom

ote

well-b

ein

g)

as w

ell a

s im

pro

vin

g

support

for

those w

ho h

ave e

motional health p

roble

ms.

Em

otional w

ellbein

g h

as b

een d

efined a

s:

“A

positiv

e s

tate

of

min

d a

nd b

ody,

feeling s

afe

and a

ble

to c

ope,

w

ith a

sense o

f connection w

ith p

eople

, com

munitie

s a

nd t

he

w

ider

environm

ent”

Menta

l health h

as b

een d

efined a

s:

“A

sta

te o

f w

ellbein

g in w

hic

h t

he indiv

idual re

alises h

is o

r her

ow

n

abilitie

s,

can c

ope w

ith t

he n

orm

al str

esses o

f life

, can w

ork

pro

ductively

and fru

itfu

lly,

and is a

ble

to m

ake a

contr

ibution t

o

his

or

her

com

munity”

Em

otional and m

enta

l health p

roble

ms c

over

a r

ange o

f diffe

rent

and

com

ple

x m

edic

al conditio

ns a

nd s

ocia

l concern

s,

inclu

din

g:

behavio

ura

l,

em

otional and s

ocia

l difficultie

s;

depre

ssio

n;

bip

ola

r dis

ord

er

(manic

depre

ssio

n);

schiz

ophre

nia

; self h

arm

; anxie

ty;

and d

rugs a

nd a

lcohol

mis

use.

Many o

f th

e s

erv

ices f

or

impro

vin

g t

he e

motional and m

enta

l health o

f

childre

n a

nd y

oung p

eople

in B

rom

ley a

re p

rovid

ed w

ithin

the C

hil

dan

d A

do

lescen

t M

en

tal

Healt

h S

ervic

es (

CAM

HS)

fram

ew

ork.

CAM

HS s

erv

ices a

re a

“fo

ur-

tiere

d fra

mew

ork

” w

hic

h c

onsis

ts o

f:

prim

ary

or

direct

conta

ct

serv

ices,

for

exam

ple

genera

l pra

ctitioners

(GPs),

health v

isitors

or

school nurs

es (

Tie

r 1);

serv

ices o

ffere

d b

y

indiv

idual specia

list

child a

nd a

dole

scent

pro

fessio

nals

(Tie

rs 2

and 3

);

and h

ighly

specia

lised s

erv

ices,

for

exam

ple

inpatient

psychia

tric

care

(Tie

r 4).

It is im

port

ant

that

every

one w

ho h

as r

esponsib

ility f

or

childre

n v

alu

es

their r

ole

in p

rom

oting p

ositiv

e e

motional health a

nd r

ecognis

ing

em

erg

ing e

motional health p

roble

ms a

t an e

arly s

tage.

Specia

lised

menta

l health s

erv

ices f

or

childre

n s

ee o

nly

a s

mall p

roport

ion o

f th

ose

childre

n w

ho n

eed s

om

e e

xtr

a s

upport

. The v

ast

majo

rity

of

childre

n

are

support

ed a

t Tie

r 1 level.

A n

um

ber

of oth

er

aspects

can a

lso im

pact

on e

motional health a

nd

wellbein

g,

and in s

om

e c

ases t

he o

nset

of

pers

iste

nt

menta

l health

dis

ord

ers

, in

childre

n a

nd y

oung p

eople

inclu

din

g:

!"

Experiencin

g t

hre

e o

r m

ore

str

essfu

l li

fe e

ven

ts,

such a

s f

am

ily

bere

avem

ent,

div

orc

e o

r serious illness p

hysic

al illn

ess

!"

Fam

ily s

tru

ctu

re -

with n

ational re

searc

h s

how

ing t

hat

those

livin

g in s

ingle

-pare

nt

household

s m

ore

lik

ely

to d

evelo

p

dis

ord

ers

!"

The

men

tal

healt

h o

f th

e m

oth

er

!"

Ho

useh

old

ten

ure a

nd

ho

mele

ssn

ess

!"

Havin

g a

hig

h level and p

ers

iste

nt

fear

of

bein

g t

he v

ictim

of

bu

llyin

gand fear

of

bein

g t

he v

icti

m o

f crim

e

!"

Pers

iste

nt

su

bsta

nce m

isu

se (

inclu

din

g a

lcohol and d

rug)

!"

Not

bein

g involv

ed in e

du

cati

on

, em

plo

ym

en

t o

r t

rain

ing

or

havin

g o

pport

unitie

s t

o p

art

icip

ate

in p

ositiv

e a

ctivitie

s

!"

Havin

gcarin

g r

esp

on

sib

ilit

ies

17

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

Th

e B

oro

ug

h h

as e

xp

erie

nced

in

creases i

n t

he n

um

ber a

nd

co

mp

lexit

y o

f ch

ild

ren

an

d y

ou

ng

peo

ple

refe

rred

to

servic

es

du

e t

o e

mo

tio

nal

healt

h a

nd

well

bein

g p

ro

ble

ms,

wh

ich

is

lead

ing

to

sig

nif

ican

t p

ressu

res o

n s

ervic

es a

nd

bu

dg

ets

fo

r a

ll

ag

en

cie

s w

ith

in t

he P

artn

ersh

ip.

Gen

eral em

oti

on

al w

ellb

ein

g

National re

searc

h h

as s

how

n t

hat:

!"

most

young p

eople

are

satisfied w

ith t

heir liv

es;

how

ever,

a

sig

nific

ant

min

ori

ty a

re n

ot

(1)

!"

childre

n a

nd y

oung p

eople

in t

he U

K s

uff

er

from

hig

her

incid

ences o

f

em

otional ill-

health t

han t

heir

Euro

pean c

onte

mpora

ries (

2)

!"57%

of

200 y

oung p

eople

who w

ere

convic

ted o

f ‘g

rave c

rim

es’ [a

very

seri

ous c

rim

e for

whic

h a

pers

on w

ill norm

ally b

e s

ent

to t

he

Cro

wn C

ourt

for

tria

l -

e.g

., r

obbery

, m

urd

er

or

indecent

assault]

in

1997 h

ad s

uff

ere

d loss (

either

thro

ugh b

ere

avem

ent

or

separa

tion)

of a p

are

nt,

gra

ndpare

nt

or

oth

er

rela

tive o

r care

r (3

)

!"not

bein

g in e

ducation,

em

plo

ym

ent

or

train

ing c

an h

ave a

sig

nific

ant

impact

on t

he e

motional w

ellbein

g o

f young p

eople

,

inclu

din

g:

!"

48%

of young p

eople

not

in w

ork

cla

im t

hat

unem

plo

ym

ent

has

caused p

roble

ms inclu

din

g s

elf h

arm

and insom

nia

(4)

!"

37%

of young p

eople

not

in e

ducation,

em

plo

ym

ent

or

train

ing

als

o lack a

sense o

f id

entity

- t

his

ris

es t

o 4

7%

of

those o

ut

of

work

a y

ear

or

longer

(4)

!"

63%

of young p

eople

in w

ork

believe t

hat

their

job is a

n

import

ant

part

of

their identity

(4)

Within

Bro

mle

y:

!"of th

e p

upils s

urv

eyed in 2

010 (

thro

ugh t

he T

ellU

s 4

Surv

ey),

the

num

ber

of

childre

n w

ho feel th

at:

!"th

ey h

ave p

ositiv

e r

ela

tionship

s (

55%

) w

as low

er

than t

he

national avera

ge (

56%

), w

hic

h indic

ate

s t

hat

em

otional health

may b

e less g

ood in B

rom

ley t

han in o

ther

sim

ilar

are

as

!"th

ey d

o n

ot

have a

n a

dult t

o t

alk

to a

bout

their w

orr

ies (

33%

) is

hig

her

than t

he n

ational avera

ge (

30%

)

!"th

eir s

chool liste

ns t

o t

heir ideas o

n w

hat

is im

port

ant

to t

hem

(7%

) w

as b

elo

w t

he n

ational avera

ge (

10%

)

!"a s

urv

ey o

f new

moth

ers

within

the b

oro

ugh s

how

ed t

hat

a larg

e

pro

port

ion w

ould

have lik

ed m

ore

support

by a

mid

wife o

r health

vis

itor

with feedin

g w

hile o

n t

he p

ostn

ata

l w

ard

and a

t hom

e

!"

a s

ignific

ant

pro

port

ion o

f childre

n a

nd y

oung p

eople

surv

eyed a

s

part

of

the 2

007 C

AM

HS R

evie

w w

ere

unhappy w

ith t

heir liv

es in

the p

revio

us w

eek b

efo

re t

he s

urv

ey w

as u

ndert

aken

!"

the n

um

ber

of young p

eople

who a

re n

ot

in e

ducation,

em

plo

ym

ent

or

train

ing is b

elo

w t

he n

ational avera

ge (

4.9

% in

Bro

mle

y c

om

pare

d t

o 6

.4%

for

Engla

nd -

as a

t O

cto

ber

2011);

how

ever,

although t

his

is in lin

e w

ith t

he E

ngla

nd a

vera

ge,

the

num

ber

is incre

asin

g

Beh

avio

ur,

em

oti

on

al

or s

ocia

l d

iffi

cu

ltie

s

National re

searc

h h

as s

how

n t

hat:

!"

23%

(158,0

15)

of childre

n w

ith S

pecia

l Educational N

eeds (

SEN

)

have B

ehavio

ur,

Em

otional and S

ocia

l D

ifficultie

s (

BESD

) as t

heir

prim

ary

need [

as a

t Ja

nuary

2011],

with 2

6%

(127,7

95)

at

School

Action P

lus a

nd 1

4%

(30,2

20)

with S

tate

ments

of

SEN

(4)

Wh

y i

s t

his

a p

rio

rit

y?

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

0

18

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

!"

overa

ll c

hildre

n o

f m

oth

ers

with m

enta

l ill-

health a

re 5

tim

es m

ore

likely

to h

ave m

enta

l health p

roble

ms t

hem

selv

es,

resultin

g in b

oth

em

otional and b

ehavio

ura

l difficultie

s (

6)

Within

Bro

mle

y:

!"

there

are

1,0

42 c

hildre

n a

nd y

oung p

eople

[as a

t Septe

mber

2011]

with S

EN

and D

isabilitie

s w

hose p

rim

ary

need is B

ESD

!"

there

has b

een a

28%

incre

ase in t

he n

um

ber

of childre

n in

Bro

mle

y s

chools

identified a

s h

avin

g S

EN

with S

tate

ments

or

School

Action P

lus for

BESD

sin

ce 2

006 -

fro

m 3

16 in 2

006 t

o 4

05 in 2

011

Men

tal h

ealt

h

National re

searc

h h

as s

how

n t

hat:

!"

appro

xim

ate

ly 1

in 1

0 c

hildre

n a

ged 5

to 1

6 h

ave a

clinic

ally

dia

gnosable

menta

l health d

isord

er

(7)

!"

nearly 5

0%

of Childre

n in C

are

have a

clinic

ally d

iagnosed m

enta

l

health d

isord

er,

com

pare

d t

o 1

0%

of th

e g

enera

l popula

tion (

8)

!"

over

1/3

of childre

n a

nd y

oung p

eople

with a

n identified learn

ing

dis

ability a

lso h

ave a

dia

gnosable

psychia

tric

dis

ord

er

(8)

!"

appro

xim

ate

ly 4

0%

of childre

n a

nd y

oung p

eople

in c

onta

ct

with t

he

Youth

Justice S

yste

m,

and 9

0%

of th

ose in c

usto

dy,

have a

menta

l health p

roble

m (

8)

!"

teenage m

oth

ers

are

3 t

imes m

ore

lik

ely

than o

lder

moth

ers

to

suffer

from

post-

nata

l depre

ssio

n a

nd m

enta

l health p

roble

ms in t

he

firs

t th

ree y

ears

of th

eir b

aby’s

life (

8)

!"

1/2

of th

ose w

ith lifetim

e m

enta

l health p

roble

ms f

irst

experience

sym

pto

ms b

y t

he a

ge o

f 14 (

9)

Within

Bro

mle

y:

!"th

ere

were

1,9

00 r

efe

rrals

to C

AM

HS (

exclu

din

g B

rom

ley Y

) during

2010-1

1 fro

m a

wid

e r

ange o

f agencie

s inclu

din

g G

Ps,

hospital

serv

ices,

education,

socia

l care

and n

on-s

tatu

tory

serv

ices.

This

re

pre

sents

an incre

ase o

f 87%

in r

efe

rrals

sin

ce 2

006

!"th

e n

um

ber

of re

ferr

als

accepte

d b

y C

AM

HS (

exclu

din

g B

rom

ley Y

)

incre

ased b

y 2

21%

betw

een 2

006 [

349]

and 2

010 [

1,2

22]

!"w

aitin

g t

imes f

or

access t

o C

AM

HS a

re c

ontinuin

g t

o im

pro

ve a

nd

are

curr

ently b

ett

er

than n

ational policy levels

, w

ith:

em

erg

ency/

crisis

refe

rrals

usually s

een w

ithin

1 w

ork

ing d

ay;

urg

ent

cases

usually s

een w

ithin

1 –

4 w

eeks;

and r

outine r

efe

rrals

usually s

een

within

8 w

eeks

!"th

ere

were

1,2

25 r

efe

rrals

to B

rom

ley Y

in 2

010-1

1 -

a 8

6%

incre

ase s

ince 2

006-0

7 (

658)

!"Bro

mle

y Y

offere

d 1

0,1

83 s

essio

ns in 2

010-1

1 -

a 1

34%

incre

ase

sin

ce 2

006-0

7 (

4,3

43)

Bu

llyin

g a

nd

fear o

f crim

e

National re

searc

h h

as s

how

n t

hat:

!"appro

xim

ate

ly 5

0%

of childre

n s

urv

eyed in 2

010 (

thro

ugh t

he

TellU

s 4

Surv

ey)

said

that

they h

ave b

een b

ullie

d a

t school at

som

e

poin

t in

their liv

es a

nd a

bout

one in f

ive s

ay t

hat

they h

ave b

een

bullie

d a

t som

e p

oin

t w

hen n

ot

in s

chool

(10)

!"38%

of young p

eople

have b

een a

ffecte

d b

y c

yber-

bullyin

g,

with

26%

receiv

ing a

busiv

e e

mails a

nd 2

4%

receiv

ing a

busiv

e t

ext

messages (

11)

!"dis

able

d c

hildre

n a

nd t

hose w

ith v

isib

le m

edic

al conditio

ns a

re

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

0

19

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

twic

e a

s lik

ely

as t

heir p

eers

to b

ecom

e t

arg

ets

for

bullyin

g

behavio

ur

(12)

!"nearly 9

0%

of people

with a

learn

ing d

isability e

xperience s

om

e

form

of bullyin

g,

with o

ver

2/3

experiencin

g it

on a

regula

r basis

(12)

!"65%

of young lesbia

n,

gay a

nd b

isexual pupils h

ave e

xperienced

direct

bullyin

g (

13)

!"9%

of

childre

n in c

are

who w

ere

surv

eyed a

re e

ither

bullie

d o

ften o

r

alw

ays,

and a

furt

her

18%

are

bullie

d s

om

etim

es (

14)

Within

Bro

mle

y:

!"of th

e p

upils s

urv

eyed in 2

010 (

thro

ugh t

he T

ellU

s 4

Surv

ey):

!"

37%

felt “

very

safe

” goin

g t

o a

nd fro

m s

chool, c

om

pare

d t

o 4

4%

nationally

!"

31%

felt “

a b

it u

nsafe

” w

hen u

sin

g p

ublic t

ransport

, com

pare

d t

o

23%

nationally

!"

23%

were

worr

ied a

bout

bein

g b

ullie

d,

com

pare

d t

o 1

6%

nationally

!"em

erg

ing r

esearc

h f

rom

Bro

mle

y P

rim

ary

School Council’s

(conducte

d in N

ovem

ber

2011)

indic

ate

s:

!"

bullyin

g is b

ein

g s

uccessfu

lly c

hallenged in s

chools

!"

bullyin

g is m

ostly a

concern

when ‘out

and a

bout’ in t

he

Boro

ugh

Em

oti

on

al w

ellb

ein

g o

f yo

un

g c

arers

National re

searc

h h

as s

how

n t

hat:

!"

young c

are

rs c

an e

xperience s

ubsta

ntial physic

al, e

motional or

socia

l pro

ble

ms,

and e

ncounte

r difficultie

s in s

chool and e

lsew

here

(1

5)

!"

30%

of young c

are

rs s

upport

pare

nts

with m

enta

l health p

roble

ms

(15)

!"

bein

g a

young c

are

r, e

specia

lly w

here

pers

onal and p

ractical

support

is lackin

g,

can a

ffect

ele

ments

of

a c

hild’s

tra

nsitio

n t

o

adulthood

(15)

Within

Bro

mle

y:

!"802 (

as a

t Febru

ary

2012)

childre

n a

nd y

oung p

eople

have b

een

identified b

y t

he Y

oung C

are

rs S

erv

ice (

Care

rs B

rom

ley)

as a

young c

are

r in

Bro

mle

y -

this

repre

sents

a 4

9%

incre

ase s

ince

2009

Su

bsta

nce m

isu

se

National re

searc

h h

as s

how

n t

hat:

!"th

ere

is a

cle

ar

associa

tion b

etw

een m

enta

l illn

ess,

and d

rug a

nd

alc

ohol dependency,

inclu

din

g:

(16)

!"young p

eople

with e

motional and b

ehavio

ura

l difficultie

s a

re

associa

ted w

ith a

n incre

ased r

isk o

f experim

enta

tion,

mis

use

and d

ependency (

16)

!"dual dia

gnosis

of

substa

nce m

isuse a

nd m

enta

l health p

roble

ms

is h

igh a

mong y

oung p

eople

who h

ave s

ubsta

nce m

isuse

pro

ble

ms (

17)

!"

aro

und 3

0%

of childre

n u

nder-

16 y

ears

are

estim

ate

d t

o b

e liv

ing

with a

t le

ast

one b

inge d

rinkin

g a

dult;

8%

with a

n illic

it d

rug u

sin

g

adult;

and 4

% w

ith a

n a

dult d

efined a

s a

pro

ble

m d

rinker

with a

dual dia

gnosis

of

substa

nce m

isuse a

nd m

enta

l health p

roble

m (

18)

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

0

20

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

Within

Bro

mle

y:

!"

the n

um

ber

of young p

eople

who h

ave r

eceiv

ed t

reatm

ent

for

dru

g

and a

lcohol m

isuse d

uring a

ny y

ear

fluctu

ate

s q

uite w

idely

:

!"

in 2

008-0

9 1

44 y

oung p

eople

receiv

ed t

reatm

ent

com

pare

d t

o

221 in 2

009-1

0,

176 in 2

010-1

1

!"

it is f

ore

caste

d t

hat

170 y

oung p

eople

will re

ceiv

e t

reatm

ent

in

2011-1

2

Im

pact

of

ho

mele

ssn

ess o

n m

en

tal h

ealt

h

National re

searc

h h

as s

how

n t

hat:

!"havin

g a

safe

, aff

ord

able

and s

table

hom

e h

elp

s t

o m

ain

tain

health

and w

ellbein

g a

s p

oor

housin

g o

r hom

ele

ssness c

an c

ontr

ibute

to

the d

evelo

pm

ent

of

menta

l health p

roble

ms o

r can m

ake e

xis

ting

menta

l health p

roble

ms m

ore

difficult t

o m

anage (

19)

!"although h

om

ele

ssness is s

om

eth

ing t

hat

can h

appen t

o a

ny y

oung

pers

on,

there

are

cert

ain

gro

ups t

hat

are

more

lik

ely

to

experi

ence h

om

ele

ssness.

The 2

011 s

tudy o

f hom

ele

ss y

oung

people

support

ed b

y C

entr

epoin

t show

s t

hat:

!"

33%

pre

sent

with s

ym

pto

ms o

f a m

enta

l health p

roble

m

!"

28%

are

know

n o

r suspecte

d t

o u

se illegal dru

gs

!"

20%

are

care

leavers

!"

20%

are

ex-o

ffenders

(20)

Within

Bro

mle

y:

!"th

ere

has b

een a

year

on y

ear

reduction in h

om

ele

ss a

ccepta

nces

and t

em

pora

ry a

ccom

modation u

se s

ince 2

005;

how

ever,

lik

e a

ll

local auth

orities,

Bro

mle

y is w

itnessin

g h

igh a

nd incre

asin

g levels

of housin

g n

eed

!"th

e L

ondon B

oro

ugh o

f Bro

mle

y h

as s

uccessfu

lly a

chie

ved z

ero

use

of

share

d n

ightly p

aid

accom

modation for

under

18s

(1)

The C

hildre

n’s

Socie

ty,

2011

(2)

The C

hildre

n’s

Socie

ty,

2006

(3)

Childre

n’s

Com

mis

sio

ner,

2011

(4)

The P

rince’s

Tru

st,

2010

(5)

Depart

ment

for

Education,

2011a

(6)

Depart

ment

for

Education,

2011b

(7)

Offic

e f

or

National Sta

tistics,

2004

(8)

Depart

ment

for

Childre

n,

Schools

and F

am

ilie

s,

and D

epart

ment

of

Health,

2008

(9)

Depart

ment

of

Health,

2011

(10)

National Foundation f

or

Educational Researc

h,

2010

(11)

NSPCC,

2011

(12)

National Childre

n’s

Bure

au,

2007

(13)

Sto

new

all,

2007

(14)

Ofs

ted,

2012

(15)

Socia

l Care

Institu

te f

or

Excellence,

2005

(16)

HM

Govern

ment,

2010

(17)

The N

ational Tre

atm

ent

Agency f

or

Substa

nce M

isuse,

2008

(18)

NSPCC,

2011

(19)

Min

d,

2012

(20)

Centr

epoin

t, 2

011

So

urces:

21

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

Ou

r p

artn

ersh

ip a

cti

on

s t

o b

e d

eli

vered

betw

een

20

12

to

20

15

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

1.1

Im

pro

ve p

ro

vis

ion

of

em

oti

on

al w

ellb

ein

g,

m

en

tal

healt

h s

ervic

es a

nd

co

un

sell

ing

servic

es f

or

ch

ild

ren

an

d y

ou

ng

peop

le

Work

with t

he H

ealth a

nd W

ellbein

g B

oard

to im

ple

ment

the s

ection o

f th

e B

oro

ugh’s

Health a

nd

Wellbein

g S

trate

gy focused o

n t

ackling t

he incre

asin

g v

olu

mes a

nd c

om

ple

xity o

f need o

f childre

n

with m

enta

l and e

motional health p

roble

ms

Bro

mle

y C

hildre

n a

nd Y

oung P

eople

Part

ners

hip

Board

Ensure

serv

ices a

re e

ffectively

targ

ete

d t

o e

arly inte

rvention,

inclu

din

g C

hild a

nd A

dole

scent

M

enta

l H

ealth S

erv

ices a

nd F

am

ily S

upport

N

HS S

outh

East

London a

nd

London B

oro

ugh o

f Bro

mle

y

Continue t

he d

evelo

pm

ent

of

robust,

evid

ence-b

ased c

are

path

ways t

o e

nsure

hig

h q

uality

and

consis

tent

care

usin

g c

ross-b

oro

ugh w

ork

ing g

roups

Oxle

as N

HS F

oundation T

rust

Imple

ment

the B

lack a

nd M

inority

Eth

nic

(BM

E)

Com

munity S

trate

gy t

o r

ais

e a

ware

ness a

nd

incre

ase t

he p

rofile

of

BM

E issues w

ithin

the C

hild A

dole

scent

Menta

l H

ealth S

erv

ice a

nd t

o b

ecom

e

more

responsiv

e t

o t

he n

eeds o

f specific

com

munitie

s

Oxle

as N

HS F

oundation T

rust

Revie

w t

he c

are

path

way f

or

eating d

isord

ers

to c

onsid

er

the f

easib

ility o

f esta

blishin

g a

specia

list

Tie

r 3 E

ating D

isord

ers

team

to w

ork

in p

art

ners

hip

with e

xis

ting T

ier

4 p

rovis

ion

NH

S S

outh

East

London

Use t

he s

erv

ice r

econfigura

tion o

f th

e C

hild a

nd A

dole

scent

Menta

l H

ealth S

erv

ice t

o s

eek

opport

unitie

s t

o p

rom

ote

earl

y identification a

nd r

esponse t

o m

enta

l health p

roble

ms.

These w

ill

inclu

de t

he f

ollow

ing:

!"E

sta

blishm

ent

of

an u

nder

5s s

erv

ice a

s p

art

of

serv

ice r

e-c

onfigura

tion

!"E

ngagem

ent

with e

ducation p

art

ners

with a

vie

w t

o c

om

mis

sio

nin

g r

esponsiv

e,

school-

based

menta

l health s

erv

ices

!"I

nvolv

em

ent

with t

he n

ational In

cre

asin

g A

ccess t

o P

sycholo

gic

al Thera

pie

s initia

tive (

IAPT)

Oxle

as N

HS F

oundation T

rust

To im

pro

ve t

he q

uality

of safe

guard

ing y

oung p

eople

tw

o t

hem

ed a

udits o

f m

ulti-

agency w

ork

will

be u

ndert

aken b

y 2

013 c

oncern

ing t

he im

pact

of

dom

estic v

iole

nce a

nd s

ubsta

nce m

isuse a

mongst

pare

nts

Bro

mle

y S

afe

guard

ing C

hildre

n

Board

22

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

1.2

Im

prove s

up

po

rt

to

fam

ilie

s t

hro

ug

h

preg

nan

cy,

the p

ostn

ata

l

perio

d,

an

d t

he f

irst

two

years o

f life

to

pro

mo

te

bo

nd

ing

betw

een

paren

ts

an

d b

ab

y,

an

d t

o s

up

po

rt

paren

tin

g

Imple

ment

a H

ealth V

isitin

g C

om

mis

sio

nin

g A

ction P

lan f

or

the p

eri

od 2

011 t

o 2

016

NH

S S

outh

East

London

Continue t

o s

upport

pare

nts

with feedin

g t

o d

evelo

p b

onds b

etw

een p

are

nts

and b

aby

NH

S S

outh

East

London

Maxim

ise t

he u

se o

f Childre

n a

nd F

am

ily C

entr

es t

o c

ontinue t

o p

rovid

e s

upport

to p

are

nts

with

childre

n a

ged 0

to 5

to f

urt

her

impro

ve p

are

nting b

y im

pro

vin

g b

onds b

etw

een p

are

nts

or

care

rs

(inclu

din

g f

ath

ers

), a

nd t

heir

childre

n

London B

oro

ugh o

f Bro

mle

y

Continue t

o r

oll o

ut

HEN

RY (

Health E

xerc

ise N

utr

itio

n f

or

the R

eally Y

oung)

in B

rom

ley

NH

S S

outh

East

London

1.3

Use t

he H

ealt

hy S

ch

oo

ls

an

d H

ealt

hy F

urth

er

Ed

ucati

on

Pro

gram

mes t

o

wo

rk w

ith

pro

vid

ers t

o

imp

ro

ve t

he h

ealt

h a

nd

wellb

ein

g o

f all

pu

pils a

nd

stu

den

ts w

ith

in B

ro

mle

y's

sch

oo

ls a

nd

Bro

mle

y

Co

lleg

e

Support

every

school w

ithin

the B

oro

ugh t

o m

ain

tain

its

Healthy S

chool sta

tus b

y u

ndert

akin

g t

he

requir

ed a

nnual re

vie

ws

NH

S S

outh

East

London

Pro

vid

e s

upport

within

schools

to p

rom

ote

health a

nd e

motional w

ellbein

g t

hro

ugh t

he H

ealthy

Schools

and H

ealthy F

urt

her

Education P

rogra

mm

es:

!"

Off

er

the ‘Your

Choic

e Y

our

Voic

e’ pro

gra

mm

e

to a

ll s

econdary

school

!"

Ensure

all S

econdary

Schools

have a

nam

ed S

chool N

urs

e a

nd t

o e

nsure

that

they o

ffer

a

confidential dro

p-i

n f

or

all p

upils

!"

Offer

an a

gre

ed p

rogra

mm

e o

f H

ealth P

rom

otion t

o a

ll s

chools

!"

Ensure

all p

upils h

ave a

ccess t

o t

he r

ecom

mended I

mm

unis

ation P

rogra

mm

e

London B

oro

ugh o

f Bro

mle

y,

Bro

mle

y H

ealthcare

, and

Bro

mle

y C

ollege

Pro

vid

e o

ngoin

g M

enta

l H

ealth w

ellbein

g t

rain

ing for

sta

ff a

nd s

tudents

at

Bro

mle

y C

ollege b

y a

M

enta

l H

ealth P

rom

otion A

dvis

or

Bro

mle

y H

ealthcare

Ensure

all s

tudents

at

Bro

mle

y C

ollege h

ave a

ccess t

o h

ealthy liv

ing a

ctivitie

s a

nd info

rmation v

ia

the e

nri

chm

ent

curr

iculu

m

Bro

mle

y C

ollege

1.4

Pro

vid

e p

osit

ive a

cti

vit

ies

wh

ich

make c

hil

dren

an

d

yo

un

g p

eop

le f

eel g

oo

d

ab

ou

t th

em

selv

es

Pro

vid

e a

range o

f sport

s,

art

s a

nd p

hysic

al activity p

rogra

mm

es a

nd s

erv

ices f

or

childre

n a

nd

young p

eople

M

ytim

e A

ctive

Support

all y

oung p

eople

in t

he t

ransitio

n f

rom

education t

o e

mplo

ym

ent,

furt

her/

hig

her

education

or

train

ing,

part

icula

rly t

he m

ost

vuln

era

ble

All p

art

ners

Support

schools

and f

am

ilie

s t

o im

pro

ve s

chool att

endance a

nd t

here

fore

im

pro

ve t

he life c

hances

of

all c

hildre

n in B

rom

ley

London B

oro

ugh o

f Bro

mle

y

23

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he e

mo

tio

nal h

ealt

h a

nd

wellb

ein

g o

f all c

hild

ren

an

d y

ou

ng

peo

ple

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

1.5

Co

nti

nu

e t

o w

ork a

cro

ss

the B

oro

ug

h t

o r

ed

uce

bu

llyin

g,

inclu

din

g c

yb

er

bu

llyin

g,

an

d t

he f

ear o

f crim

e,

parti

cu

larly

wh

en

ou

tsid

e o

f sch

oo

l

Education W

elfare

Serv

ice a

nd B

ehavio

ur

Serv

ice t

o p

rovid

e s

upport

to s

chools

on a

regula

r basis

London B

oro

ugh o

f Bro

mle

y

Revie

w a

nd r

evis

e t

he B

oro

ugh’s

Bullyin

g S

trate

gy t

o t

ackle

cyber

bullyin

g

London B

oro

ugh o

f Bro

mle

y

Maxim

ise t

he u

se o

f school councils t

o u

ndert

ake s

urv

eys t

o identify

key c

oncern

s o

f childre

n a

nd

young p

eople

regard

ing t

heir

experi

ences o

f bullyin

g

London B

oro

ugh o

f Bro

mle

y

Pro

mote

the P

ositiv

e B

ehavio

urs

Str

ate

gy t

hro

ugh t

he S

afe

r Schools

and C

olleges P

art

ners

hip

M

etr

opolita

n P

olice S

erv

ice

(Bro

mle

y)

Develo

p a

n a

gre

em

ent

with S

chools

and C

olleges t

o s

hare

info

rmation t

o e

nsure

consis

tency w

hen

support

ing y

oung p

eople

M

etr

opolita

n P

olice S

erv

ice

(Bro

mle

y)

Imple

menta

tion o

f safe

tra

vel m

easure

s u

nder

the B

rom

ley C

ollege t

ravel pla

n

Bro

mle

y C

ollege

Identify

and t

rain

a C

hild E

xplo

itation a

nd O

nline P

rote

ction C

entr

e A

mbassador

to a

dvis

e C

ollege

stu

dents

and s

taff a

bout

online issues a

nd r

isks

Bro

mle

y C

ollege

1.6

Co

nti

nu

e t

o in

crease a

nd

en

han

ce i

n-b

oro

ug

h

provis

ion

an

d s

up

port

for

ch

ild

ren

wit

h S

pecia

l

Ed

ucati

on

al N

eed

s a

nd

Dis

ab

ilit

ies

Imple

ment

Phase V

of

the S

pecia

l Educational N

eeds D

evelo

pm

ent

Pla

n t

o incre

ase in-b

oro

ugh

capacity f

or

childre

n w

ith B

ehavio

ur,

Em

otional and S

ocia

l D

ifficultie

s

London B

oro

ugh o

f Bro

mle

y

Repositio

n t

he L

ondon B

oro

ugh o

f Bro

mle

y’s

policy for

Foste

r Care

r Allow

ances t

o incre

ase t

he

overa

ll f

oste

r care

r capacity p

rovid

ing s

upport

to t

he p

lacem

ent

of

childre

n w

ith c

om

ple

x n

eeds o

r

challengin

g b

ehavio

ur

London B

oro

ugh o

f Bro

mle

y

Main

tain

the incre

ase in p

rovis

ion s

hort

-bre

aks f

or

childre

n w

ith S

pecia

l Educational N

eeds a

nd

Dis

abilitie

s t

o a

void

resid

ential pla

cem

ents

London B

oro

ugh o

f Bro

mle

y

1.7

Co

nti

nu

e t

o s

tren

gth

en

the s

up

po

rt

pro

vid

ed

to

yo

un

g c

arers

Revie

w,

consult o

n a

nd u

pdate

the Y

oung C

are

rs S

trate

gy a

nd P

roje

ct

Pla

n

London B

oro

ugh o

f Bro

mle

y

Rais

e a

ware

ness a

bout

young c

are

rs a

nd a

rrange t

rain

ing f

or

sta

ff a

cro

ss t

he p

art

ner

agencie

s

London B

oro

ugh o

f Bro

mle

y

Pro

vid

e s

up

po

rt

to y

ou

ng

peo

ple

wh

o a

re a

ffecte

d

by h

om

ele

ssn

ess

Imple

ment

the r

evis

ed H

om

ele

ssness S

trate

gy f

or

Bro

mle

y t

o inclu

de s

upport

ing y

oung p

eople

who

are

made h

om

ele

ss

London B

oro

ugh o

f Bro

mle

y

Continue z

ero

use o

f share

d f

acility n

ightly p

aid

accom

modation for

young p

eople

and a

im f

or

the

sam

e f

or

fam

ilie

s

London B

oro

ugh o

f Bro

mle

y

1.8

24

Wh

at

are w

e t

ryin

g t

o a

ch

ieve?

!"C

hildre

n a

nd y

oung p

eople

in c

are

are

safe

guard

ed

and p

rote

cte

d fro

m h

arm

!"C

hildre

n a

nd y

oung p

eople

in c

are

are

encoura

ged

to h

ave h

igh a

spirations for

their futu

re a

nd a

re

support

ed t

o a

chie

ve t

heir m

axim

um

pote

ntial

!"C

hildre

n a

nd y

oung p

eople

in c

are

achie

ve t

heir full

educational att

ain

ment

!"C

hildre

n a

nd y

oung p

eople

in c

are

are

encoura

ged

to b

e a

ctively

involv

ed in t

heir o

wn c

are

and

influence s

erv

ice d

elivery

!"Y

oung p

eople

leavin

g c

are

are

ready a

nd a

ble

to

live independently,

and a

re s

upport

ed into

furt

her/

hig

her

education,

em

plo

ym

ent

or

train

ing

area o

f fo

cu

s:

Impro

ve t

he life c

hances o

f

childre

n in c

are

25

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

Ch

ild

ren

in

th

e c

are o

f lo

cal au

tho

rit

ies a

re o

ne o

f th

e m

ost

vu

lnerab

le g

ro

up

s in

so

cie

ty.

The m

ajo

rity

of

childre

n a

re in c

are

because t

hey h

ave s

uff

ere

d a

buse

or

negle

ct,

with a

t any o

ne t

ime a

round 6

0,0

00 c

hildre

n b

ein

g “

looked

aft

er”

in E

ngla

nd,

and a

ppro

xim

ate

ly,

90,0

00 c

hildre

n b

ein

g looked

aft

er

at

som

e p

oin

t in

any o

ne y

ear.

The t

erm

“lo

oked a

fter

childre

n”

inclu

des c

hildre

n a

nd y

oung p

eople

who a

re:

!"in

care

thro

ugh a

care

ord

er

under

section 3

1 o

f th

e C

hildre

n A

ct

1989

!"accom

modate

d o

n a

volu

nta

ry b

asis

thro

ugh a

n a

gre

em

ent

with

their p

are

nts

under

section 2

0 o

f th

at

Act,

or

agre

em

ent

of

the c

hild

if t

hey a

re o

ver

16

!"pla

ced a

way fro

m h

om

e u

nder

an e

merg

ency p

rote

ction o

rder

!"on p

olice p

rote

ction/r

em

and/d

ete

ntion (

section 2

1 o

f th

e C

hildre

n

Act)

In t

his

Childre

n’s

Str

ate

gy t

he t

erm

childre

n in c

are

is u

sed in

pre

fere

nce t

o t

he t

erm

“lo

oked a

fter

childre

n”

as c

hildre

n a

nd y

oung

people

them

selv

es m

ost

oft

en s

peak a

bout

bein

g ‘in

care

’, r

ath

er

than

‘looked a

fter’.

(1)

A g

reat

majo

rity

of

childre

n w

ho b

ecom

e looked a

fter

do s

o b

ecause o

f

abuse,

negle

ct

or

fam

ily d

ysfu

nction t

hat

causes a

cute

str

ess a

mong

fam

ily m

em

bers

.

Entr

y into

care

is u

sually a

tra

um

atic e

xperience a

nd b

rings w

ith it

a

sig

nific

ant

sense o

f lo

ss t

hat

can b

e insuffic

iently r

ecognis

ed in c

are

pla

nnin

g.

Old

er

childre

n in c

are

may a

lso e

xperi

ence s

ignific

ant

pro

ble

ms a

t

school. F

or

those c

hildre

n a

nd y

oung p

eople

who r

em

ain

in long-t

erm

care

cre

ating a

sense o

f belo

ngin

g a

nd e

motional security

is v

ital to

their h

ealth a

nd w

ellbein

g.

it’s

im

po

rta

nt

to

tell

my f

rie

nd

s

[th

at

I a

m i

n

care] a

s i

ts a

n

exp

erie

nce f

or

them

as w

ell

as

me

Mem

ber

of

the B

rom

ley

Liv

ing in C

are

Council

26

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

Wh

y i

s t

his

a p

rio

rit

y?

Th

e B

oro

ug

h h

as e

xp

erie

nced

an

in

crease i

n t

he n

um

ber a

nd

co

mp

lexit

y o

f n

eed

in

ch

ild

ren

req

uir

ing

su

pp

ort

fro

m C

hil

dren

’s

So

cia

l C

are S

ervic

es o

ver t

he l

ast

4-5

years.

The c

ost

of childre

n’s

socia

l care

pla

cem

ents

to t

he L

ondon B

oro

ugh o

f

Bro

mle

y –

one m

easure

of in

cre

asin

g v

olu

mes a

nd c

om

ple

xity o

f needs

– h

as incre

ased f

rom

£8.8

m in 2

007-0

8 t

o £

10.5

m in 2

011-1

2 -

whic

h

repre

sents

a 1

9%

incre

ase.

In

creasin

g v

olu

mes o

f refe

rrals

, assessm

en

ts a

nd

ch

ild

ren

su

bje

ct

to C

hil

d P

ro

tecti

on

Pla

ns

Sin

ce 2

007,

Bro

mle

y e

xperienced a

sig

nific

ant

incre

ase w

ithin

the

childre

n’s

safe

guard

ing a

nd s

ocia

l care

serv

ices a

s follow

s:

!"193%

(6,6

16)

incre

ase in t

he n

um

ber

of

initia

l conta

cts

in 2

011-1

2

[year

end p

redic

tion]

(10,0

41)

com

pare

d t

o 2

007-0

8 (

3,4

25)

!"56%

(803)

incre

ase in t

he n

um

ber

of

refe

rrals

to C

hildre

n’s

Socia

l

Care

serv

ices in 2

011-1

2 [

year

end p

redic

tion -

January

2012]

(2,2

44)

com

pare

d t

o 2

007-0

8 (

1,4

41)

!"96%

(584)

incre

ase in t

he n

um

ber

of

core

assessm

ents

com

ple

ted

by c

hildre

n’s

socia

l care

serv

ices in 2

011-1

2 [

year

end p

redic

tion]

(1,1

94)

com

pare

d t

o 2

007-0

8 (

610)

!"47%

(63)

incre

ase in t

he n

um

ber

of

childre

n s

ubje

ct

to a

child

pro

tection p

lan in 2

011-1

2 [

betw

een A

pril 2011 a

nd J

anuary

2012]

(196)

com

pare

d t

o 2

007-0

8 (

133)

In

creasin

g n

um

bers o

f ch

ild

ren

in

care

National re

searc

h h

as s

how

n t

hat:

!"th

ere

were

65,5

20 c

hildre

n in c

are

in M

arc

h 2

011,

whic

h

repre

sents

a r

ate

of

59 p

er

10,0

00 c

hildre

n u

nder

18 y

ears

(2)

!"th

is r

epre

sents

a 1

0%

(6,0

20)

incre

ase in t

he n

um

ber

of

childre

n

in c

are

in 2

011 c

om

pare

d t

o 2

007-0

8 (

59,5

00 a

t 31 M

arc

h 2

008)

(3)

Within

Bro

mle

y:

!"th

ere

were

277 c

hildre

n in c

are

(as a

t Ja

nuary

2012),

whic

h

repre

sents

a r

ate

of

39 p

er

10,0

00 c

hildre

n u

nder

18 y

ears

!"th

is r

epre

sents

a 9

% (

22)

incre

ase in t

he n

um

ber

of childre

n in

care

in 2

011-1

2 c

om

pare

d t

o 2

007-0

8 (

255 a

t 31 M

arc

h 2

008)

!"th

ere

was a

57%

(49)

incre

ase in t

he n

um

ber

of new

adm

issio

ns

into

care

in 2

011-1

2 [

year

end p

redic

tion -

January

2012]

(135)

com

pare

d t

o 2

007-0

8 (

86)

A p

ro

file

of

ou

r c

hil

dren

in

care

Within

Bro

mle

y:

!"O

f th

e 2

77 c

hildre

n in c

are

[as 3

1 J

anuary

2012]:

!"27%

(76)

are

fro

m B

lack a

nd M

inority

Eth

nic

com

munitie

s -

com

pare

d t

o 1

8%

for

the g

enera

l Bro

mle

y c

hildre

n a

nd y

oung

people

resid

ent

popula

tion

!"62%

(171)

are

in c

are

due t

o a

buse o

r negle

ct

!"18%

(50)

are

aged 0

-4,

16%

(44)

are

aged 5

-9,

38%

(105)

are

aged 1

0-1

5,

and 2

8%

(78)

are

aged o

ver

16

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

8

27

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

!"9%

(3)

of

childre

n in c

are

achie

ved 5

A*-C

gra

des a

t G

CSEs (

or

equiv

ale

nt)

at

Key S

tage 4

(in

clu

din

g E

nglish a

nd M

ath

s)

-

com

pare

d t

o 6

7%

of

the g

enera

l Bro

mle

y p

opula

tion

!"50%

(5)

of childre

n in c

are

reached level 4 in E

nglish a

t Key S

tage

2,

and 4

0%

(4)

reached level 4 in M

ath

s a

t Key S

tage 2

- c

om

pare

d

to 7

9%

of

the g

enera

l Bro

mle

y p

opula

tion w

ho a

chie

ved level 4 o

r

above in b

oth

English a

nd M

ath

s a

t Key S

tage 2

!"52%

of

care

leavers

are

in e

ducation,

em

plo

ym

ent

or

train

ing -

com

pare

d t

o 9

5%

of

the g

enera

l Bro

mle

y p

opula

tion

!"69%

(192)

of

the c

hildre

n in c

are

(as a

t Ja

nuary

2012)

are

in a

foste

ring p

lacem

ent,

with a

ppro

xim

ate

ly 4

0 b

ein

g c

urr

ently p

laced

within

independent

foste

ring a

gencie

s

!"additio

nally,

appro

xim

ate

ly 3

0 c

hildre

n in c

are

are

curr

ently p

laced

within

independent

childre

n’s

hom

es (

as a

t Ja

nuary

2012)

!"7%

(18)

of

childre

n in c

are

(as a

t M

arc

h 2

011)

were

indentified a

s

havin

g s

ubsta

nce m

isuse p

roble

ms d

uring t

he p

ast

12 m

onth

s

Su

pp

orti

ng

yo

un

g p

eo

ple

leavin

g c

are

National re

searc

h h

as s

how

n t

hat:

!"49%

of

care

leavers

surv

eyed b

elieve t

hat

they h

ad b

een b

adly

or

very

badly

pre

pare

d for

leavin

g c

are

(7)

!"care

leavers

have identified t

hat

the f

ollow

ing e

lem

ents

that

help

them

during t

he p

rocess o

f le

avin

g c

are

:

!"

gett

ing h

elp

with learn

ing b

udgeting a

nd m

anagem

ent

money

!"

dom

estic s

kills

, and s

em

i-in

dependent

livin

g s

kills

tra

inin

g

!"

bein

g g

iven im

port

ant

docum

ents

and s

om

eone t

o t

alk

to (

7)

!"46%

of

care

leavers

believe t

hat

they left

care

to e

arly (

7)

Su

pp

orti

ng

ch

ild

ren

in

care

National re

searc

h h

as s

how

n t

hat:

!"about

60%

of th

ose looked a

fter

in

Engla

nd h

ave b

een r

eport

ed t

o h

ave

em

otional and m

enta

l health p

roble

ms

and a

hig

h p

roport

ion e

xperience p

oor

health,

educational and s

ocia

l outc

om

es

aft

er

leavin

g c

are

(4)

!"1/3

of all c

hildre

n a

nd y

oung p

eople

in

conta

ct

with t

he c

rim

inal ju

stice s

yste

m h

ave b

een looked a

fter

(5)

!"a far

hig

her

pro

port

ion o

f childre

n in c

are

are

identified a

s h

avin

g

specia

l educational needs w

hen c

om

pare

d w

ith a

ll c

hildre

n (

6)

!"a far

hig

her

pro

port

ion o

f childre

n in c

are

have b

een s

ubje

ct

to

perm

anent

exclu

sio

n f

rom

school w

hen c

om

pare

d w

ith a

ll

childre

n (

6)

!"young c

hildre

n in c

are

sta

te t

hat

the t

hre

e m

ost

import

ant

thin

gs

to t

hem

are

fam

ily,

frie

nds a

nd t

heir e

ducation (

7)

In B

rom

ley,

mem

bers

of

Bro

mle

y’s

Liv

ing in C

are

Council h

ave

identified:

!"th

e follow

ing a

spects

as c

ontr

ibuting t

o m

akin

g a

good p

lacem

ent:

!"fe

eling s

afe

, are

looked a

fter

and c

are

d f

or,

and t

reate

d a

s p

art

of th

e f

am

ily

!"som

eone w

ho is r

eliable

, help

ful, k

ind,

respectf

ul, a

nd o

ffers

help

and s

upport

when t

he y

oung p

ers

on n

eeds it

it’s

nic

e t

o w

ake

up

every

mo

rn

ing

an

d

thin

k t

hat

‘I’v

e

go

t it

bett

er t

han

it c

ou

ld h

ave

been

’

Mem

ber

of

the B

rom

ley

Liv

ing in C

are

Council o

n

bein

g in c

are

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

8

28

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

(1)

Childre

n’s

Rig

hts

Directo

r fo

r Engla

nd,

2012

(2)

Depart

ment

for

Education,

2011

(3)

Depart

ment

for

Childre

n,

Schools

and F

am

ilie

s,

2008

(4)

Depart

ment

for

Childre

n,

Schools

and F

am

ilie

s,

2009

(5)

Depart

ment

for

Childre

n,

Schools

and F

am

ilie

s,

and D

epart

ment

of H

ealth,

2009

(6)

Centr

e f

or

Excellence a

nd O

utc

om

es in C

hildre

n a

nd Y

oung

People

’s S

erv

ices,

2010

(7)

Childre

n’s

Rig

hts

Directo

r fo

r Engla

nd,

2011

!"support

and e

ncoura

ge t

hem

to a

chie

ve w

ell in e

ducation

!"support

their e

motional health

!"

the follow

ing a

spects

as t

he w

ors

e e

lem

ents

of

goin

g in t

o c

are

:

!"confu

sio

n a

bout

com

ing into

care

- n

ot

havin

g it

fully e

xpla

ined

and a

n a

ssum

ption t

hat

the c

hild h

as a

n u

nders

tandin

g

!"havin

g n

um

ero

us p

lacem

ents

- a

s it

is d

ifficult t

o form

rela

tionship

s a

nd b

ond w

ith t

he a

dults a

nd fellow

childre

n

!"not

bein

g a

ble

to s

ee t

heir

fam

ily

!"th

at

it is im

port

ant

to s

hare

their s

tory

of bein

g in c

are

with friends

who t

hey t

rust

its a

bo

ut

lovin

g

so

meo

ne i

n a

way t

hat

they

deserve t

o b

e

loved

Mem

ber

of

the B

rom

ley

Liv

ing in C

are

Council o

n

what

makes s

om

eone a

good f

oste

r care

r

So

urces:

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 2

8

29

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

Ou

r p

artn

ersh

ip a

cti

on

s t

o b

e d

eli

vered

betw

een

20

12

to

20

15

A

CTIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

2.1

Co

nti

nu

e t

o im

pro

ve t

he

ed

ucati

on

al ach

ievem

en

t an

d a

ttain

men

t fo

r

ch

ild

ren

an

d y

ou

ng

peop

le

in c

are

Work

in p

art

ners

hip

with a

ll B

rom

ley s

chools

(in

clu

din

g a

cadem

ies)

to im

ple

ment

a c

om

pre

hensiv

e

str

ate

gy o

f support

for

all looked a

fter

learn

ers

:

!"

Have a

n e

xpecta

tion t

hat

all c

hildre

n in c

are

have h

igh q

uality

education p

rovis

ion,

main

str

eam

where

possib

le,

appro

pri

ate

to t

heir

needs

!"

Monitor

and r

ecord

pro

gre

ss

!"

Offer

a c

om

pre

hensiv

e t

rain

ing p

rogra

mm

e for

desig

nate

d t

eachers

and G

overn

ors

!"

Ensure

that

Pers

onal Education P

lans a

re t

imely

and o

f hig

h q

uality

!"

Monitor

and s

upport

full a

ttendance a

nd r

educe e

xclu

sio

ns

London B

oro

ugh o

f Bro

mle

y

Continue t

o c

hallenge a

nd s

upport

pri

vate

, volu

nta

ry a

nd independent

secto

r pro

vid

ers

and s

chools

to

clo

se t

he g

ap in a

ttain

ment

betw

een c

hildre

n in c

are

and t

heir

peers

in t

he E

arl

y Y

ears

Foundation S

tage,

the P

rim

ary

and S

econdary

phases,

and in F

urt

her

and H

igher

education:

!"

Pro

vid

e t

he s

am

e s

erv

ice t

o looked a

fter

learn

ers

pla

ced o

uts

ide B

rom

ley

!"

Identify

Desig

nate

d M

em

bers

of

Sta

ff in s

uch p

rovis

ion

!"

Model good p

ractice in t

he u

se o

f data

as a

tool fo

r pla

nnin

g a

nd s

upport

for

indiv

iduals

London B

oro

ugh o

f Bro

mle

y

2.2

En

han

ce o

pp

ortu

nit

ies f

or

po

sit

ive a

cti

vit

ies f

or

yo

un

g p

eop

le a

cro

ss t

he

bo

ro

ug

h

Imple

ment

and p

rom

ote

fre

e t

hre

e m

onth

leis

ure

centr

e m

em

bers

hip

s f

or

Childre

n in C

are

in

part

ners

hip

with B

rom

ley M

ytim

e

London B

oro

ugh o

f Bro

mle

y

Continue t

o p

rom

ote

the r

ange o

f le

isure

tim

e o

pport

unitie

s a

vailable

in B

rom

ley,

inclu

din

g

pro

vis

ion b

y t

he C

ouncil,

and p

rovid

ed b

y t

he p

rivate

, volu

nta

ry a

nd independent

secto

rs

London B

oro

ugh o

f Bro

mle

y

Work

with t

he L

ivin

g in C

are

Council (

Lin

CC)

to im

ple

ment

the B

rom

ley P

ledge f

or

Childre

n in C

are

!"

Ensure

that

childre

n a

re g

iven a

dequate

info

rmation a

t th

e p

oin

t of

becom

ing looked a

fter

!"

Support

the launch o

f th

e B

rom

ley P

ledge a

nd r

ecru

itm

ent

to L

inCC

!"

Develo

p a

nd m

ain

tain

cle

ar

lines o

f com

munic

ation b

etw

een L

inCC a

nd E

lecte

d M

em

bers

of

the

Council a

nd s

enio

r offic

ers

London B

oro

ugh o

f Bro

mle

y

30

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he lif

e c

han

ces o

f ch

ild

ren

in

care

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

2.3

Su

pp

ort

the t

ran

sit

ion

of

yo

un

g p

eo

ple

leavin

g c

are

an

d m

ovin

g in

to

ind

ep

en

den

t livin

g,

fu

rth

er/

hig

her e

du

cati

on

,

an

d e

mp

loym

en

t

Imple

ment

post

-16 P

ers

onal Education P

lans t

o s

upport

Path

way P

lannin

g f

or

looked a

fter

young

people

in t

he t

ransitio

n into

furt

her

education,

train

ing o

r em

plo

ym

ent:

!"

Imple

ment

post-

16 P

ers

onal Education P

lans p

ilot

!"

Pilot

Care

er

Pla

nnin

g t

ool fo

r all 1

6+

young p

eople

in c

are

and c

are

leavers

pre

pari

ng f

or

em

plo

ym

ent

London B

oro

ugh o

f Bro

mle

y

Continue t

o w

ork

with o

ur

pro

vid

ers

of

support

ed h

ousin

g a

nd f

loating s

upport

serv

ices t

o s

upport

young p

eople

in t

heir

tra

nsitio

n t

o p

erm

anent

accom

modation

London B

oro

ugh o

f Bro

mle

y

Ensure

young p

eople

continue t

o r

eceiv

e h

igh q

uality

advic

e a

nd g

uid

ance in r

ela

tion t

o e

ducation,

train

ing a

nd e

mplo

ym

ent

thro

ugh t

he B

rom

ley Y

outh

Support

Pro

gra

mm

e

London B

oro

ugh o

f Bro

mle

y

Identification o

f a D

esig

nate

d M

em

ber

of

Sta

ff f

or

Childre

n in C

are

and C

are

Leavers

enro

lled a

t Bro

mle

y C

ollege

Bro

mle

y C

ollege

Make s

pecific

pro

vis

ion f

or

Care

Leavers

and C

hildre

n in C

are

thro

ugh t

he C

ollege-b

ased

Info

rmation A

dvic

e a

nd G

uid

ance s

erv

ice

Bro

mle

y C

ollege

2.4

Co

nti

nu

e t

o in

crease t

he

nu

mb

er o

f fo

ste

r c

arer

pla

cem

en

ts w

ith

in t

he

bo

ro

ug

h f

or t

he m

ost

ch

all

en

gin

g c

hil

dren

an

d

yo

un

g p

eop

le

Pro

actively

recru

it a

n a

dditio

nal 50 f

oste

r care

rs,

to inclu

des s

pecific

ally t

arg

eting f

oste

r care

rs f

or

adole

scents

and d

isable

d c

hildre

n

London B

oro

ugh o

f Bro

mle

y

Develo

p p

lans t

o im

ple

ment

an e

nhanced p

ackage o

f support

for

London B

oro

ugh o

f Bro

mle

y

foste

r care

rs t

o e

nable

them

to c

are

for

childre

n w

ith m

ore

challengin

g a

nd c

om

ple

x n

eeds

London B

oro

ugh o

f Bro

mle

y

Expedite a

doption p

lans t

o incre

ase t

he n

um

ber

of

childre

n w

ho a

re s

uccessfu

lly a

dopte

d

London B

oro

ugh o

f Bro

mle

y

Identify

fundin

g t

o c

reate

additio

nal capacity in t

he C

om

munity P

aedia

tric

Serv

ice t

o o

ffer

medic

al

advic

e f

or

pro

spective a

dopte

rs a

nd f

oste

r care

rs a

s a

result o

f th

e incre

ased d

em

and o

f cases

bein

g p

resente

d t

o A

doption p

anel

London B

oro

ugh o

f Bro

mle

y

Co

nti

nu

e t

o im

pro

ve t

he

healt

h o

f ch

ild

ren

in

care

Ensure

that

all c

hildre

n in c

are

receiv

e g

ood levels

of

support

and a

ccess t

o h

ealth s

erv

ices (

such

as r

egula

r denta

l checks)

thro

ugh t

arg

ete

d s

upport

fro

m t

he d

edic

ate

d c

hildre

n in c

are

nurs

e

Bro

mle

y H

ealthcare

and L

ondon

Boro

ugh o

f Bro

mle

y

Identify

serv

ices t

hat

will m

eet

the h

ealth n

eeds o

f childre

n in c

are

thro

ugh t

he c

hildre

n in c

are

health f

oru

m

London B

oro

ugh o

f Bro

mle

y

Ensure

that

all c

hildre

n in c

are

have e

arl

y a

ccess t

o a

ppro

pri

ate

serv

ices t

o im

pro

ve t

heir

em

otional health

London B

oro

ugh o

f Bro

mle

y

2.5

31

Wh

at

are w

e t

ryin

g t

o a

ch

ieve?

!"A

ll y

oung p

eople

achie

ve m

axim

um

independence

befo

re t

hey leave s

chool

!"Y

oung p

eople

are

support

ed w

hen m

akin

g t

he

transitio

n fro

m C

hildre

n S

erv

ices t

o A

dult S

erv

ices

!"Y

oung p

eople

achie

ve t

heir m

axim

um

educational

pote

ntial

!"Y

oung p

eople

take r

esponsib

ility for

their o

wn h

ealth

and m

ake info

rmed d

ecis

ions r

egard

ing t

heir liv

es

!"Y

oung p

eople

are

support

ed into

furt

her

and h

igher

education,

em

plo

ym

ent

and/o

r tr

ain

ing

!"Y

oung p

eople

are

support

ed t

o liv

e w

ithin

appro

priate

and s

uitable

accom

modation

area o

f fo

cu

s:

Impro

ve t

he t

ransitio

n o

f young

people

with learn

ing d

ifficultie

s

and/o

r dis

abilitie

s t

o A

dult

Serv

ices

32

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt S

ervic

es

Th

e c

on

text

of

need

in

wh

ich

pla

nn

ing

an

d p

ro

vis

ion

fo

r c

hil

dren

wit

h S

pecia

l Ed

ucati

on

al

Need

s a

nd

Dis

ab

ilit

ies (

SEN

D) w

ith

in

Bro

mle

y m

ust

take p

lace h

as c

han

ged

dram

ati

call

y i

n r

ecen

t years:

!"

during t

he last

10 y

ears

, th

e n

um

ber

of very

pre

-term

babie

s

surv

ivin

g long e

nough t

o e

nte

r school has incre

ased f

rom

appro

xim

ate

ly 5

% t

o a

n e

stim

ate

d 8

5/9

0%

, and o

f th

ese,

64%

have a

dditio

nal needs o

r are

dis

able

d

!"

nationally t

he t

ota

l num

ber

of childre

n w

ith p

rofo

und a

nd m

ultip

le

learn

ing d

ifficultie

s (

PM

LD

) in

specia

l schools

has incre

ased b

y

29.7

% s

ince 2

004,

and t

he p

opula

tion o

f pupils w

ith c

om

ple

x

learn

ing d

ifficultie

s a

nd d

isabilitie

s in B

rom

ley s

chools

and s

ett

ings

is a

lso incre

asin

g

The y

ear

on y

ear

incre

ases in t

he n

um

bers

of childre

n w

ith m

ore

com

ple

x n

eeds a

nd d

isabilitie

s is m

akin

g c

onsid

era

ble

dem

ands o

n

serv

ices.

Within

n B

rom

ley,

refe

rrals

to:

!"

the P

re-s

chool Specia

list

Support

and D

isability S

erv

ice s

aw

an

incre

ase in t

he n

um

ber

of

childre

n w

ith t

he m

ost

severe

, pro

found

or

very

com

ple

x n

eeds o

f 24%

over

thre

e y

ears

fro

m 2

009 [

270],

2010 [

312]

to 2

011 [

335]

!"

the C

om

ple

x C

om

munic

ations C

linic

(H

ealth led)

have r

isen b

y 1

5%

from

2009 [

155]

to 2

010 [

179]

!"

the B

rom

ley C

hildre

n a

nd A

dole

scent

Menta

l H

ealth S

erv

ices

(CAM

HS)

for

childre

n a

nd y

oung p

eople

with m

odera

te t

o s

evere

menta

l health p

roble

ms h

ave r

isen b

y 2

7%

fro

m 2

009 [

1,4

96]

to

2010 [

1,9

01]

!"

the C

om

munity P

aedia

tric

ians S

erv

ice h

ave r

isen b

y 1

3%

fro

m A

pril

2010 t

o S

epte

mber

2011

!"

the C

om

munity P

hysio

thera

pis

ts h

ave r

isen b

y 8

% f

rom

Apri

l 2010

to J

uly

2011

!"

the C

hildre

n’s

Speech a

nd L

anguage S

erv

ice h

ave r

isen b

y 2

3%

from

Apri

l 2008 [

1,9

58]

to J

une 2

011 [

2,5

45]

- despite t

he c

rite

ria

for

serv

ice e

ntr

y a

nd inte

rvention b

ecom

ing m

uch h

igher

Tra

nsitio

ns o

ccur

at

various s

tages t

hro

ughout

life

, fr

om

sta

rtin

g

prim

ary

school and m

ovin

g o

n t

o s

econdary

school, t

o p

repari

ng for

independence a

nd leavin

g h

om

e.

This

are

a o

f fo

cus c

oncentr

ate

s o

n t

he t

ransitio

n o

f young p

eople

with

learn

ing d

ifficultie

s a

nd/o

r dis

abilitie

s fro

m c

hildhood t

hro

ugh t

o

adulthood.

In B

rom

ley w

e e

xpect

young d

isable

d p

eople

to b

e a

ble

to m

axim

ise

their p

ote

ntial, t

o liv

e independently a

nd b

e g

iven t

he o

pport

unity t

o

have a

s m

any o

rdin

ary

experiences a

s p

ossib

le.

This

can inclu

de

work

ing,

makin

g a

nd k

eepin

g f

riends,

havin

g r

ela

tionship

s a

nd t

akin

g

part

in leis

ure

activitie

s.

This

are

a o

f fo

cus s

its a

longsid

e t

he

Boro

ugh’s

Inte

gra

ted T

ransitio

n

Str

ate

gy f

or

Young P

eople

with

Learn

ing D

ifficultie

s a

nd/o

r

Dis

abilitie

s.

tran

sit

ion

has a

hu

ge i

mp

act

on

the l

ives o

f

yo

un

g p

eo

ple

an

d t

heir

fam

ilie

s..

.

so

meti

mes t

he

‘sm

all

th

ing

s’

can

be t

he

‘tip

pin

g p

oin

ts

Pare

nt

of

a B

rom

ley

dis

able

d y

oung p

ers

on

33

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt S

ervic

es

Wh

y i

s t

his

a p

rio

rit

y?

Th

e B

oro

ug

h h

as e

xp

erie

nced

an

in

crease i

n t

he n

um

ber a

nd

co

mp

lexit

y o

f n

eed

in

ch

ild

ren

req

uir

ing

su

pp

ort

fro

m t

he

Ch

ild

ren

’s S

pecia

l E

du

cati

on

al

Need

s a

nd

Dis

ab

ilit

ies S

ervic

es

over t

he l

ast

few

years.

The c

ost

of education a

nd c

are

pla

cem

ents

for

childre

n w

ith S

pecia

l

Education N

eeds a

nd D

isabilitie

s t

o t

he L

ondon B

oro

ugh o

f Bro

mle

y –

one m

easure

of in

cre

asin

g v

olu

mes a

nd c

om

ple

xity o

f needs –

has

incre

ased f

rom

£11.2

m in 2

007-0

8 t

o £

18.4

m in 2

011-1

2:

a 6

4%

in

cre

ase.

In

creasin

g v

olu

mes o

f refe

rrals

, assessm

en

ts a

nd

ch

ild

ren

wit

h S

pecia

l Ed

ucati

on

al N

eed

s a

nd

Dis

ab

ilit

ies

Within

Bro

mle

y:

!"

it is e

stim

ate

d t

hat

there

are

4,7

00 c

hildre

n a

nd y

oung p

eople

in

the B

oro

ugh w

ho h

ave a

dis

ability a

nd/o

r sig

nific

ant

specia

l needs

!"

the p

erc

enta

ge o

f pupils in B

rom

ley s

chools

with S

pecia

l

Educational N

eed (

SEN

) in

cre

ased f

rom

17.1

% in 2

009 t

o 1

7.8

% in

2010 a

nd t

o 1

8.3

% in 2

011

!"th

is r

epre

sents

an incre

ase o

f 628 a

dditio

nal pupils

!"

there

are

curr

ently (

as a

t Febru

ary

2012)

18.3

% (

8,5

15)

of

pupils

(aged 5

-16)

in B

rom

ley s

chools

with s

om

e m

easure

of SEN

:

!"9%

(4,1

86)

are

identified a

s r

equirin

g S

chool Action

!"6.6

% (

3,0

79)

are

id

entified a

s r

equirin

g S

chool Action P

lus

!"2.7

% (

1,2

50)

have a

full S

tate

ment

!"

the n

um

ber

of

Sta

tem

ents

of

SEN

main

tain

ed b

y t

he L

ondon B

oro

ugh

of

Bro

mle

y incre

ased f

rom

1,7

97 in

2009,

to 1

,881 in 2

010,

to 1

,942 in

2011,

and t

o 1

,975 in J

an 2

012

!"th

is r

epre

sents

an incre

ase o

f 10%

over

3 y

ear

period

!"

there

has b

een a

15%

incre

ase in t

he

most

dis

able

d c

hildre

n in B

rom

ley

schools

those w

ith p

rofo

und a

nd m

ultip

le

learn

ing d

ifficultie

s s

ince 2

004

!"

there

are

curr

ently (

as a

t Septe

mber

2011)

44 y

oung p

eople

in Y

ear

12,

18 in Y

ear

13 a

nd 2

6 in Y

ear

14 w

ho a

re s

upport

ed b

y t

he C

hildre

n’s

Dis

ability T

eam

!"

appro

xim

ate

ly 6

5 y

oung p

eople

are

curr

ently (

as a

t Septe

mber

2011)

in I

ndependent

Specia

list

College p

rovis

ion o

n t

hre

e y

ear

pro

gra

mm

es w

ith 2

9 m

ovin

g o

n t

his

year

Tran

sit

ion

to

ad

ult

ho

od

National re

searc

h h

as s

how

n t

hat:

!"young p

eople

with S

pecia

l Educational N

eeds a

re m

ore

than t

wic

e

as lik

ely

not

to b

e in e

ducation,

em

plo

ym

ent

or

train

ing a

t th

e a

ge

of

18 t

han t

he g

enera

l popula

tion (

1)

!"associa

ted p

roble

ms w

ith t

ransitio

n t

o a

dulthood for

young p

eople

with learn

ing d

ifficultie

s a

nd/o

r dis

abilitie

s c

an inclu

de s

ocia

l

isola

tion,

a lack o

f daily-l

ivin

g s

kills

, difficultie

s in f

indin

g w

ork

, and

additio

nal pro

ble

ms in fam

ily r

ela

tionship

s,

such a

s

over-

pro

tectiveness b

y p

are

nts

and low

pare

nta

l expecta

tions (

2)

kn

ow

ing

th

ere

was a

new

fla

t

for m

e b

ut

havin

g t

o w

ait

su

ch

a l

on

g t

ime

befo

re I

co

uld

mo

ve i

n..

.it

was

very s

tressfu

l

A B

rom

ley d

isable

d y

oung

pers

on

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 3

3

34

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt S

ervic

es

!"in

eff

ective t

ransitio

n p

lannin

g c

an lead y

oung p

eople

to ‘dro

p o

ut'

and n

ot

access a

dult s

erv

ices,

whilst

oth

ers

experience a

dete

riora

tion in t

heir h

ealth a

fter

a m

ove t

o a

dult s

erv

ices a

nd/o

r

poore

r quality

serv

ices (

2)

!"com

mon t

hem

es identified in s

erv

ice t

ransitio

n a

s a

young p

ers

on

moves into

adulthood inclu

de:

the failure

of diffe

rent

agencie

s t

o

work

and p

lan t

ogeth

er;

and t

he n

eed for

both

tim

escale

s a

nd

serv

ices t

o b

e t

ailore

d t

o t

he indiv

idual

(2)

!"th

ere

may b

e a

lack o

f appro

priate

assessm

ent

of a y

oung p

ers

on’s

needs b

efo

re a

nd d

uring t

ransitio

n,

and a

lack o

f appro

priate

serv

ices a

t th

e a

dult level fo

r som

e p

hysic

al dis

abilitie

s (

2)

Within

Bro

mle

y:

!"

an a

naly

sis

of th

e futu

re d

em

and o

ver

the n

ext

ten y

ears

indic

ate

s

an incre

ase in b

oth

the n

um

ber

of young p

eople

with d

isabilitie

s

and a

n incre

ase in t

heir levels

of need

!"

it is e

xpecte

d t

hat

305 y

oung p

eople

with c

om

ple

x a

nd e

nduring

needs w

ho m

eet

the t

hre

shold

for

support

fro

m a

dult c

are

serv

ices

will m

ake t

he t

ransitio

n fro

m C

hildre

n’s

Serv

ices t

o A

dult S

erv

ices

over

the n

ext

10 y

ears

!"

in r

ecognitio

n o

f th

e im

port

ance o

f tr

ansitio

n,

Bro

mle

y h

as b

een

impro

vin

g its

path

way s

erv

ices o

ver

recent

years

!"

the local auth

ority

, in

conju

nction w

ith N

HS S

outh

East

London a

nd

the L

ondon B

oro

ugh o

f Bexle

y,

have b

een a

ward

ed p

ath

finder

sta

tus f

or

the S

EN

and D

isability G

reen P

aper

to t

est

the follow

ing

options:

Pers

onal budgets

; Banded f

undin

g;

and S

upport

to p

are

nts

and y

oung p

eople

!"

the p

rim

ary

focus o

ver

the c

om

ing y

ears

will be t

o r

educe t

he

Boro

ugh’s

usage o

f re

sid

ential serv

ices a

nd r

epla

ce t

hem

with

pers

on c

entr

ed a

nd m

ore

cost

eff

ective s

upport

ed liv

ing

opport

unitie

s

the d

iffe

ren

ce

betw

een

su

ccess

an

d f

ail

ure i

s

att

itu

de o

f m

ind

an

d t

ho

se w

e

meet

alo

ng

th

e

way

Pare

nt

of

a B

rom

ley

dis

able

d y

oung p

ers

on

(1)

Depart

ment

for

Education,

2011

(2)

Socia

l Care

Institu

te f

or

Excellence,

2005

So

urces:

(1)

- r

efe

rences a

re p

rovid

ed o

n p

age 3

4

35

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt S

ervic

es

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

3.1

Im

ple

men

t th

e I

nte

grate

d

Tran

sit

ion

Str

ate

gy f

or

Yo

un

g P

eo

ple

wit

h

Learn

ing

Dif

ficu

ltie

s a

nd

/o

r D

isab

ilit

ies

In c

onju

nction w

ith h

ealth p

art

ners

, develo

p t

he A

ction P

lan t

o s

upport

the im

ple

menta

tion o

f th

e

Tra

nsitio

n S

trate

gy f

ollow

ing t

he p

eri

od o

f consultation

London B

oro

ugh o

f Bro

mle

y

Continue t

o im

ple

ment

the investm

ent

pla

n f

or

serv

ices f

or

young p

eople

with learn

ing d

ifficultie

s

and/o

r dis

abilitie

s

London B

oro

ugh o

f Bro

mle

y

Furt

her

develo

p t

he s

trate

gic

pla

nnin

g a

nd c

om

mis

sio

nin

g o

f Adult S

erv

ices b

y u

sin

g a

n a

naly

sis

of

the t

ransitio

n n

eeds o

f th

e c

ohort

of

young p

eople

fro

m 1

4 y

ears

onw

ard

s r

eceiv

ing s

upport

fro

m

Childre

n’s

Serv

ices a

nd w

ho w

ill be r

equirin

g s

erv

ices f

rom

adult h

ealth a

nd s

ocia

l care

serv

ices

within

5 y

ears

London B

oro

ugh o

f Bro

mle

y

Ensure

that

there

is a

pers

on c

entr

ed/s

upport

pla

nnin

g a

ppro

ach in p

lace t

hat

inclu

des:

!"

Pers

on c

entr

ed/s

upport

pla

nnin

g m

eth

ods a

nd p

rocesses t

o c

reate

inte

gra

ted t

ransitio

n p

lans

!"

The p

rom

otion o

f dir

ect

paym

ents

!"

A f

ocus o

n a

chie

vin

g o

utc

om

es,

impro

vin

g a

nd s

upport

ing independence,

and r

educin

g r

eliance

on d

irectly funded s

erv

ices

London B

oro

ugh o

f Bro

mle

y

Furt

her

develo

p s

yste

ms a

nd p

rocesses t

hat

support

the m

onitoring a

nd m

anagem

ent

of

transitio

n

pla

nnin

g a

nd c

are

acro

ss a

gencie

s a

t an indiv

idual, o

pera

tional, m

anageri

al and s

trate

gic

level

London B

oro

ugh o

f Bro

mle

y

Continue t

o r

oll o

ut

independent

travel tr

ain

ing p

rogra

mm

es

London B

oro

ugh o

f Bro

mle

y

In p

art

ners

hip

with s

chools

and c

olleges,

continue t

o d

evelo

p s

trate

gie

s f

or

identify

ing y

oung

people

at

risk o

f not

pro

gre

ssin

g a

ppro

pri

ate

ly w

ho w

ould

benefit

from

mento

ring s

upport

London B

oro

ugh o

f Bro

mle

y

Ensure

that

all y

oung p

eople

are

“sig

nposte

d”

to a

ppro

pri

ate

local and n

ational sourc

es o

f genera

l In

form

ation,

Advic

e a

nd G

uid

ance (

IAG

) London B

oro

ugh o

f Bro

mle

y

Ou

r p

artn

ersh

ip a

cti

on

s t

o b

e d

eli

vered

betw

een

20

12

to

20

15

36

ou

r t

hree a

reas o

f fo

cu

s

Im

pro

ve t

he t

ran

sit

ion

of

yo

un

g p

eo

ple

wit

h learn

ing

dif

ficu

ltie

s a

nd

/o

r d

isab

ilit

ies t

o A

du

lt S

ervic

es

AC

TIO

N

TA

SK

S T

O B

E C

OM

PLETED

LEA

D A

GEN

CY

3.2

Im

ple

men

t th

e j

oin

t

Path

fin

der B

id f

or t

he

Sp

ecia

l Ed

ucati

on

al N

eed

s

an

d D

isab

ilit

ies G

reen

P

ap

er w

ith

NH

S S

ou

th E

ast

Lo

nd

on

an

d t

he L

on

do

n

Bo

ro

ug

h o

f B

exle

y

Imple

ment

the J

oin

t Path

finder

Pro

ject

- as p

rescri

bed b

y t

he D

epart

ment

for

Education a

nd

Depart

ment

for

Health

All p

art

ners

Use B

rom

ley’s

Specia

list

Support

and D

isability P

anel to

develo

p a

sin

gle

poin

t of

access t

o

resourc

es a

nd t

est

the t

ransfe

rability o

f th

e m

odel w

ith B

exle

y

All p

art

ners

Develo

p a

multi agency c

om

mis

sio

nin

g f

oru

m (

inclu

din

g G

P c

onsort

ia)

to e

nsure

that

suffic

ient

resourc

es a

re c

om

mis

sio

ned t

o f

ulfil p

lans a

nd p

rovid

e a

local offer

All p

art

ners

Develo

p a

Banded F

undin

g M

odel

All p

art

ners

3.3

Co

mm

issio

n h

igh

qu

ality

ed

ucati

on

pla

cem

en

ts t

o

su

pp

ort

yo

un

g p

eo

ple

to

gain

skills

to

mo

ve in

to

ind

ep

en

den

t livin

g a

nd

em

plo

ym

en

t

Investigate

and d

evelo

p n

ew

lin

ks for

pla

cem

ent

in “

Learn

ing f

or

Liv

ing”

pro

vis

ion

Bro

mle

y C

ollege

Furt

her

impro

ve t

he n

egotiation a

nd c

om

mis

sio

nin

g o

f outc

om

e b

ased e

ducation in s

pecia

list

pla

cem

ent

sett

ings t

o s

upport

independent

livin

g s

kills

and e

mplo

ym

ent

(inclu

din

g s

upport

ed)

thro

ugh im

pro

ved m

ulti-

agency a

ction p

lannin

g,

aligned t

o L

earn

ing D

ifficulty A

ssessm

ents

London B

oro

ugh o

f Bro

mle

y

Thro

ugh r

egula

r re

vie

ws,

ensure

that

learn

er

pro

gre

ssio

n is e

vid

ent

thro

ughout

the d

ura

tion o

f th

e p

lacem

ent

and s

upport

s identified g

oals

in p

repara

tion f

or

adulthood

London B

oro

ugh o

f Bro

mle

y

37

This

appendix

pro

vid

es lin

ks

to a

range o

f key w

ebsites,

inclu

din

g:

!"the p

art

ners

within

the

Bro

mle

y C

hildre

n a

nd

Young P

eople

Part

ners

hip

!"n

ational w

ebsites

!"u

sefu

l docum

ents

and

sourc

es o

f in

form

ation

ap

pen

dix

1:

website lin

ks for

furt

her

info

rmation

Partn

ers w

ith

in t

he P

artn

ersh

ip

Bro

mle

y C

hild

ren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip

$w

ww

.bro

mle

ypart

ners

hip

s.o

rg

Bro

mle

y C

olleg

e o

f Fu

rth

er a

nd

Hig

her E

du

cati

on

$w

ww

.bro

mle

y.a

c.u

k

Bro

mle

y H

ealt

hcare

$w

ww

.bro

mle

yhealthcare

.org

.uk

Bro

mle

y S

afe

gu

ard

ing

Ch

ild

ren

Bo

ard

$w

ww

.bro

mle

ysafe

guard

ing.o

rg

Ch

ild

ren

an

d F

am

ily V

olu

nta

ry S

ecto

r F

oru

m

$w

ww

.cfforu

m.o

rg.u

k

Co

nn

exio

ns S

ou

th L

on

do

n S

ub

Reg

ion

al U

nit

$w

ww

.rbksru

.org

.uk

Jo

bcen

tre P

lus

$w

ww

.dw

p.g

ov.u

k/j

obcentr

eplu

s

Lo

nd

on

Bo

ro

ug

h o

f B

ro

mle

y

$w

ww

.bro

mle

y.g

ov.u

k

Lo

nd

on

Pro

bati

on

Tru

st

$w

ww

.london-p

robation.o

rg.u

k

Myti

me A

cti

ve

$w

ww

.mytim

eactive.c

o.u

k

Metr

op

olita

n P

olice S

ervic

e:

Bro

mle

y B

oro

ug

h

$htt

p:/

/cm

s.m

et.

police.u

k/m

et/

boro

ughs/b

rom

ley/i

ndex

NH

S S

ou

th E

ast

Lo

nd

on

$w

ww

.selo

ndon.n

hs.u

k

38

Oxle

as N

HS

Fo

un

dati

on

Tru

st

$w

ww

.oxle

as.n

hs.u

k

So

uth

Lo

nd

on

Healt

hcare N

HS

Tru

st

$w

ww

.slh

.nhs.u

k

Nati

on

al

web

sit

es

10

Do

wn

ing

Str

eet

$w

ww

.num

ber1

0.g

ov.u

k

Cab

inet

Off

ice

$w

ww

.cabin

eto

ffic

e.g

ov.u

k

Dep

artm

en

t fo

r B

usin

ess,

In

no

vati

on

an

d S

kills

$w

ww

.bis

.gov.u

k

Dep

artm

en

t fo

r C

om

mu

nit

ies a

nd

Lo

cal G

overn

men

t

$w

ww

.ww

w.c

om

munitie

s.g

ov.u

k

Dep

artm

en

t fo

r C

ult

ure,

Med

ia a

nd

Sp

ort

$w

ww

.culture

.gov.u

k

Dep

artm

en

t fo

r E

du

cati

on

$w

ww

.education.g

ov.u

k

Dep

artm

en

t fo

r W

ork a

nd

Pen

sio

ns

$w

ww

.dw

p.g

ov.u

k

Dep

artm

en

t o

f H

ealt

h

$w

ww

.dh.g

ov.u

k

Dep

uty

Prim

e M

inis

ter

$w

ww

.dpm

.cabin

eto

ffic

e.g

ov.u

k

HM

Treasu

ry

$w

ww

.hm

-tre

asury

.gov.u

k

Ho

me O

ffic

e

$w

ww

.hom

eoff

ice.g

ov.u

k

Min

istr

y o

f Ju

sti

ce

$w

ww

.justice.g

ov.u

k

Ofs

ted

$w

ww

.ofs

ted.g

ov.u

k

Skills

fu

nd

ing

Ag

en

cy

$htt

p:/

/skills

fundin

gagency.b

is.g

ov.u

k/

Yo

un

g P

eo

ple

's L

earn

ing

Ag

en

cy

$w

ww

.ypla

.gov.u

k

Usefu

l d

ocu

men

ts a

nd

so

urces o

f

info

rm

ati

on

Ch

ild

ren

an

d Y

ou

ng

Peo

ple

’s N

eed

s A

naly

sis

$w

ww

.bro

mle

yp

artn

ersh

ips.o

rg

> B

rom

ley C

hildre

n

and Y

oung P

eople

Part

ners

hip

>O

ur C

hil

dren

’s S

trate

gy

> N

eeds A

naly

sis

2010

Go

vern

men

t R

efo

rm

Ag

en

da:

Brie

fin

g P

ap

er

$w

ww

.bro

mle

yp

artn

ersh

ips.o

rg

> B

rom

ley C

hildre

n

and Y

oung P

eople

Part

ners

hip

>C

hil

dren

’s P

artn

ersh

ip

new

s

Th

is d

ocu

men

t w

as p

ro

du

ced

by:

Str

ate

gic

Com

mis

sio

nin

g a

nd B

usin

ess S

upport

Team

Childre

n a

nd Y

oung P

eople

Serv

ices

Lo

nd

on

Bo

ro

ug

h o

f B

ro

mle

y

Civ

ic C

entr

e

Sto

ckw

ell C

lose

Bro

mle

y

BR1 3

UH

Marc

h 2

012

Th

e B

ro

mle

y C

hil

dren

an

d Y

ou

ng

Peo

ple

Partn

ersh

ip is a

partn

ersh

ip o

f th

e f

ollo

win

g o

rg

an

isati

on

s:

Bro

mle

y C

hildre

n a

nd F

am

ilie

s V

olu

nta

ry S

ecto

r Foru

m |

Bro

mle

y C

ollege o

f Furt

her

and H

igher

Education

Bro

mle

y E

arly Y

ears

Develo

pm

ent

and C

hildcare

Part

ners

hip

| B

rom

ley H

ealthcare

| B

rom

ley P

rim

ary

and S

pecia

l Schools

Bro

mle

y S

afe

guard

ing C

hildre

n B

oard

| B

rom

ley S

econdary

Schools

| C

onnexio

ns S

outh

London S

ub R

egio

nal U

nit |

Jobcentr

e P

lus

London B

oro

ugh o

f Bro

mle

y |

London P

robation T

rust

| M

etr

opolita

n P

olice S

erv

ice (

Bro

mle

y)

| M

ytim

e A

ctive |

NH

S S

outh

East

London

Oxle

as N

HS F

oundation T

rust

| South

London H

ealthcare

NH

S T

rust

ww

w.b

rom

leypart

ners

hip

s.o

rg!"

childre

ns.t

rust@

bro

mle

y.g

ov.u

k!"

htt

p:/

/tw

itte

r.com

/bro

mle

ychildre

n

1

Briefing 006/12


PART 1 - PUBLIC


Briefing for Care Services Portfolio Holder

19 June 2012

PERFORMANCE MONITORING QUARTER 4 2011/12

Contact Officer: Ailsa Reid-Crawford, Performance, Research and Systems Manager Tel: 020 8313 4043 E-mail: [email protected]

Chief Officer: Anne Watts, Assistant Director (Strategic and Business Support Services)

1. Summary

1.1 This report advises Members of the Education PDS Committee and the Care Services PDS Committee on progress against the key actions and indicators for Children and Young People Services for the end of 2011/12. This is the final year summary for 2011/12 against a range of indicators reported last year and it enables Members to scrutinise the final performance in Children’s Services.

2. THE BRIEFING

Background

2.1 The set of indicators contained in this report represent those selected by the CYP PDS Committee for reporting during 2011/12. This report provides the final year summary for 2011/12.

2.2 As part of the annual business planning cycle all performance information should be reviewed to ensure its relevance, accuracy and timeliness. With that in mind a Member Officer working group was convened last year to review the performance indicator information to be reported to the PDS committee. This report provides the end of year performance in line with the indicator set agreed by the Member Officer working group. The basket of indicators for the full year report are set out in Appendix A.

2.3 Appendix A is divided into ‘priority outcome’ sections which are the priorities set out in the 2011/12 Children and Young People Portfolio Plan:

2.3.1 To ensure that children and young people enjoy learning and achieve their full potential.

2.3.2 To ensure that children and young people are safe where they live, go to school, play and work.

Agenda Item 4

2

2.3.3 To ensure that children and young people behave positively, take responsibility for their actions and feel safe within the borough, and that parents and carers take responsibility for the behaviour of their children.

2.3.4 To ensure that young people get the best possible start in adult life.

2.4 In addition:

2.4.1 ‘Excellence in the eyes of local people’. - To replace ‘The Place’ survey, which was a form of annual residents survey and the ‘Tell Us’ survey, an annual survey of students in years 6, 8 and 10, Chief Officers have established a set of measures that will demonstrate service excellence in the eyes of the public through assessing the quality and efficiency of services.

2.5 Appendix A reports on the type of indicator, reporting frequency and provides a description of what is being measured. This is followed by the current year’s data, comments on performance to date which includes numbers in the cohort and other relevant information, and the 2011/12 target. Finally it presents five years of trend information, where available and the latest national comparator which has been included for external benchmarking (where available).

2.6 The target setting process is done by a variety of methods:

� Targets can be set locally by the service using trend information to ascertain levels of performance and local knowledge about residents and issues affecting the service. These things combined allow for a meaningful target to be set for the forthcoming year.

� Targets can also be set nationally. Sometimes the targets set for the Local Authority are challenging but not always achievable, like narrowing the gap for children with SEN for example. Some pupil attainment targets were set nationally however, the statutory target-setting process for attainment targets has been removed and 2011 is the final year that we will be using them. Bromley will now be at liberty to set local targets for the national curriculum tests. There remain a small number of other indicators which still have a national target.

2.7 A full set of definitions for all performance measures can be found at the end of the report as Appendix B. The rationale regarding the selection of the indicator is also included where applicable.

2.8 The Member Officer working group met again in March to look at target setting for the 2012/13 year. It also made recommendations with regard to future reporting requirements. These recommendations will be incorporated and presented with quarter 1 data later in the year.

2.9 The new basket of indicators will reflect current priorities of the new department including a Looked After Children’s dashboard and a focus on Adoption performance indicators. The Adoption Scorecard and League Tables which are published by the Department for Education (DFE) are a high profile issue nationally. Performance of Bromley Adoption services has been improving steadily in response to management actions.

Quarter 4 – Full Year Performance

2.10 The information reported for the end of the year represents all performance measures as requested by the Member Officer Working Group. There are 60 performance indicators reported for this period, 49 of which have a target set for 2011/12. The table below summarises the final year performance of indicators against the target.

3

Performance is at or exceeding target 25

Performance is below target 24

No target set 11

Total 60

Areas where performance is currently meeting target / good performance

2.11 In the area of pupil attainment, school pupils in Bromley continued in 2011 to perform higher across the national curriculum than the national average. The majority of performance indicators relating to pupil attainment met target. A full picture of pupil achievement was presented to Committee at the March CYP PDS in a report called Standards of Attainment in Bromley Schools 2011 (DCYP/12041). The section below on performance not meeting target will however reiterate what our areas for action are for the forthcoming year.

2.12 The rate of permanent exclusions has exceeded the target of 0.12 with an overall exclusion rate for the year of 0.10 permanent exclusions. The end of year figure is based on cumulative Q1, Q2 and Q3 data. This pertains to 48 permanent exclusions for the year; 1 in the primary phase and 47 in secondary. It is worth noting however, that the data reported for the end of the 2011/12 financial year pertains to the 2010/11 academic year. The move of the majority of our secondary schools to Academy status may mean that we will begin to see an increase in the level of exclusions. This indicator will continue to be closely monitored.

2.13 Secondary attendance and the reduction in secondary persistent absence (PA) are both exceeding the 2011/12 targets. Secondary overall absence is 6.02% (against a target of 6.39%) which consists of 4.91% authorised absence (this includes sickness, hospital appointments etc) and 1.11% unauthorised absence. The number of pupils who are missing more than 20% of the academic year, known as persistent absence has also dropped to 3.4% against a target of 4.5%. The DFE have recently revised their position on what should constitute persistent absence, and are now measuring it in terms of 15% of academic year missed.

2.14 Although the secondary phase are now academies, London Borough of Bromley will still be assessed on the performance of academies for exam results, attendance and exclusions. Therefore we will continue to monitor such data closely.

2.15 The percentage of pupils being awarded their first and second choice of secondary school place has exceeded target. The target set for 2011/12 was 82% against performance for the year of 85%. Performance is in line with national data.

2.16 Attendance at school of Looked after Children is also performing well. Just 7 out of 117 school aged looked after children have missed 25 days of schooling giving a 13.9% total for the year against a target of 15%.

2.17 The percentage of children who had a referral for services from children’s social care who then went onto an initial assessment is exceeding the 90% target and is currently 96.6%. From April 2011 to March 2012 there have been 10,132 initial contacts to children’s social care 2244 of these went onto a referral and 2167 of these then went onto an initial assessment.

2.18 Children’s Social Care Initial assessments completed within 10 working days has exceeded the 75% target. 77.3% of assessments are now being carried out and authorised within the recommended timescale.

4

2.19 There has been a steady decrease of first time entrants (FTE) into the Youth Offending Service over the last 12 months. There were just 67 first time entrants in 2011/12 compared to 140 in 2010/11 and 203 in 2009/10. The Triage service which went live in December 2010 accounts for some of this reduction. The YOT police officer stringently manages Merlin notifications (a Merlin is an assessment framework that is used to refer young people to other agencies) via the Police Electronic Notification to YOT (PENY) system. The partnership is confident that its performance data is an accurate analysis of FTE activity in the borough.

The partnership recognises the benefits of Triage as detailed in the Youth Crime Action Plan have made an initial submission for LAA growth to support the implementation of Triage to further reduce FTE.

Areas where performance has not met target but is improving

2.20 Attendance in primary schools has improved but has still not achieved the 2011/12 target. Absence data for the Spring and Summer terms show a reduction in absence levels and were 4.51% and 4.09% respectively. These figures exceed the 4.67% target. However the previous Autumn term was 5.33% which has unfortunately meant that the overall figure for the year is 4.82%. Although the target hasn’t been met there were significant improvements compared with previous years. This is also the case in both authorised and un-authorised attendance.

2.21 Until January 2012 the DFE has included absence data pertaining to bad weather and other unforeseen events. In future this will be removed from the reported figures so that schools who have managed to remain open, albeit partially, are not penalised when reporting absence figures. The Autumn term 2010 was such an example where bad weather severely affected schools being fully open.

2.22 The Spring and Summer term figures do indicate that the work the local authority is doing to support schools through the Spike project is having the right impact. The Spike project is the school attendance project mascot. The aim of the scheme is to reward good attendance by offering incentives to pupils to attend school and strategies in school to raise attendance.

2.23 There has been an increase in the number of newly recruited Foster Carers in Bromley. 17 carers were recruited in 2011/12 against a target of 20. It is double the number of carers recruited in 2010/11 and highlights the success of the advertising campaign run during the year to promote fostering in Bromley.

Areas where performance is not currently on target / poor performance

2.24 There were 68 schools judged to be good or outstanding at the end of the reporting period, representing 71% across the primary, secondary, and special phases. This is 4% lower than the 75% target.

2.25 The final year figure for the percentage of schools judged by Ofsted to be in category (ie schools that don’t meet the required standard during an Ofsted inspection) is 2% which means that the target of 0% has not been met. There are 2 primary schools that are in category, 1 of which is in Special Measures and the other has been given Notice to Improve.

2.26 The rising numbers of young people not in education, employment or training (NEET) is a National issue currently with record numbers of young people in the NEET category. Bromley currently has 4.9% NEET which corresponds to 460 young people out of a cohort of 9,388. The target is 4%. Although a national issue given the current economic climate, there are additional reasons which are contributing to not meeting the target; The target was set prior to changes to the definition which now counts academic year age rather than actual age so this now includes a number of 19 year olds. In addition, the 16 -18 yr cohort is now based on

5

residency rather than educational establishment. Some of those students who attended schools outside the borough have not been tracked and their destination is ‘unknown’ or they are tracked and discovered to be NEET.

Other important factors include the ceasing of Connexions which provided a general Information Advice and Guidance (IAG) service and the academy agenda which means that some schools are more reluctant to share the information with the authority. This means that there are now more children for whom an outcome is not known.

To remedy this situation, officers are working with our schools, colleges and academies to improve data sharing arrangements. Additionally, through a six borough shared service arrangement organised on behalf of the Authorities by the Royal Borough of Kingston a ‘destination tracking team’ has been established to focus solely on collecting the information required. This team is actively following up students who have been reported as having an ‘unknown’ EET status

In order to provide support to the increasing number of young people who are identified as NEET and to work on moving young people into EET, the Bromley Targeted Youth Support Programme (BYSP) staff have caseloads comprising referrals from the destination tracking team and from key partners to provide additional 1-1 and group work support.

2.27 The number of Young Offenders who are in employment, education or training (EET) is 77% against a target of 90%. The latest Q4 figure (65%) represents 23 under 16 young people, 6 of which are not in Education. The challenge still remains for the 16+ cohort with 21/36 of young people (58%) not receiving 16+ hours education employment or training at the end of their order. The service continues to work with internal and external providers to support entrenched young offenders not in education training or employment in the 16+ cohort. The establishment of the NEET Panel has proved beneficial. As the Youth Offending Service does not have a dedicated worker for post 16 NEET, work is taking place to identify alternative options and resources. This includes utilising local providers such as NTS Training, Springboard, and Foundation Learning in an attempt to secure appropriate provision and EET opportunities for our cohort.

2.28 The percentage of care leavers who were in education, employment or training (EET) fell to 48.6% in 2011/12. The target was 73%. This represents 18 out of a cohort of 37 young people. 19 young people were not in education employment or training (NEET), 6 of which are young mothers. As performance is considerably lower than previous years and with a national comparator of 62%, an investigation is being lead by the Special Education Advisor to identify issues and make recommendations for implementation.

2.29 The percentage of children in care placed with London Borough of Bromley foster carers is 78%. This is just short of the 80% target. It is an improvement on the previous year’s figure of 77.1% and reflects the work being undertaken to recruit new in-house foster carers.

2.30 Both indicators which measure placement stability for Looked After Children are below target. The indicator which looks at whether a young person has had 3 or more placement moves during the year shows 12.2% of looked after children had 3 or more moves against a target of 11% and a national comparison of 10.8%. The figure still shows an improvement on the previous two years.

The length of time in placement has fallen to 64% against a target of 72% and previous year’s performance of 72.6%. Placement stability is an area of performance which the London Borough of Bromley has always been deemed strong in comparison to national (67%) data. An investigation is under way to look at reasons for the drop in performance and actions to address performance will be implemented.

6

2.31 The total number of court disposals for 2011/12 was 224, of which 15 were for custodial sentences. All custodial sentences are reviewed by the Youth Offending Team (YOT) to see if an alternative sentencing could have been offered. YOT continues to discuss with the courts any sentencing we have concerns about.

2.32 At the end of Quarter 4, 67.3% of social care core assessments were completed within the required time period of 35 working days. This represents a slight increase on the previous quarter (64.5%) but still remains lower than the 75% target. A core assessment is an in-depth detailed assessment requiring multi agency input. The priority is to ensure thoroughness and quality of the assessment to ensure the correct outcome for the child. Performance in this area has improved consistently since April 2011. In terms of service improvement, joint assessments are now undertaken with the Housing Service which is one example of improved working practice.

7

Appendix A

Priority Outcome

Children and young people enjoy learning and achieve their full potential

Primary Phase

Line number

Type of indicator

Reporting frequency

Indicator Quarter 1 Quarter 2 Quarter 3 Quarter 4 Full year data

2011/12

Target 2011/12

Trend National Comparison 2010/11 2009/10 2008/09 2007/08 2006/07

1 Portfolio Plan / AWOT

Annual reported Mid year

Early Years Foundation Stage Profile: The percentage of pupils making the required level of progress

n/a 58% n/a n/a 58% 57% 54% 53% 46% 48% 47% 56%

2 Portfolio Plan


Early Years Foundation Stage Profile: Raising the achievement of the lowest performing pupils

n/a 31.3% n/a n/a 31.3% 30.0% 33.3% 33.7% 34.9% 35.0% 37.4% 32.7%

3 Portfolio Plan


Key Stage One: The percentage of pupils achieving Level 2+ in

Reading n/a 88% n/a n/a 88% 88% 86% 87% 86% 86% 85% 85%

Writing n/a 83% n/a n/a 83% 84% 83% 83% 82% 82% 83% 81%

Maths n/a 91% n/a n/a 91% 91% 90% 91% 91% 92% 90% 89%



Achievement at level 4 or above in both English and Maths at Key Stage 2 (Threshold)

n/a 79% n/a n/a 79% 83% 77% 75% 77% 75% 75% 74%



Progression by 2 levels in English between Key Stage 1 and Key Stage 2

n/a 94% n/a n/a 94% 92% 88% 84% 85% 86% 85% 84%



Progression by 2 levels in Maths between Key Stage 1 and Key Stage 2

n/a 87% n/a n/a 87% 89% 87% 82% 81% 76% 78% 83%

7 Portfolio Plan/ AWOT


Children in care reaching level 4 in English at Key Stage 2

n/a 50% n/a n/a 50% 55% 100% 40% 83% 55% 48% -

8

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12




Children in care reaching level 4 in Maths at Key Stage 2

n/a 40% n/a n/a 40% 55% 80% 20% 67% 27% 39% -

9 Portfolio Plan


Key Stage Two: Performance of pupils with special educational needs; the percentage achieving level 4+ in English and maths:

Numbers in brackets ( )

Numbers in

brackets ( )

No SEN n/a 90.6% (2,549)

n/a n/a 90.6% (2,549)

- 91%

(2,024) 88%

(2,563) 87%

(2,630) 87%

(2,645) 88%

(2,665) -

School Action n/a 45.9% (338)

n/a n/a 45.9% (338)

46% 44% (306)

42% (364)

44% (404)

38% (356)

41% (384)

-

School Action Plus n/a 25.8% (186)

n/a n/a 25.8% (186)

32% 30% (213)

24% (256)

31% (223)

20% (224)

16% (243)

-

Statemented n/a 19.7% (147)

n/a n/a 19.7% (147)

20% 17% (139)

23% (140)

16% (140)

15% (134)

18% (131)

-

10 Portfolio Plan


Key Stage Two: Performance of pupils eligible for Free School Meals (FSM) compared to non eligible pupils; the percentage achieving level 4+ in English and maths


Numbers in

brackets ( )

Eligible for FSM n/a 63% (423)

n/a n/a 63% (423)

63% 59% (365)

50% (407)

50% (410)

46% (411)

52.8% (411)

-

Non Eligible for FSM

n/a 81%

(2,798) n/a n/a

81% (2,798)

81% 80%

(2,328) 79%

(2,916) 79%

(2,987) 78.7% (2,948)

77.8% (3,012)

-

11a Portfolio Plan/ AWOT

Termly Overall absence at primary schools

5.33% (relates to Autumn

term 2010)

4.51% (relates to Spring term

2011)

4.09% (relates to Summer term 2011)

n/a 4.82% (2010/11 Ac. Year)

4.67% 5.40% 5.27% 5.31% 5.47% 6.05% 5.0%

(2010/11 Ac. Year)

9

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


11b Termly Authorised absences at primary schools


term 2010)


2011)

3.12% (relates to summer

term 2011)

n/a 4.04% (2010/11 Ac. Year)

Not set 4.62% 4.55% 4.60% 4.85% 5.38% 4.3%

(2010/11 Ac. Year)

11c Termly Unauthorised absences at primary schools


term 2010)


2011)


term 2011)

n/a 0.78% (2010/11 Ac. Year)

Not set 0.78% 0.71% 0.70% 0.62% 0.67% 0.7%

(2010/11 Ac. Year)

10

Priority Outcome


Secondary Phase

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12




Achievement of 5 or more A*-C grades at GCSE or equivalent including English and Maths (Threshold)

n/a 67%

(2,310 / 3,469)

n/a n/a 67%

(2,310 / 3,469)

65.2% 65% 63% 60% 55% 54% 58%

(2011 results)

13 Portfolio Plan


Percentage making the expected level of progress from KS2 to KS4 in English

n/a 80% n/a n/a 80% 76% 77% 75% - - - 72%

(2011 results)

14 Portfolio Plan


Percentage making the expected level of progress from KS2 to KS4 in maths

n/a 72% n/a n/a 72% 72% 72% 69% - - - 65%

(2011 results)

15 Portfolio Plan


Achievement of 5 or more A*-C grades at GCSE or equivalent including English and maths by Free School Meal status:


Numbers in

brackets ( )

Non Eligible for FSM

n/a 69%

(2,163 / 3,128)

n/a n/a 69%

(2,163 / 3,128)

69% 67% 65% 62% 59% 58% 59%

(2010 results)

Eligible for FSM

n/a 43%

(147 / 341) n/a n/a

43% (147 / 341)

34% 32% 34% 33% 29% 26% 31%

(2010 results)

16 Portfolio Plan


Achievement of 5 or more A*-C grades at GCSE or equivalent including English and maths by level of Special Educational Need:


Numbers in

brackets ( )

No Special Provision

n/a 79%

(2,155 / 2,723)

n/a n/a 79%

(2,155 / 2,723)

n/a 77% 74% 69% 65% 65% -

11

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


School Action

n/a 27%

(88 / 322) n/a n/a

27% (88 / 322)

26% 25% 21% 23% 22% 20% -

School Action Plus

n/a 15%

(43 / 282) n/a n/a

15% (43 / 282)

18% 17% 13% 15% 11% 8% -

Statemented

n/a 17%

(24 / 142) n/a n/a

17% (24 / 142)

15% 15% 13% 9% 9% 10% -



Children in care achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths)

n/a 9% n/a n/a 9%

(3/35) 22% 25% 10% 4% 14% - -

18 Portfolio Plan

Annual reported Mid year - available March 31st

% Achieving a Level 3 qualification by the age of 19

n/a n/a n/a 60.30% 60.3% (2,395/ 3,975)

57.4 57% 56% 55% 55% 53% 54.5%

(2011-12)

19a Portfolio Plan / AWOT

Annual Overall absences at secondary schools


term 2010)


2011)


term 2011)

n/a 6.02% (2010/11 Ac. year)

6.39% 6.56% 7.17% 7.33% 8.21% 8.01% 6.5% (Ac. Yr 2010/11)

19b Annual Authorised absences at secondary schools


term 2010)


2011)


term 2011)

n/a 4.91% (2010/11 Ac. year)

Not set 5.52% 5.89% 6.00% 6.75% 6.85% 5.1% (Ac. Yr 2010/11)

19c Annual Unauthorised absences at secondary schools


term 2010)


2011)


term 2011)

n/a 1.11% (2010/11 Ac. year)

Not set 1.04% 1.27% 1.33% 1.46% 1.16% 1.4% (Ac. Yr 2010/11)

20 Portfolio Plan

Annual

Secondary school persistent absence rate - old definition of 20% absence


term 2010)

3.9% (relates to Autumn term 2010 and Spring term 2011)

n/a 3.4% (Ac. Yr 2010-11)

4.5% 4.0% 5.0% 5.6% 7.0% 7.0% 4.0% (Ac. Yr 2010/11)

12

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


20 Portfolio Plan

Annual

Secondary school persistent absence rate - new definition of 15% absence

n/a

7.9% (relates to Autumn term 2010 and Spring term 2011)

n/a n/a 7.3% (Ac. Yr 2010-11)

New Definition

8.4% (Ac. Yr 2010/11)

21 Portfolio Plan

Quarterly

Percentage of Children Looked After continuously for at least 12 months of compulsory school age who missed at least 25 days of schooling for any reason

16.2% 0.0% 5.9% 13.9% 13.9% 15% 12.7% 10.9% 12.8% 15.4% 16.2% -

13

Priority Outcome

Children and young people are safe where they live, go to school, play and work

Line number

Type of indicator

New Reporting frequency

Indicators Quarter 1 Quarter 2 Quarter 3 Quarter 4 Full year data

2011/12

Target 2011/12


1 Portfolio Plan

Six monthly

Number of children subject to Child Protection Plans

267 248 198 188 188 - 301 252 167 133 141 -


Six monthly

% of children in foster care placed with London Borough of Bromley foster carers

79.0% 76.6% 72.6% 79.0% 78.8% 80% 77.10% 78.50% 81.10% 81.00% 81.90% -

3 Portfolio Plan

Annual Number of newly recruited in-house Foster Carers

3 3 5 6 17 20 8 6 - - - -

4 Portfolio Plan

Annual

Emotional and behavioural health of Looked After Children

13.5 12 13.1 13.9 14.2

5 Local Quarterly

Referrals to children’s social care going on to initial assessment

93.0% 96.1% 94.9% 96.6% 96.6% 90% 90% 78.7% 70.5% 79.1% 54.9% -

6 Local Annual

Children becoming the subject of a Child Protection Plan for a second or subsequent time

6.3% 12.9% 13.1% 13.1% 13.1% 12% 10.9% 4.8% 12.5% 11.3% 16.3% 13.4%

7 Local Annual Number of Looked After Children

277 276 277 271 271 n/a 266 285 247 255 256 -

8 Local Annual

Stability of placements of looked after children: number of moves

2.1% 3.6% 8.3% 12.2% 12.2% 11% 12.8% 17.5% 10.2% 11.0% 7.4% 10.8%

9 Local Annual

Stability of placements of looked after children: length of placement

61.8% 69.9% 64.5% 64.0% 64% 72% 72.6% 73.3% 76.8% 70.0% 62.0% 67.0%

14

Priority Outcome

Children and young people behave positively, take responsibility for their actions and feel safe within the Borough and parents and carers take responsibility for the behaviour of their children

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12



Termly

Rate of permanent exclusions from school

0.02% (11

exclusions)

0.05% (22

exclusions)

0.03% (15

exclusions) n/a

0.10% (48

exclusions)

0.12 (60

exclusions)

0.09 (41

exclusions – Ac. Year 09/10)

0.13 (58


0.22 (100


0.11 (50


0.19 (90


0.08 (Ac. Yr 09/10)

2 Portfolio Plan

Annual

Number of Penalty Notices issued to parents as a result of non school attendance of their child

n/a n/a n/a n/a 56 NEW

INDICATOR - - - - - -

3 National Annual

First time entrants to the Youth Justice System aged 10–17

20 41 55 12 67 -2% year on year reduction

140 203 305 408 533 -

4 National Annual

Young people within the Youth Justice System receiving a conviction in court who are sentenced to custody

5.1% 8.0% 7.0% 3.8% 6.7% 5% 6.0% 5.9% 3.0% - - 6.0%

15

Priority Outcome

Young people get the best possible start in adult life

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


1 Portfolio Plan

Quarterly

% of Young People (aged 16 to 18) not in education, employment and training (NEET)

n/a n/a n/a n/a

4.9% (full year data

based on quarter 2 figures)

4.0%

4.3% (450 young people, cohort of

10,394)

4.2% (450 young people, cohort of

10,636)

4.60% 4.80% 5.00% 6.40%


Annual

Care Leavers in Education, Employment and Training (EET)

55.6% 52.0% 51.6% 48.6% 48.6% 73% 71.40% 62.50% 66.70% 63.00% 58.00% 62.10%

3 National Annual

Young offenders engagement in suitable education, employment or training

74.0% 78.0% 93.0% 65.0% 77.0% 90% 73.0% 77.0% 81.0% 76.0% 63.0% 73.5%

16

Priority Outcome

Excellence in the eyes of the local people

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


Residents consider Bromley schools to be of the highest standards

1 Local Six monthly

Percentage of schools judged by Ofsted to be good or outstanding.

73% 74% 71% 71% 71% 75.0% 71.0% 72.0% 69.0% - - -

2 Local Quarterly

Percentage of schools judged by Ofsted to be in category (special measures or notice to improve).

3% 2% 2% 2% 2% 0% 3.6% 5.0% 5.0% - - -

Residents are successful in securing a place for their child in their secondary school of choice

3 Local Annually usually in March

Percentage of children receiving first and second choice of secondary school place.

n/a n/a n/a n/a 85% 82% 81% 84% 83% - - 85%

(2011-12)

4 Local / AWOT

Annually usually in April

Percentage of children receiving their first choice of Primary school place.

n/a n/a n/a n/a 78% 80% 79% 77% 81% - - -

Children, young people and families requiring help from social care receive advice and support swiftly, to ensure children remain safe

5 National Quarterly

Percentage of social care initial assessments completed within 10 working days.

75.5% 75.3% 77.3% 77.3% 77.3% 75% 54.6% 29.1% - - - -

6 National Quarterly

Percentage of social care core assessments completed within 35 working days.

60.8% 64.4% 64.5% 67.3% 67.3% 75% 66.7% 43.5% - - - -

The support provided to children and young people with special educational needs is considered timely and appropriate

7 Local Six monthly

Percentage of special educational needs statements issued within the statutory timeframe

79% 78% 67% 83% 86% 85.0% 64.1% 62.0% 73.0% - - 91.0%

17

Line number

Type of indicator

Reporting frequency


2011/12

Target 2011/12


8 Local Quarterly

The number of SEN Tribunals as a result of dissatisfaction with the statementing process.

16 10 11 14 51 NEW

INDICATOR 51 39 48 - -

9 Local Quarterly

The percentage of children with special educational needs in out borough special school placements

14.0% 14.7% 14.7% 14.0% 14.0% NEW

INDICATOR 14.3% 13.5% 12.6% - -

18

Appendix B Children and Young People Services

Definitions of All Performance Indicators 2011/12

Line number

Indicator Definition/Rationale


1 Early Years Foundation Stage Profile: the percentage of pupils making the required level of progress

The number of children in Bromley schools who achieve the expected level, which is - 78 points across all 13 Early Years Foundation Stage Profile scales, with at least 6 points or more in each of the Personal, Social and Emotional Development and Communication, Language and Literacy scales, expressed as a percentage of the total number of children assessed against the Early Years Foundation Stage Profile.

2 Early Years Foundation Stage Profile: Raising the achievement of the lowest performing pupils

The lowest level of performance is taken to mean the bottom 20% of children in Bromley. A ‘gap’ or difference calculation is then done by looking at the median Foundation Stage Profile score of all children locally and the mean score of the lowest achieving 20% of children locally, as a percentage of the median score of all children locally.

3 Key Stage One: the percentage of pupils achieving level 2+ in reading, writing and maths

The number of pupils achieving Level 2 and above in each of the reading writing and maths assessments as a percentage of the number of pupils in the cohort at the end of KS1. Level 2 being the expected level for a Year 2 pupil to achieve at KS1. This indicator is broken down by subject.

4 Achievement at level 4 or above in both English and Maths at Key Stage 2 (Threshold)

The number of pupils achieving level 4+ in both English and maths at KS2 as a percentage of the number of pupils at the end of KS2 with valid National Curriculum test results in both English and maths. (Level 4 being the expected level of achievement at KS2). The target for this is set nationally for 2011/12.

5 Progression by 2 levels in English between Key Stage 1 and Key Stage 2

The number of pupils at the end of KS2 making 2 levels of progress in English between KS1 and KS2, as a percentage of the number of pupils at the end of KS2 with valid National Curriculum test results (including absent pupils and pupils unable to access the tests).

6 Progression by 2 levels in Maths between Key Stage 1 and Key Stage 2

The number of pupils at the end of KS2 making 2 levels of progress in maths between KS1 and KS2, as a percentage of the number of pupils at the end of KS2 with valid National Curriculum test results (including absent pupils and pupils unable to access the tests).

7 Looked after children reaching level 4 in English at Key Stage 2

The number of looked after children who have been in care for at least one year who were in year 6 (key stage 2) and who achieved at least level 4 in English, as a percentage of the total number of looked after children who were in care for at least one year who were in year 6 (key stage 2).

19

Line number


8 Looked after children reaching level 4 in maths at Key Stage 2

The number of looked after children who have been in care for at least one year who were in year 6 (key stage 2) and who achieved at least level 4 in maths, as a percentage of the total number of looked after children who were in care for at least one year who were in year 6 (key stage 2).

9 Key Stage Two: Performance of pupils with Special Educational Needs - the percentage achieving level 4+ in English and Maths

The number of pupils achieving level 4+ in both English and maths at KS2 as a percentage of the number of pupils at the end of KS2 with valid National Curriculum test results in both English and maths. A breakdown of the number and percentage of children with different categories of SEN is provided.

10 Key Stage Two: Performance of pupils eligible for Free School Meals (FSM) compared to non eligible pupils; the percentage achieving level 4+ in English and maths

The number of pupils achieving level 4+ in both English and maths at KS2 as a percentage of the number of pupils at the end of KS2 with valid National Curriculum test results in both English and maths. A breakdown of the number and percentage of children who are eligible for Free School Meals (FSM) is provided.

11 Authorised and unauthorised absences at primary schools

Total absences in primary schools, the percentage reported includes authorised and unauthorised absence. Authorised and Unauthorised absence are also presented separately

12 Achievement of 5 or more A*-C grades at GCSE or equivalent including English and Maths

The number of pupils achieving 5 or more A*-C or equivalent including English and maths at KS4 as a percentage of the number of pupils at the end of KS4.

13 Percentage of pupils making the expected progress from KS2 to KS4 in English

This indicator measures the level of progress made between the end of primary school (KS2) and Year 11 in secondary school. The expected level of progress at KS2 is at least a level 4, if a pupil’s progress is to be consistent then they are expected to achieve at least a grade C at GCSE (or equivalent). The higher a pupils achievement at KS2 the higher the expected level at KS4.

14 Percentage of pupils making the expected progress from KS2 to KS4 in maths

This indicator measures the level of progress made between the end of primary school (KS2) and Year 11 in secondary school. The expected level of progress at KS2 is at least a level 4, if a pupil’s progress is to be consistent then they are expected to achieve at least a grade C at GCSE (or equivalent). The higher a pupils achievement at KS2 the higher the expected level at KS4.

15 Achievement of 5 or more A*-C grades at GCSE or equivalent including English and maths by Free School Meal status

The number of pupils achieving 5 or more A*-C or equivalent including English and maths at KS4 as a percentage of the number of pupils at the end of KS4. . A breakdown of the number and percentage of children who are eligible for Free School Meals (FSM) is provided.

16 Achievement of 5 or more A*-C grades at GCSE or equivalent including English and maths by level of special educational need

The number of pupils achieving 5 or more A*-C or equivalent including English and maths at KS4 as a percentage of the number of pupils at the end of KS4. A breakdown of the number and percentage of children with different categories of SEN is provided.

20

Line number


17 Looked after children achieving 5 A*-C GCSEs (or equivalent) at Key Stage 4 (including English and Maths)

The number of looked after children who were in care for at least one year who were in year 11 and achieved the equivalent of at least 5 A*-C GCSEs, including English and maths (or equivalent) as a percentage of the total number of looked after children who were in care for at least one year who were in year 11.

18 Achievement of a level 3 qualification by the age of 19

This indicator reports the percentages of young people attaining Level 3 by age 19 in a Local Authority Area.

19 Authorised and unauthorised absences at secondary schools

Total absences in secondary schools, the percentage reported includes authorised and unauthorised absence. Authorised and Unauthorised absence are also presented separately.

20 Secondary school persistent absence rate

The number of persistent absentees as a percentage of the total number of local authority maintained secondary school pupil enrolments.

A persistent absentee is a pupil who has accumulated the threshold number of half day sessions of absence over the relevant reporting period. The thresholds are:

On an annual basis – 64 or more half day sessions of absence (2 and a half terms ending at the May half term).

On a two-term basis – 52 or more half day sessions of absence over the combined autumn and spring terms.

21 Percentage of children looked after continuously for at least 12 months, of compulsory school age, who missed at least 25 days schooling for any reason during the previous school year

Looked after children who have been in care for a year or more and absent from school for 25 days or more.

Children and young people are safe where they live, go to school, play and work

1 The number of children subject to Child Protection Plans

This figure provides a snapshot at the time of reporting as to the number of children who have a Child Protection Plan.

2 The percentage of children in foster care placed with London Borough of Bromley (in-house) foster carers

This indicator measures the take-up of foster care through in-house provision. The number of looked after children placed with LBB carers as a percentage of all looked after children in placements. In house provision is promoted as it often offers greater value for money and means that children are placed in their own locality. Locality is important not only to the child in terms of closeness to home for visits, but it will also mean that children have access to Bromley schools and services. It makes social worker visits more efficient in terms of journey time and can reduce the time involved in facilitating court ordered contact.

3 The number of newly recruited in-house foster carers

This is a cumulative figure throughout the year and measures the number of newly approved carers to the London Borough of Bromley.

21

Line number


4 Emotional and behavioural health of Children in care

It is based on a strength and difficulties questionnaire sent to the carers of each child who has been in care for a year or more and aged between 5 and 17. The scores from the questionnaires help identify any mental health issues. The indicator is an average of all the scores for looked after children. Anything below 13 is good, between 14 and 16 is a raised concern and anything over 16 requires further investigation.

5 Referral to children’s social care going on to initial assessment

The percentage of children referred to children’s social care whose cases go on to initial assessments.

6 Percentage of children becoming the subject of a Child Protection Plan for a second or subsequent time

The percentage of children who became subject to a Child Protection Plan at any time during the year, who had previously been the subject of a Child Protection Plan, or was on the Child Protection Register of that council, regardless of how long ago it was.

7 Number of looked after children

Snapshot of children in care as at the end of each reporting period.

8 Stability of placements of looked after children: number of placements

The percentage of children looked after at 31 March with 3 or more placements during the year.

9 Stability of placements of looked after children: length of placement

The percentage of looked after children aged under 16 at 31 March who had been looked after continuously for at least 2.5 years who were living in the same placement for at least 2 years.

Children and Young People behave positively, take responsibility for their actions and feel safe within the borough, and that parents and carers take responsibility for the behaviour of their

children

1 Rate of permanent exclusions from school

The number of permanent exclusions from school in the academic year expressed as a percentage of the school population, including maintained primary, secondary and special schools.

2 The number of penalty notices issued to parents as a result of non school attendance of their child

The rationale for measuring the number of penalty notices is to improve attendance at school. A penalty notice can be issued if the child is persistently absent and initial support provided to the parent to ensure that their child attends school has not lead to improvement. The penalty notice is issued by the LA. If a penalty notice is not paid the parents are then taken to court. In terms of performance, it is anticipated that initially there would be a higher number of notices issued to support Bromley’s attendance strategy, with a view to the number decreasing as the percentage of pupils attending school improves.

3 First time entrants to the Youth Justice System aged 10 – 17

The number of first time entrants to the youth justice system, where first-time entrants are defined as young people (aged 10-17) who receive their first substantive outcome (relating to a reprimand, a final warning with or without an intervention, or a court disposal for those who go directly to court without a reprimand or final warning).

22

Line number


4 Young people within the Youth Justice System receiving a conviction in court who are sentenced to custody

The proportionate use of custody is the percentage of custodial sentences issued to young people (aged 10-17) out of all convictions received by young people in court (total of first-tier disposal, community sentence, and custodial sentence).

Young people get the best possible start in adult life

1 Percentage of Young People (aged 16-18) not in education, employment and training (NEET)

The percentage of 16 to 18 year olds who are not in education, employment or training (NEET). This indicator uses an annual result which is based on 3 one month snapshots at the end of November, December and January each year.

2 Care leavers in education, employment or training

The percentage of former care leavers aged 19 who were looked after on 1 April in their 17th year, who were in education, employment or training.

3 Young offenders' engagement in suitable education, training and employment

The proportion of young offenders aged 10-17 who are actively engaged in education, training and employment (at least 25 hours, or 16 hours for those above statutory school age).

Excellence in the eyes of local people

Residents consider Bromley schools to be of the highest standards

1 The percentage of schools judged by Ofsted to be good or outstanding

The number of schools graded as good and outstanding expressed as a percentage of all schools that have been inspected within the three year inspection cycle.

2 Percentage of schools judged by Ofsted to be in category (special measures or notice to improve)

The number of schools in the LA that are judged by Ofsted to be in special measure or have been given a notice to improve expressed as a percentage of all schools in the LA.

Residents are successful in securing a place for their child in a school of their choice

3 Percentage of children receiving first and second choice of secondary school place

The percentage of pupils who have been offered either their first or second choice of secondary school place by the end of the admissions process. This figure is reported annually as a statutory requirement to the DFE

4 Percentage of children receiving their first choice of primary school place

The percentage of pupils who have been offered their first choice of primary school. This figure is reported annually as a statutory requirement to the DFE.

Children, young people and families requiring help from social care receive advice and support swiftly to ensure children remain safe

5 Initial assessments for children’s social care carried out within 10 working days of referral

The percentage of initial assessments completed in the period between 1 April and 31 March within 10 working days of referral. (in 2010/11 the definition changed from 7 working days to 10 working days).

6 Core assessments for children’s social care that were carried out within 35 working days of their commencement

The percentage of core assessment completed in the period between 1 April and 31 March within 35 working days of initial assessment end date.

23

Line number


The support provided to children and young people with special educational needs is considered timely and appropriate

7 Percentage of Special Educational Needs statements issued within the statutory timeframe

Percentage of final statements of special education need issued within 26 weeks as a proportion of all such statements issued in the year.

The exceptions are those set out in the Education (Special Educational Needs) (England) (Consolidation) Regulations 2001, Regulations 12(5), 12(7), 12(9) and 17(4).

8 The number of SEN Tribunals as a result of dissatisfaction with the statementing process

An SEN tribunal is a full legal process whereby a parent can appeal against the decision or information written in their child’s statement. Therefore a low number of tribunals would indicate satisfaction with the statementing process.

9 The number of parents choosing out of borough special school placements (for which the authority pays)

Parents are encouraged to choose an in borough placement for their child wherever possible. In house provision not only offers value for money but also enables Bromley to maximise its resources. Most out of borough options available to parents are within the independent sector.

1

Briefing 010/12


PART 1 - PUBLIC


UPDATE ON THE PERFORMANCE AND DEVELOPMENT OF THE BROMLEY DUKE OF EDINBURGH AWARDS

PROGRAMME

Contact Officer: Linda King, Universal Youth Support Programme Manager Tel No: 01689 827601 E-mail: [email protected]

Chief Officer: Kay Weiss, Assistant Director (Safeguarding and Social Care)

1. Summary

1.1 To update Members of the Education Policy Development and Scrutiny Committee on the current performance and recent development of the Duke of Edinburgh Award Programme within Bromley.

2. THE BRIEFING

2.1 Introduced in 1956, the aim of the Duke of Edinburgh (DoE) Award is to provide an enjoyable, challenging and rewarding programme of activities for young people, which gives young people aged 14-24 the chance to develop skills for work and life, fulfill their potential and have a brighter future.

2.2 Irrespective of interest and ability, background or gender, the Award offers the opportunity to gain nationally recognised certificates of achievement at three levels:

• Bronze Award for those aged 14 and over.

• Silver Award for those aged 15 and over.

• Gold Award for those aged 16 and over.

2.3 To undertake the award young people are required to undertake activity in four different sections which include:

• Volunteering (helping other people in the local community);

• Expeditions (training for, planning and completing a journey on foot, or horseback, by boat or cycle);

• Skills (covering almost any hobby, skill or interest);

• Physical recreation (sport, dance and fitness);

• Residential project - Gold Award only (a purposeful enterprise with people not previously known to the participant).

Agenda Item 5

2

2.4 Bromley Youth Support Programme (BYSP) is responsible for managing the DoE Award Licence held by the Local Authority (LA) which enables young people in the Borough to take part in the Award. As Licence holders, the LA is responsible for maintaining the quality and standards of the award and the health and safety of young people who undertake the Award in the Borough, through direct delivery from the Bromley Youth Support Programme DoE Award Team, or via a group within a school setting. The Bromley Youth Support Programme’s DoE Award Team comprises staff (paid and voluntary) who are responsible for developing, offering and supporting the Award to young people who live, work or are educated in Bromley. The operation and development of the Award in Bromley is supported by a DoE Support Committee.

2.5 Bromley has a long history and a close association with the Award. The Award is currently delivered via 21 schools and groups within the Borough (Appendix 1). Historically, in a few schools within the borough the DoE Award has always performed well particularly at the Bronze level. Participation from other schools has been variable.

2.6 For several years, in its role as Operating Authority, the Council has worked to increase the take up and involvement of more schools with the Award and encouraged groups to value the quality of the Award product they deliver. This has resulted in increased opportunity for young people in the Borough and a 45% increase in the number of Awards achieved in 2011.

2.7 Bromley now has 3.2% (1,199 people) of our 14-24 year olds undertaking the Award, compared with a pan London figure of 3% (32,095 people). Similarly the LA’s 2011 completion rate was 51% (311 people) compared with a pan London figure of 40% (7,801 people). A summary of enrolments in schools delivering the Award is in Appendix 2.

2.8 A condition of operating the Award is that licence holders deliver an Open Award Centre, which provides access to the Award for young people who are unable to access it via their school or other group.

2.9 The Open Award Centre has historically worked only with small groups of young people from schools local to the delivery site, mainly at bronze and occasionally silver levels of the award prior to the development of the current staff team in 2009. To enable the development of improved opportunities for young people the Bromley Youth Support Programme (BYSP) DoE Team has developed a network of volunteers which increases the number of young people involved and from the outset there has been a succession plan in place to continue delivery should any of the current team leave post.

2.10 In 2010, three priorities were identified for the forward development of the Award. These priorities are increasing opportunities for young people:

• to undertake the Gold Award;

• from socially excluded and disadvantaged groups;

• from schools and groups who currently don’t undertake the Award.

Increasing opportunities to undertake the Gold Award

2.11 For the last two years BYSP has undertaken a schools’ gold development project. This has sought to improve the range of opportunity for young people to undertake the Gold Award in the borough. The team recognised that it would not be practical to work with all the young people in the Borough who may want to undertake gold, and so developed a model where they would work in partnership with schools to support and train school staff to deliver the Award at this level, with a view to them undertaking and delivering it themselves in future years. In the first year of operation, Newstead Wood, Langley Park Girls and Bullers Wood Schools worked with the team to implement the project.

3

2.12 All three schools had young people who were successful at the Gold expedition, and following a year as part of the pilot project, both Newstead Wood and Bullers Wood are now directly delivering the Gold Award to young people in school. The project now supports Ravens Wood School, and this may result in an additional school delivering at gold in future years.

Increasing involvement by young people who are disadvantaged and socially excluded:

2.13 The Award is a framework for young people to undertake positive activities and through volunteering contribute to their communities and are developing opportunities for young people who may be socially excluded or disadvantaged to participate.

2.14 This year the BYSP DoE Team was successful with an application to secure short breaks funding which has enabled us to begin working with Marjorie McClure School. The Team is supporting this initiative whilst working with the school staff with the intention of the school continuing delivery in the future on a self-supported basis.

2.15 Further developments include direct support to young people supported by the BYSP’s Targeted Youth Support Programme and a new project which will extend opportunities to young people involved with the Youth Offending Team is in progress.

Increasing opportunity at Schools and groups who do not currently deliver the Award:

2.16 This year intake to the Open Award Centre prioritised young people who were unable to undertake the Award at their school due to non delivery of the Award at their schools.

2.17 The team has also visited and worked with key schools with a view to encourage and support them to offer the Award. Over the last 2 years, 3 new schools have become involved. Work is currently going on to encourage effective development with those schools that deliver to very few young people each year, those schools that have a very poor completion record and to support schools to step up and include Silver/Gold delivery within their offer.

2.18 Other activities undertaken in support of Award development include the continued development of the work of the volunteer staff within the team, who regularly give up weekends and evenings to support young people achieving Awards. With a vision to increase the team of volunteers, the team has developed a network of young people who have previously undertaken the Gold Award with the Open Award Centre to become the next group of volunteers. The team sought funding to create a Basic Expedition Leader course for these young people so they could learn the skills necessary to work as a volunteer and be part of the staff team in the future.

2.19 The Duke of Edinburgh Award team aims to continue this careful and planned expansion of the work. In the year ahead delivery will focus on increasing silver award opportunities, encouraging voluntary sector youth groups to be involved, and recruiting voluntary sector groups to offer volunteering opportunities within their organisations to young people.

Summary of Performance

2.20 In the last year, the DoE Team has facilitated the achievement of:

• a 30% increase in the numbers of young people signing up for the Award. (Representing 668 new starters in 2010/2011, compared with 891 new starters in 2011/2012);

• a 100% increase in the numbers of young people signing up at Gold level. (Representing 51 new Gold starters in 2010/2011, compared with 103 new Gold starters in 2011/2012);

• an 18% increase in the numbers of young people completing the Award. (Representing 251 completions in 2010/2011, compared with 311 completions in 2011/2012).

4

Pricing Structure:

2.21 This year a revised pricing structure has been introduced for young people to undertake the Award within the Open Award Centre, with charges near to market cost for young people to access the expedition training elements. This pricing structure operates effectively at Bronze and Gold levels. However a drop off in uptake at silver level suggests that pricing may need to be reviewed to support silver delivery next year.

2.22 This year an administrative charge of £5 per enrolment of young person to the Award was introduced, to supplement the income to cover the considerable amount of administrative work required. We are in the process of implementing a Service Level Agreement with schools and groups for the 2012 academic year.

2.23 The DoE Support Committee holds a fund of money which is available for young people to apply to should the cost of undertaking the Award prove restrictive to young people. This year Bromley Youth Support Programme also intends to organise an event which will act as an opportunity for young people to gain sponsorship to support the costs of involvement with the Award.

3. POLICY IMPLICATIONS

3.1 The Children and Young People’s Plan 2011/12 and Building a Better Bromley Plan set out the Council’s aspirations and objectives for Integrated Children’s Services, working with partners to improve outcomes for the Borough’s children and young people.

4. FINANCIAL IMPLICATIONS

4.1 The Bromley Youth Support Programme budget allocation for delivery of the Duke of Edinburgh’s Award in 2012/13 is £96,852. The budget funds the employment of a 2.1FTE staff team. These are a full-time Team Leader, a half-time Operations Officer and a range of sessional Youth Support Workers who support front line delivery of the Award. A Programme Manager is responsible for the line management of the team.

4.2 Revenue for the Award is generated in two ways. Firstly a £5 administration charge has been implemented for every enrolment to the Award. In a full year, using this year’s enrolment figures this will generate £4,375. Secondly a higher level of charging for access to the Open Award Centre expedition training courses has been implemented. This brings the income closer to the actual cost of the services. Having considered current market rates, a costing structure was identified that charges £100 at bronze level, £300 at silver and £750 at gold level. In the 2011/12 academic year, this will generate an annual income to the Open Award Centre of £21,350.

5. LEGAL IMPLICATIONS

5.1 Section 507B Education Act 1996 states (1) A Local Authority in England must, so far as reasonably practicable secure for qualifying young persons in the authority’s area access to:

(a) sufficient educational leisure-time activities which are for the improvement of their well-being, and sufficient facilities for such activities; and

(b) sufficient recreational leisure-time activities which are for the improvement of their well-being, and sufficient facilities for such activities.

5.2 Statutory guidance on the requirements for such is published. However, the Council does have a discretion in how it meets this duty as is expressed by the wording in the Act ‘so far as reasonably practicable’.

5

APPENDIX 1

LIST OF SCHOOLS AND GROUPS CURRENTLY DELIVERING THE DUKE OF EDINBURGH AWARD IN BROMLEY:

School/Group Bronze Award Silver Award Gold Award

Beaverwood School for Girls X X

Bishop Justus School X X

Bishop Challoner School X

Bromley High School X X

Bromley Youth Support Programme Open Award Centre

X X X

Bromley Youth Support Programme M2 Group X X

Bullers Wood School X X X

Charles Darwin School X

Coopers Technology College X

Darrick Wood School X X X

Farringtons School X X X

Glebe School X

Hayes School X

Kemnal Technology College X

Langley Park School for Boys X

Langley Park School for Girls X X

Marjorie McClure School X

Newstead Wood School for Girls X X X

Ravens Wood School X X X

The Priory School X X

The Ravensbourne School X

6

APPENDIX 2

NUMBER OF DUKE OF EDINBURGH AWARD ENROLMENTS PER SCHOOL AND GROUP FOR THE 2011/12 ACADEMIC YEAR:

School/Group Bronze Award Silver Award Gold Award

Beaverwood School for Girls 44 28

Bishop Justus School 52 4

Bishop Challonor School 16

Bromley High School 63 12

Bromley Youth Support Programme Open Award Centre

62 16 20

Bromley Youth Support Programme M2 Group 6

Bullers Wood School 55 22 15

Charles Darwin School 26

Coopers Technology College 29

Darrick Wood School 2 5 11

Farringtons School 20 27 30

Glebe School No new enrolments this

period

Hayes School 36

Kemnal Technology College 8

Langley Park School for Boys 56

Langley Park School for Girls 28 14

Marjorie McClure School 4

Newstead Wood School for Girls 52 20 12

Ravens Wood School 29 20 6

The Priory School 19 6

The Ravensbourne School No new enrolments this

period

1

Briefing 005/12


PART 2 - NOT FOR PUBLICATION


EDUCATION AND CARE SERVICES: DEPARTMENTAL STRUCTURE

Contact Officer: Kerry Nicholls, Democratic Services Officer Tel: 020 8313 4602 E-mail: [email protected]


1. Summary

1.1 At the meeting of Children and Young People PDS Committee on 20th March 2012, Members requested that updates be provided to the Committee with regard to the Departmental structure of Education and Care Services as they became available.

1.2 Members are advised that the closing date for applications for the Director of Education and

Care Services was 18th May 2012. 1.3 Tessa Moore, Head of School Effectiveness at the London Borough of Richmond upon

Thames has been appointed as the new Assistant Director for Education and will join the London Borough of Bromley on 23rd July 2012. She has more than 36 years experience in the field of education, and has been involved in a number of high profile regional and national initiatives.

2. BACKGROUND 2.1 The Education and Care Services department was formed on 1 April 2012 to:

support improved quality of life through encouraging high aspirations, maximising independence, promoting healthy lives, and protecting the most vulnerable

2.2 The Education and Care Services Department brings together the service areas for Adults

Care, Children's Social Care and Education, with support from joint commissioning, administration, performance management. An updated Departmental structure chart is available at Appendix 1.

Agenda Item 6

��

��

��

��

��

��

��

�

��

��

��

��

��

��

��

��

��

��

��

��

�

�

��

�

�

��

��

��

��

��

�

��

�

��

��

�

�

� �

!��

��

�

�"

�

�

��

��

��

��#

$#

�

��

�

��

��

��

��

��

��

��!

�

%�

� ��

&�

��

��

��

�

��

��

��

��

��

�

��

�

��

��

'�

��

��

�

�

��

��

�

��

��

��

��

��

�

��

(�

��

�)�

��

�

*

�

��

�!

�

+�

�

��

��

��

��

�

��

�,

�*�

��

��

��

��

��#

��

#

��

��

�

��

��

-�

��

��

��

�

'�

""

��

��

��

�!�

��

��

�

��

�

��

�

��

��

��

��

��

�

�� !��

�

��

��

��

�

��

-�

��

��

��

� �

.

�

��!

�

��

�/

� ��&

��

��

��

��#

��

�

��

�

��

��

��

�

��

�!�

��

"��

��

��

��

��

��

��

��

$

��

�� "��

�-

.�0

�

��

��

��

)�

��

�

��

��

��

��

��

�

��

#��$��

��

"��

��

��

�

)�

��

�

��

��

��

��

�#

�

�� %��$

1�

��

��

�

2�

��3

��

��

��

�

+�

��

""

�

)�

��

�

��

��

4��

�#

��

�

�� &��

(�

��

�)�

��

�

2�

��3

�0��

�

��

��

*

�"

��

��

��

��

�#

�

�� '

��&(��

+

��

"�

��

5�

�

�

��

3��

��

�

�&

��

"�

�)�

��

�

��

��

��

��

��

�

)��$��

(�

��

�)�

��

�

0�

�

��

��

�

%�

� ��

&�

��

��

��

�

��

��

��

��

��

$

��

(�

��

�)�

��

�

+

��

"�

��

5�

'3

� ��+

��

��

��

�

!�6

�0

��

��

��

��

��

��

$$

�

*��

��

��

�

��

��

��

��

�

)�

��

�

��

��

��

��#

#�

#

��

#��$�

7

��

�0��

��

��

�

-�

��

��

��

�

��

��

��

��

�

��

��

��

��#

��

4

��

��

��

��

��

�

��

'�

��

�

��

��

��

��

��

��

#$

�

�� +�(��

��

��

�'

�

� )

��

8�

��

7�

�90

:

��

�

+�

��

��

��

��

��

$�

��

��

��

�

��

"

��

!�

'�

�

)�

��

�

"

��

��

��

��

��#

�4

$

�� "��

��

�

��'

�

�

�

��

�

7�

�+�

��

�

�

��

�

��

��

��

��#

��

�

#��

'�

""

��

��&

�

7

��

��

�

��

�/

� ��&

�*

�"

8�

��

7�

�90

:

��

�

+�

��

��

��

4��

��

#�

�

�� ,��

*�

�

��

�

2�

��3

��

��

��

�

+�

��

""

�

)�

��

�

��

��

4��

�#

��

�

#�� %��$

�

��

��

��

"

&�

2�

��3

��

��

��

�

+�

��

""

��

��

��

��#

$#

�

��

(�

��

�)�

��

�

��

��

��

��

��!

�

'�

�+

��

��

��

;

��

��

��

��

��#

��

�

�� #��&�

(�

��

�)�

��

�

-"

�

�

�&

��

�&�

*

�"

� �

��

��

��

��

'3

� �

��

��

��

��

��

��

�

�� *��

-�

��

��

��

�

��

��

�

��

+�

��

�

3��

��

��

;�

7�)

��

��

��

��

��

��

�$

�

��

-��

��

��

�

��

�

��

�

�

)�

��

�

��

��

��

��

�4

�

��

�

��

��

6��

��

��

�

��

��

��

��

��

��

��

��

��

��

4

"�� *��

�

��

��

��

�

��

��

��

��

��

��

��

��

�/

� ��&

��

��

�

�

�<�

4�

��

��

��

$��

#�

�

��

�

3�

��

��

�

��

�

)�

��

�

��

��

��

��

��

�

��

��(��

*�� *�&��

-�

&

�2

��

��

��

'3

� ��

�

�

)�

��

�

��

��

��

��#

�#

$

��

�

��

��

7

��

��

��

��

��

��

��

�

%��

��

��

��

��

�

��

'3

� �

�

=��

��

��

'�

�

��

��

��

��

��

�

�� +��

��

-�

��

��

��

�

��

��

��

��

��

�

�� &�

(�

��

�)�

��

�

��

��

��

�

��

��

��

��

��

$

)��

(�

��

�)�

��

�

>�

��

��

�

��

��

��

��#

��

�

��

(�

��

�)�

��

�

7�

�?

�

��

�

'3

� �

�

��

��

��

��#

��

�

+��, +��.��

(�

��

�)�

��

�

7

��

��

�

'�

9�

�,

��

��

��

��

��

#

#�� $$��

(�

��

�)�

��

�

��

��

��

��

��!

�

'�

�+

��

��

��

-�

��

��

��

��

��#

�$

$

��

(�

��

�)�

��

�

�

��

�

��

�!

�

��

��

��

�

�7��

��

��

��

��

��#

��

$

(�

��

�)�

��

�

��

&��

�

��

�

�� /��

*

�"

�

��

�

��

�

'�

��

?

��

��

��

��

#�

�

*�

��

��

��

0�

�

��

��

��

(�

��

�)�

��

�

�

<�/

"

�

�

��

��

��

��

�#

�

�� +��

(�

��

�)�

��

�

-:

��

�'�

�

��

��

��

��

��

��

��

4#

4

��

0 -��

��

-�

��

��

��

�

��

��

��

�

+�

�

�&

�

)�

��

�

��

��

��

��

�4

#

�� $�

0�

�

��

��

�

)�

��

�

�3

��

�*

"�

6��

�

��

��

�

��

��

��

��#

�#

�

��1 #��$��

0�

�

��

��

�

)�

��

�

'�

�

�

)�

��

�

"

��

��

��

��

��#

��

#

��.�2$��

��

��

�

��

�

�

��

"

��

7

��

��

��

��

��

��

�

�� 3��

��

��

��

��

*

�"

�)�

��

�

��

��

4��

��

�#

�

"�� &��

6��

"�

��

��

�

��

�

�)�

��

�

��

��

��

��

�4

�

�� #��/�

�

��

��

��

��

��

��

��!

�

'�

�+

��

��

�

��

��

��

��

��

�

��

��

"

&�

'3

� �

��+

�@

��

)�

��

�

��

��

��

��#

��

�

+�� &��

'�

""

��

�

��

�

��

"

��

>�

"

A�

?�

)�

��

�

��

��

��

��#

�#

�

��,�� "��

(�

��

�)�

��

�

�

�

� �

!�

��

�

��

"

��

��

��

��

��#

�$

�

��( %��

�

��

��

��

��

;�

?

��

��

4��

��

�$

�

��.��,

*

�"

�)�

��

�

9�

7

��

�.�

�

��

��

4��

��

��

�

��$��

��

+

��

"�

��

�!

�

��

��

�

��

+ �

��

��

�)�

��

�

�

��

��

��

��

�4

4

�� ,��

%�

� ��

&��

��

��

��

�

)�

��

�

��

� �

��

��

�'

�

��

��

��

��

#$

�

��& ��

��

�/

� ��

�

�

'�

""

��

��

��

��

��

��#

��

�

4��

0 �

�

+

��

=�

�

'�

""

��

��

��

)

��

��

�

�3

�

!��

�/

��

��

�

)��

��

�

'�

""

��

��

��

��

��

��

��

�

��

��

��

�

��

�

�

��

"

��

��

��

��

��#

�$

�

�� &��

��

��

��

��

�

��

'�

""

��

��

��

�

��

��

��

��

��

�

�� "��

��

��

�&

�)�

��

�

�

B'

�"

"��

��

��

�

��

��

��

��

�4

�

��

+ �

�

"

��

�!�

+�

�

�

)�

��

�

"

��

��

��

��

��#

4�

�

�� &��

-�

��

��

��

�!�'

2+

�

��

��

�'

�

�

'�

""

��

��

��

��

��

��

��

$

��

*��,��

'�

��

��

��!

�

'�

"�

��

�

��

��

��

��

��

�

��

��

<�4

�

'�

""

��

��

��

�

)�

��

�

��

��

��

��

��

$

"�� $��

'3

� �

��A

��3

�

��

�/

� ��&

�8�

��

'�

""

��

��

��

�

)�

��

�

��

��

##

��

�#

�

�� &(��

0+

!+

��

6�

'�

""

��

��

��

�

)�

��

�

��

��

��

��#

��

�

4�� 5�

'�

""

��

��

��

�

)�

��

�

��

��

��

��#

��

�

�� )�$�,�

+�

@�

��)

��

��

�

�-

.�*

��

��

��

��

��

��

��#

$�

��

��,��

��

��

��

�

��

��

��

�

��

��

��

��

��

4

��

��&��

��

��

��

�0�

��

��

�

��

��

��

�

�"

�

�

��

��

��

��

��

�

+��

+��$

��

��

��

�!�

�

�

��

"

��

��

��

��

��#

��

#

�� &��

"�� ( "��$

*��

606 7898 :698

)��

�

��

�-

��

��

��

��

��

��

��/�%��$

-�

��

��

��

��

��

��

��

��

��

��

�

"��

��,��

-�

��

��

��

��

��

��

��

��

��

��

�

��

-�

��

��

��

��

��

��

��

��

��

��

#

� �

�-

.��

��

��

��. ��&�

-�

��

��

��

��

��

-�

&

�2

��

�

��

��

��

��

��

�

"�� #��

��

�

��

��

-�

��

��

��

��

��

�

��

'3

� �

��

��

'�

��

��

��

��#

#�

�

)�

&��

��

�

�

EDUCATION PORTFOLIO HOLDER BRIEFING

Documents

Transcript of EDUCATION PORTFOLIO HOLDER BRIEFING