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Every parent matters
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2007
- Pagination:
- 53p.
- Place of publication:
- London
Parents and carers play a crucial influence on what their children experience and achieve. The Government needs to consider its role in enabling all parents to play a full and positive part in their children’s learning and development. The purpose of this document is to set out in one place what the Government is doing to promote both the development of services for parents, as well as their involvement in shaping services for themselves and their children. It assesses the situation to date, the gaps and the proposals to fill them. The document includes the following sections: being a parent today - the changing roles of mothers and fathers; government’s role in enabling parents to support their children’s learning; the early years; parents of school age children; the transition into adulthood; investment in strategic capacity; and developing parental engagement. In taking this agenda forward, the Department for Education and Skills will engage a range of service delivery organisations (including schools) across the spectrum of services for children and their families.
Future positive: a resource guide for people working with disabled care leavers
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2004
- Pagination:
- 141p.
- Place of publication:
- London
- Edition:
- 2nd ed.
This guide aims to provide local authorities with a tool to assist them in the development of effective and joined up services which support young disabled people as they leave the care of ‘looked after’ children’s services, be this a transition to adult services, home to family, residential college, a supported living situation or into independence. The challenge that this document sets is firstly to identify those locations through the development of good management information processes across services and then to ensure that all young people are receiving their entitlements under the Children (Leaving Care) Act 2000 through the development of local policy, procedures, cross agency agreements and protocols and the allocation of appropriate resources. The Guide is designed for use as a self-audit tool for service planners, managers, service providers and practitioners across a range of agencies, and for application at both strategic and practice based levels. It is also intended as a useful resource pack providing information about the legislative and public policy framework of services to this group, signposting sources of further information and providing examples of good practice on which service providers can draw.
Safeguarding children in education: dealing with allegations of abuse against teachers and other staff
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2005
- Pagination:
- 11p.
- Place of publication:
- London
Guidance supplementing Safeguarding Children in Education (2004) is presented in this document. The statutory guidance is intended for all schools (including further education institutions) to use to review and, where appropriate, modify their practice and procedure for dealing with allegations of abuse made against teachers and education staff. It is for use in all cases where it is alleged that a teacher or member of staff in a school (including a volunteer) has: behaved in a way that has harmed a child, or may have harmed a child; possibly committed a criminal offence against or related to a child; behaved towards a child or children in a way that indicates he or she is unsuitable to work with children. All schools should have procedures for dealing with allegations. The guidance covers supporting those involved, confidentiality, record keeping, timescales, oversight and monitoring, initial considerations, suspension, information sharing, and action following a criminal investigation or prosecution, on conclusion of a case, or in respect of false allegations. A summary of the process is included.
Engaging the voluntary and community sectors in children's trusts
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2005
- Pagination:
- 8p.
- Place of publication:
- London
This document provides advice to support local authorities, other public sector agencies and voluntary and community organisations in developing effective arrangements for involving the voluntary and community sectors in children’s trusts. Areas discussed include: principles of engagement; diversity and inclusion; fitness for purpose; accountability; transparency; and building the capacity of voluntary and community organisations to be involved.
The national minimum fostering allowance and fostering payment systems: good practice guidance
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2006
- Pagination:
- 13p.
- Place of publication:
- London
Part one of this guidance explains the background and scope of the first national minimum allowance for foster carers, announced in July 2006. Part two sets out a good practice framework for fostering payment systems, highlighting the importance of efficiency, transparency and consistency. Case studies and good practice suggestions are included.
Planning for a human influenza pandemic: guidance to schools and children's services
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2006
- Pagination:
- 54p., bibliog.
- Place of publication:
- London
This guidance aims to support schools and children's services in planning for a human influenza (flu) pandemic. It provides brief background on pandemic flu and its implications for schools and children’s services. It explains the role of central Government and of local arrangements for responding to a pandemic. Chapter 1, sets out the general context, lines of responsibility and communication. Chapers 2-5 focus on specific services: schools; childcare; early years settings and childminders; children's homes and secure units; and other services for children and young people. This guidance is for England only.
The government's response to the Health Committee's sixth report of session 2002-03 on the Victoria Climbie inquiry report
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Stationery Office
- Publication year:
- 2003
- Pagination:
- 10p.
- Place of publication:
- London
The Victoria Climbié Inquiry was a combination of three statutory inquiries into social services, health and the police. Lord Laming was appointed to chair the Inquiry within the terms of reference issued by Government. The content and structure of the Inquiry was a matter for Lord Laming. Ministers and officials have undertaken consultation with a wide range of key stakeholders – from major organisations to children and young people, via a series of breakfast events, seminars, meetings and visits, in preparing the Green Paper Every Child Matters.
Future arrangements for the statutory notifications previously sent to the Commission for Social Care Inspection
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2007
- Pagination:
- 3p.
- Place of publication:
- London
This circular updates the arrangements for local authorities to provide statutory notifications of incidents affecting children.
Health led parenting support demonstration sites: conditions of grant and guidance
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2007
- Pagination:
- 8p.
- Place of publication:
- London
As part of the Government’s aim to secure positive outcomes for all children and young people, DfES and DH are supporting ten areas to act as demonstration sites for an intensive model of Project (HLPP).
ICT capital grant for mobile technology to support children's social workers: 2007-08: conditions of grant and guidance
- Author:
- GREAT BRITAIN. Department for Education and Skills
- Publisher:
- Great Britain. Department for Education and Skills
- Publication year:
- 2007
- Pagination:
- 13p.
- Place of publication:
- London
Advances in technology, and in particular in Information and Communications Technology (ICT) equipment, are already impacting on the social care sector. This capital grant is to support employers to invest in improved mobile ICT infrastructures, including broadband access (under the rules of capital expenditure, this does not include line rental costs) and equipment such as laptops and Personal Digital Assistants (PDAs) for children’s social workers. This investment will help to improve business processes, and so bring benefits such as improved workload management and better use of time for children’s social workers.