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Throughout the implementation of the second phase of Cambridgeshire’s programme, significant developments have occurred nationally that will affect planning and provision of services for children, young people and their families.
- The Five Year Strategy for Children and Learners
- The Children Act 2004
- Every Child Matters
- Choice for parents; best start for children: a ten year
- strategy for childcare
- Choosing Health
- The Childcare Bill
- Youth Matters
- Taking Part
Within all of these aspects of the government’s programme to improve the life chances of children and young people, valuing the child’s family life and the contribution of parents are central. More and more, all providers of learning, social and health care will need to realign their services to place the needs of families at the centre. The programme has offered participating schools valuable insights into new ways to make important working relationships with children, young people and their families. About the project ‘ Partners in Learning’ is a national initiative funded by the Department for Education and Skills (DfES). This year sees the second phase of the project in which Cambridgeshire Local Authority has supported schools to take part. A successful county conference in October 2004 launched Phase 2 of ‘Partners in Learning ’ and explained the main aims, which are to support nursery, primary and secondary schools to develop more effective home school partnerships by:
- helping parents and carers to learn with their children;
- helping children learn at school and at home, and
- raising aspiration for children in all their learning.
The sharing of good practice was a central theme for the day. Project leaders from the previous year’s projects explained the processes, shared their findings and talked about the resources that had been produced. Delegates heard about different projects, the impact of the work and the views of a range of participants. There was also an exhibition showing high quality resources and learning materials that were used in and developed by the projects. After the conference, four secondary schools, one special school, two primary schools, an infant school and the Cambridgeshire Instrumental Music Agency chose to become involved in Phase 2. This represented a wider range of organisations than were involved in the 2003 / 2004 project where only primary schools and nurseries took part. Once again, a set of ‘golden rules’ underpinned project development to guide schools to meet the project’s aims. Each school selected (a) ‘golden rule(s)’ in order to develop its work based on a range of foci. These included:
- using ICT to develop working partnerships;
- working with ethnic minorities;
- supporting higher levels of achievement;
- developing resources and sessions to support shared learning;
- working with gifted and talented pupils and pupils with special needs.
A consultant was assigned to each project giving the project leader contact time with an individual who had expertise or interest in the focus chosen for that particular project. The consultant’s role was to support and challenge the development of each programme.
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