Every Child Matters

How does the EYFS framework fit into an early years setting in reality? How should early years education now move forward? Abigail Steel discusses

What impact will Every Child Matters have on CPD in schools? According to Steven Coombs and Mike Calvert, it will be huge; and schools need to be ready read more

Jason Wood describes a groundbreaking project in which two Cornish schools carried out research comparing the views of SEN students and their peers on ECM outcomes read more

Bill Goler examines how the Common Assessment Framework is working in practice and how SENCOs can and should be involved in its implementation

The contribution of support staff to student achievement must be recognised and promoted, says Paul Ainsworth read more

At times the collaborative partnership process for SENCOs and senior leaders in schools can be challenging and time consuming. Rita Cheminais looks at how to establish effective partnerships, and describes a new ECM self-evaluation tool that will help to strengthen partnership working read more

SENCO Update reports a framework for local authorities that contextualises SEN/LDD issues within the five outcomes of Every Child Matters will be helpful to SENCOs read more

All statutory services are being measured against the Every Child Matters (ECM) agenda. New research on what disabled children and their parents wish to achieve from service provision suggests that ECM does not take proper account of their wishes read more

Ofsted is using the five ECM outcomes as key points in primary school inspections. Dave Weston looks at how schools are supporting the outcomes and gives advice on preparing for inspection read more

Early Years Update looks at the importance of environmental wellbeing in supporting the five outcomes of Every Child Matters read more

Jackie Beere looks at how schools can help learners to become self motivated and independent

Franz Atkinson describes a whole-school approach adopted by a small rural primary school read more

Vision into Practice – Ensuring Every Child Matters is a self-evaluation tool for inclusive learning. Trish Lowson, school link officer for Inclusive Learning at Calderdale Metropolitan Borough Council, explains read more

Teaching citizenship helps children to understand rights and responsibilities – their own and others’ – as well as how society works and how they can play an active role. Margaret Collins discusses, suggesting ways in which she believes schools can help to make society a better place

‘Personalised learning’ has been appearing with increasing frequency in policy documents and in discussion about teaching and learning for the last few years. But what is truly meant by ‘personalised learning’?

Trish Lowson, school link officer for inclusive learning at Calderdale metropolitan borough council, introduces Vision into Practice – Ensuring Every Child Matters, a self-evaluation tool for inclusive learning. read more

Dr Christine Fanthome outlines the multiple benefits that singing in a choir has for PSHE

Every Disabled Child Matters is a three-year campaign by organisations working with disabled children and their families. Its objectives and proposed actions for change are summarised below

The new and rapidly changing context of the Every Child Matters agenda presents challenges and opportunities for the role of the educational psychologist. This forms the backdrop against which a review of the functions and contribution of educational psychologists has been conducted. read more

Dr Barbara Spender, Freelance Writer and Researcher, with information supplied by Terry Smith, Assistant Headteacher, Ninestiles Secondary School, Acocks Green, Birmingham

Dr Barbara Spender considers the key questions underpinning Every Child Matters implementation from first considerations about individual school priorities, through visibility in specific curriculum areas, to evaluation and measurement of success

Half of all primary schools and a third of all secondary schools are due to be open from 8am to 6pm throughout the year by 2008 read more

EYU reviews a new report calling for increased government spending to bring about a childcare system that combines quality, affordability and appropriateness for all children

Colin Noble explains how achieving national healthy school status supports the new ‘whole-child’ agenda. read more

Schools should be at the centre of professional support for children and heads should champion change, argues Nick Johnson OBE. read more

Roger Smith explains the background to the Common Assessment Framework and how you can make it work in your school. read more

The Common Assessment Framework (CAF) and Lead Professional (LP) work are key elements in the Every Child Matters: Change for Children programme. This evaluation of authorities trialling the new approach will be of interest to SENCOs who will become increasingly engaged as the national roll-out continues for these processes for multi-agency working. read more

Recently published research by a team based at the University of Cambridge highlights the efforts of teachers and other staff in schools to develop inclusive educational practice. At the same time, it provides evidence that these efforts are unsustainable in the long term, and that a national review of policy and practice is required. read more

What happens when a porcupine moves in with a load of moles? Using a hypothetical dilemma from the animal world, Dr Graham Haydon explores the perspectives adopted by female and male students. read more

Looking for the root cause of many boys’ underachievement and subsequently the simple answer or ‘Quick Fix’, has become something of a preoccupation over the past few years. Here, School Improvement Officer Gary Wilson explains why he believes that neither of these particular tasks can ever bear fruit read more

The role of schools in helping to meet the aims and objectives set out in Every Child Matters is vital, says former head Roger Smith. read more

The joint DfES/DH guidance Education of Children and Young People in Public Care (May 2000) recommended that schools assign a senior member of staff as designated teacher to act as a champion for looked after children. A new guide for school governors on their role in helping schools support these children will be helpful to SENCOs in defining the designated teacher role and offering useful information and explanations about what ‘looked after’ means. read more

The South West (SW) SEN Regional Partnership has worked with a range of partners in recent years to develop guidance on the provision of effective special school outreach. As well as reflecting development work in the SW region the guidance takes account of recommendations in Removing Barriers to Achievement (DfES 2004) and Ofsted’s (2005) report Inclusion: the impact of LEA support and outreach services.

Since September 2005, as part of the new framework for inspection for children’s services, schools are expected to demonstrate how they are contributing to the five national outcomes for children stipulated by Every Child Matters and the Children Act 2004

Education for young people in secure settings is undergoing radical change. Further work is being undertaken to ensure that educational opportunities in custody are comparable to those in the community. read more

When Can Schools Specify Religion or Sexual Orientation in Staff?

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