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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
kerry.nicholls@bromley.gov.uk
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
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: michael.watts@bromley.gov.uk
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
Page 3
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.
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(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.
Page 5
1
Briefing 007/12
London Borough of Bromley
PART 1 - PUBLIC
Briefing for Education Portfolio Holder 12 June 2012
ACADEMY PROGRAMME IN BROMLEY: UPDATE
Contact Officer: Michael Watts, Senior Partnerships and Planning Officer Tel: 020 8461 7608 E-mail: michael.watts@bromley.gov.uk
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 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
Page 7
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.
Page 8
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
Page 9
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
PRIMARY SCHOOLS POSITION TIMESCALE
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
Page 10
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TABLE F: Schools that have notified the LA of withdrawal from Pursuit of Academy Conversion
PRIMARY SCHOOLS POSITION TIMESCALE
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
Page 11
1
Briefing 008/12
London Borough of Bromley
PART 1 - PUBLIC
Briefing for Education Portfolio Holder 12 June 2012
CHILDREN’S STRATEGY 2012 TO 2015
Contact Officer: Michael Watts, Senior Partnerships and Planning Officer Tel: 020 8461 7608 E-mail: michael.watts@bromley.gov.uk
Chief Officer: Bob Garnett, Interim Assistant Director (Education)
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
Page 13
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.
Page 14
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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.
Page 15
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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
Page 19
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 Page 20
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
Page 21
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 Page 22
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]
Page 23
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.
Page 24
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
Page 25
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
Page 26
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
Page 27
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 Page 28
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.
Page 29
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 Page 30
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
Page 31
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
Page 32
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
Page 33
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
Page 34
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
Page 35
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:
Page 36
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
Page 37
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
Page 38
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
1.8Page 39
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
Page 40
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
Page 41
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
Page 42
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
Page 43
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
Page 44
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
Page 45
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
2.5Page 46
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
Page 47
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
Page 48
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
Page 49
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
Page 50
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
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Page 56
1
Briefing 006/12
London Borough of Bromley
PART 1 - PUBLIC
Briefing for Education Portfolio Holder 12 June 2012
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: ailsa.reid-crawford@bromley.gov.uk
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
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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.
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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.
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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
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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.
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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.
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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
Annual reported Mid year
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
Annual reported Mid year
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%
4 Portfolio Plan / AWOT
Annual reported Mid year
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%
5 Portfolio Plan / AWOT
Annual reported Mid year
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%
6 Portfolio Plan / AWOT
Annual reported Mid year
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
Annual reported Mid year
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% -
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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
8 Portfolio Plan/ AWOT
Annual reported Mid year
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
Annual reported Mid year
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
Annual reported Mid year
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 ( )
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)
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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
11b Termly Authorised absences at primary schools
4.53% (relates to Autumn
term 2010)
3.82% (relates to Spring term
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
0.80% (relates to Autumn
term 2010)
0.69% (relates to Spring term
2011)
0.97% (relates to summer
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)
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Priority Outcome
Children and young people enjoy learning and achieve their full potential
Secondary 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
12 Portfolio Plan / AWOT
Annual reported Mid year
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
Annual reported Mid year
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
Annual reported Mid year
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
Annual reported Mid year
Achievement of 5 or more A*-C grades at GCSE or equivalent including English and maths by Free School Meal status:
Numbers in brackets ( )
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
Annual reported Mid year
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 ( )
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% -
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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
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% -
17 Portfolio Plan / AWOT
Annual reported Mid year
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
6.03% (relates to Autumn
term 2010)
5.93% (relates to Spring term
2011)
6.29% (relates to summer
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
4.94% (relates to Autumn
term 2010)
4.81% (relates to Spring term
2011)
5.13% (relates to summer
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
1.09% (relates to Autumn
term 2010)
1.12% (relates to Spring term
2011)
1.17% (relates to summer
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
4.2% (relates to Autumn
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)
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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
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% -
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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
Trend National Comparison 2010/11 2009/10 2008/09 2007/08 2006/07
1 Portfolio Plan
Six monthly
Number of children subject to Child Protection Plans
267 248 198 188 188 - 301 252 167 133 141 -
2 Portfolio Plan/ AWOT
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%
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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
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
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
exclusions – Ac. Year 08/09)
0.22 (100
exclusions – Ac. Year 07/08)
0.11 (50
exclusions – Ac. Year 06/07)
0.19 (90
exclusions – Ac. Year 05/06)
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%
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Priority Outcome
Young people get the best possible start in adult life
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
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%
2 Portfolio Plan / AWOT
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%
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Priority Outcome
Excellence in the eyes of the local people
Line number
Type of indicator
Reporting frequency
Indicators 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
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%
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Line number
Type of indicator
Reporting frequency
Indicators 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
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% - -
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Appendix B Children and Young People Services
Definitions of All Performance Indicators 2011/12
Line number
Indicator Definition/Rationale
Children and young people enjoy learning and achieve their full potential
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).
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Line number
Indicator Definition/Rationale
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.
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Line number
Indicator Definition/Rationale
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.
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Line number
Indicator Definition/Rationale
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).
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Line number
Indicator Definition/Rationale
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.
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Line number
Indicator Definition/Rationale
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.
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Briefing 010/12
London Borough of Bromley
PART 1 - PUBLIC
Briefing for Education Portfolio Holder 12 June 2012
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: linda.king@bromley.gov.uk
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
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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.
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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).
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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’.
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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
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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
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1
Briefing 005/12
London Borough of Bromley
PART 2 - NOT FOR PUBLICATION
Briefing for Education Portfolio Holder 12 June 2012
EDUCATION AND CARE SERVICES: DEPARTMENTAL STRUCTURE
Contact Officer: Kerry Nicholls, Democratic Services Officer Tel: 020 8313 4602 E-mail: kerry.nicholls@bromley.gov.uk
Chief Officer: Bob Garnett, Interim Assistant Director (Education)
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
Page 87
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