Section Three:
The Commission
findings
esponses
% of r
Fig 6
Every Child Matters (ECM) helps schools deliver their learning objectives.
(Response = 128)
Similarly, leadership models and delivery structures
in many schools have not yet flexed to reflect ECM.
Requirements noted were to:
• provide appropriate professional development for
staff and for the leadership team, for example on
emotional intelligence and learning theory, on
risks and safeguarding
• improve the effectiveness of partnership working,
particularly focused on well-being
Strategy to achieve the policies • ensure ‘joined-up systems and processes
There were mixed views on this policy topic. All designed to really safeguard the child’
agreed that the aim is ‘laudable’, but a minority • increase the investment in pastoral care within
were of the opinion that it ‘impose(s) a parallel school and its profile on the senior leadership
agenda on education...schools cannot shoulder the team
burden of societal change on their own’. Those in • develop strategy to ‘reach out to the hard-to-
support of the policy thought that teachers do not teach’, such as children with behavioural
necessarily understand the policy or how to difficulties, looked-after children, children with
implement it very well. Implications for changes medical needs, young offenders, traveller
needed in practice are not sufficiently explicit. community
Figure 6 shows the degree of doubt about the • facilitate ‘safe and secure access to electronic
power of this policy to help schools deliver learning resources’ through joint agreements
objectives. Industry has a little more confidence • sort out systems for data-sharing and protocols
than have schools. with other providers and children’s services.
48
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