Tuesday, 25 November 2008

1) Baby P

As an education social worker I used to be part of the child protection system in the Holloway area of north London; it was the most stressful work I have ever done. I think the first thing that shocks people when they first start to investigate the physical abuse of children is just how common it is. According to the NSPCC, every ten days in England and Wales one child is killed at the hands of their parent. In half (52%) of all cases of children killed at the hands of another person, the parent is the principal suspect. Each week at least one child dies from cruelty. On average, 67 children in England and Wales are killed at the hands of another person every year. A report last year, found that hospitals in England treat an average of 471 children every week who have sustained deliberate injuries, many presumed to have been inflicted by parents or carers.

Responding to the death of baby P in Haringey, Ed Balls, minister for children, has assured parliament that staff will be held accountable http://news.bbc.co.uk/1/hi/england/london/7726103.stm It seems to me, that implicit in the minister’s statement is the assumption that rules were not followed, systems not applied, regulations ignored, workers failed to act correctly. This is certainly the overt agenda of the venal scribblers at the Sun newspaper. It is of course a nice simple answer; however I suspect that when investigated the opposite will become apparent. It will be found that the procedures were followed. There will be a detailed paper trail of what was done and I suspect that information was shared correctly across organisations. In short, I suspect the system was implemented correctly, procedures were followed, just one problem, the child is dead.

How can this be? From my experience, there is no single system or set of procedures that can always be followed that will automatically lead to the correct decisions being taken. At best, any attempt to work in this way leads to a painting by numbers approach, where investigation becomes a system of box ticking. I have been told that this tendency has been made worse in recent years by the new computer systems which structure what the social worker records and the procedures they must then implement. This way of working assumes that child abuse is self evident and that systems of investigation simply reveal what is there. This is a fallacy, even medical evidence requires interpretation. Most of the doctors I consulted would examine children and say something like, ‘well, it might be true, you could break a limb by falling off a wall but its unusual’.

In my experience, even in the most extreme cases, a medical assessment does not prove child abuse. The social worker has to rely on their assessment of the situation, understand the injuries in the context of the life of that child.

Guidelines and procedures can only ever provide generalised guidance. Every child protection case is different and most of the time formulaic practice will disregard marginal differences between cases; sadly these marginal differences can be all the difference to the health and welfare of a child.

Good child protection requires the ability to see and understand the unique combination of factors that are present in every child protection case. Painting by numbers just doesn’t do it. In the end, in my opinion, the practice of child protection is more craft than science. Given that children’s lives depend on it, it is a craft that needs to be done well.

In the past, there have been instances of social workers being pilloried for taking children into care where it was not necessary. In my opinion these situations arise because of the same painting by numbers approach. It is true that physical injury can be accidental and that some children go through phases of being accident prone and clumsy, often leaving them with black eyes and multiple bruising. In this regards the organisational ‘reforms’ of the past few years have probably made things worse as they make it more likely that people operate in a formulaic way. There is evidence that since the baby P case has been publicised that more care orders are being sought as people err on the safe side.

In my opinion, there is a terrible truth to child protection, you can have as much training, supervision, procedures, guidelines and management as you like but fundamentally child protection comes down to that existential moment when an individual social worker bangs on a front door and tries to negotiate their way into the home. Once there, they cannot simply follow procedures, they need to be straining to analyse and assess the situation while talking and negotiating, in what can be a chaotic and intimidating situation. Procedures and guidelines should guide, not become the substitute for specific analysis and action. Furthermore, that social worker has to both want to be there and to have the experience to be able to cope. That is why burnt out and new social workers are equally unsafe, as neither can do this.

So what’s to do? I think that social workers should only be expected to handle a single serious child protection case at any one time (they can do other, more routine things, as well). They should be allowed leeway in how much time they spend with the family and their judgements should be trusted. In short, Haringey needs a properly funded, properly staffed, properly paid, child protection system. In my experience this hasn’t been the case for at least the last 30 years, so I don’t suppose it’s going to change now. I suspect instead we will see yet more emphasis on procedures, strategies and management systems. Certainly that seems to be government’s instinct http://news.bbc.co.uk/1/hi/uk/7734576.stm

Well Eddy, if that’s what you think then I’ve found a conference that you really must attend. You can learn from the countries most highly rated managers as to how to “Strategically Measure Impacts & Outcomes”. Its on the 28th of January at The New Connaught Rooms, London. http://www.haymarketevents.com/conferenceProgramme/295/strategically-measure-impacts-outcomes

I think the 2.45 session will be of particular interest

“2.45 Breaking Down Silos: Inspiring Ownership And Sharing Responsibility For Measuring Impacts And Outcomes Across Partnerships. Main speaker Sharon Shoesmith, Director of Children’s Services Haringey Council”

Book early Eddy, I think it will be standing room only.

2) Minister as diva, or is it our guide?

A leaked memo from a minister which specified how he liked his office to be run has caused some humour and accusations of arrogance in the press http://www.telegraph.co.uk/news/newstopics/politics/3468400/Cabinet-Minister-tells-civil-servants-when-to-bring-coffee-and-soup.html However, I think there are some important clues here as to how to write and talk to ministers. "Never put anything to me unless you understand it and can explain it to me in 60 seconds". I’m not sure about a 16 point typeface but that written communication should be limited to one side of paper that seems like good advice.

3) Academies selecting pupils shock

http://www.guardian.co.uk/education/2008/nov/14/government-academies-pwc-inquiry-dcsf In 2003, 45% of academy pupils were eligible for free school meals, compared with 29% at the beginning of this term. Unfortunately, non disadvantaged pupils are easier to work with and their carers are more likely to find improving schools. Similar debates about exclusions http://www.independent.co.uk/news/education/education-news/zero-tolerance-pays-off-for-head-who-suspends-two-pupils-a-day-1009576.html but who gets excluded.

4) Tottenham’s finest

Interview with David Lammy, the new universities minister with responsibility for widening participation http://www.guardian.co.uk/education/2008/nov/18/david-lammy-universities-minister-interview

5) Information technology and schools

In future, it may be appropriate to develop Brightside projects with this infrastructure in mind. http://www.independent.co.uk/news/education/schools/is-it-time-to-get-personal-the-technology-about-to-transform-classroom-learning-977900.html care to peruse a listing of digital resources available http://www.independent.co.uk/news/education/schools/education-reviews-digital-resources-977901.html

6) Good news items

Oxford/Cambridge university applications are up http://www.guardian.co.uk/education/2008/oct/28/oxford-cambridge-applications Do we have a problem of success? Also, a survey has found that most parents who did not go to university after leaving school regret the decision later in life, (so presumably will encourage their children) http://www.guardian.co.uk/education/2008/nov/06/regret-education-delay

7) Turning swords into ploughshares

Well, bankers into science teachers http://www.guardian.co.uk/business/2008/nov/23/banks-science-teaching-education Mmm, lets see how long they last. They might find that those city offices start to look attractive again.

8) Science role model

A British scientist whose work could improve hip replacements and early tests for Alzheimer's has won one of the world's most respected prizes for female scientists. http://www.guardian.co.uk/science/2008/nov/16/medical-research-athene-donald-hip-replacement-alzheimer-s

Monday, 3 November 2008

1) Do You Have an Oxbridge Mind?

For example, how would you answer the question; would you rather be a seedless or "non-seedless" grapefruit? (Medicine, Cambridge). Other questions and possible answers are discussed here http://www.independent.co.uk/news/education/education-news/do-you-have-an-oxbridge-mind-962402.html There have been many stories about students from schools with no tradition of sending candidates to Oxbridge who have been totally thrown by such questions. However, I think this is one of the easier things to fix. All students should be forewarned that they will be tested in this way and there should be some opportunity to practice before the interview (maybe a website?). I would see this as part of a standard preparation for an Oxbridge interview where other good tips and advice should be universally available, not just the secret knowledge of elites. http://www.timesonline.co.uk/tol/life_and_style/education/article4925057.ece

2) ITMA

The Sutton Trust has been at it again, with 2 interesting reports and accompanying press coverage.

The first report http://www.guardian.co.uk/education/2008/oct/28/education-adivce found that at least half the education and careers advice young people receive is in some way inadequate. I’m sure colleagues at The Brightside Trust would agree with this finding, and with the recommendation that sound advice about subject choices is central to raising the aspirations of disadvantaged pupils. The full report entitled Increasing higher education participation amongst disadvantaged young people and schools in poor communities can be found at http://www.suttontrust.com/reports/NCEE_interim_report.pdf I was particularly interested in the finding that disadvantaged pupils who gain A levels are just as likely to go onto higher education as their peers. This would suggest to me that the important educational battleground for the immediate future should be that of increasing the numbers of students from a disadvantaged background studying for qualifications which would then qualify them for higher education. The new diplomas should be central to this, as students could begin studying for a diploma as an end in itself, but then develop an awareness of how it could be a passport into higher education as they engaged in the program. All the more disappointing then that the implementation of the diploma program has been so pedestrian and uninspired http://news.bbc.co.uk/1/hi/education/7668045.stm http://www.guardian.co.uk/education/2008/oct/14/1419education-furthereducation1

http://www.independent.co.uk/news/education/education-news/new-diplomas-are-a-complete-flop-960328.html For a group of people who say they are driven by ‘what works’ they seem to be peculiarly unable to learn from the history of vocational education in the UK.

Another report from the Sutton Trust

As you can see, http://news.bbc.co.uk/1/hi/education/7663568.stm the emphasis of the press coverage was that Grammar schools take relatively fewer bright, poor pupils than schools that do not select by ability. The report is available at http://www.suttontrust.com/reports/GrammarsReviewSummary.pdf I know the Sutton Trust has a long-term interest in grammar schools but for me it was another discovery, that the vast majority of England's most socially selective state secondary schools are non-grammars, which trumped the findings about the grammars. This should pose some hard questions for the schools adjudicator, as it is congruent with government’s own survey, published in April, which showed a disproportionate number of faith schools broke admissions rules. The poll examined 106 voluntary-aided schools. Some 96 were found in breach of the new admissions code. Of these, 87 were faith schools. Overall, half of all school authorities in England have been said to be in breach of the new admissions code http://www.guardian.co.uk/education/2008/oct/09/schooladmissions.faithschools

3) HEFCE Speaks

A short and relatively clear statement by Kevin Whitston, head of widening participation at HEFCE, identifying what he sees as the three priorities for the coming year http://www.guardian.co.uk/education/2008/oct/14/accesstouniversity-highereducation1

4) Things Can Only Get Better

Government is claiming to have increased social mobility in the UK over the past few years http://news.bbc.co.uk/1/hi/uk_politics/7705444.stm and

http://www.guardian.co.uk/society/2008/nov/03/socialexclusion-gordonbrown-social-mobility-labour This report follows an OECD report which found that The gap between rich and poor in Britain narrowed "remarkably" between 2000 and 2005” However, government has been less keen to quote the second half of the sentence “but the country remained one of the most unequal in the developed world’. I have a copy of the full report that I will put in the London Bridge library. The following article visits the main findings of the report http://www.guardian.co.uk/society/2008/oct/22/equality-wealth-uk-social-mobility In my opinion, the evidence for increased social mobility is thin. For example, much of the evidence is anecdotal http://www.timesonline.co.uk/tol/news/uk/article5063029.ece

There are at least two dimensions to this debate, which are already being confused. There is the dimension of the distribution of wealth across society and there is the dimension of social mobility i.e. the possibility of individuals moving up and down the wealth scale. This is in turn is nuanced by what is understood by class, in particular whether class categorisation is a simple relationship to personal wealth.

I think the evidence produced so far is very thin and when you read the report it is cautious in its language "These findings suggest that family background will have less of an impact…”. However, this is a debate we should welcome and look forward to the government’s White Paper.

5) The Good News Item

The numbers of students studying science and maths at university is increasing http://news.bbc.co.uk/1/hi/education/7679744.stm

6) Here’s an Interesting Experiment

http://www.independent.co.uk/news/education/education-news/antiexam-school-to-target-urban-youth-972778.html it has been argued that this type of schooling only works for well disciplined and already motivated middle class children. However, if this school were to prosper, then it would not only challenge such claims but it would also, in my opinion, put in doubt the direction of much of the educational reforms of the past 20 years; especially the national curriculum, OFSTED and standardised pupil testing.

7) Death Maps

The details of how and when you will die http://www.guardian.co.uk/society/2008/oct/19/uk-mortality-rates-socialtrends-health - well possibly

8) Sporting Chance

Might universities offer more US-style sports bursaries to help widen access? http://www.guardian.co.uk/education/2008/oct/14/universityofworcester-accesstouniversity

9) Confidence Trick

The importance of confidence in overcoming disadvantage, http://www.guardian.co.uk/society/2008/oct/15/unemployment In this instance the experience of job seekers, but perhaps by implication the need for a mentor or friend for anyone trying to overcome any disadvantage.

10) The limits of Life

The mental maps of the disadvantaged http://www.guardian.co.uk/commentisfree/2008/oct/18/young-people-rowntree and full report at http://www.jrf.org.uk/knowledge/findings/housing/2298.asp I think these mental maps are very important when trying to understand why some groups of people seem unable to take advantage of opportunities that appear to be on their doorstep.

11) A Simple Point

Education maintenance allowances seem to be important for keeping disadvantaged students in the education system http://news.bbc.co.uk/1/hi/education/7675733.stm

Tuesday, 7 October 2008

1) I have seen the future

In a recent speech to Labour Party conference, the Prime Minister argued that the achievement gap between rich and poor can only be closed in the modern world if every school student has access to a computer and high speed internet access. The Department of Children, Schools and Families have now detailed how that aspiration will be achieved http://www.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2008_0208 This plan could have a significant impact on the present and future work of The Brightside Trust. One of the first groups to benefit will be those children in the care of local authorities and hence this policy initiative will be of immediate relevance to the Confident Futures program. I would encourage people to visit the BECTA report associated with this project http://news.becta.org.uk/display.cfm?resID=38386 It has a two page executive summary!