It seems that Capita have organised a conference to discuss children missing education. It seems that they have not been able to get their brains to register that home educated children are by definition NOT children missing education.
At least one of the "leading practitioners" seems to have been selected on the basis of a shared mental challenge, one that blocks the meaning of information when it doesn't suit their particular agenda.
In fact Helen seems seriously deluded about her role if the following extract from the LA magazine is to be believed.
"What do you do?
Our first task is to monitor the provision made by
parents who exercise their legal right to educate their
children at home. We give advice, but our role is not
to provide resources, administer tests - or teach!
Monitoring usually involves a visit to the child’s home
to discuss plans and materials."
Here is an extract from the brochure which can be downloaded from the bottom right hand side of the web page linked above.
At least one of the "leading practitioners" seems to have been selected on the basis of a shared mental challenge, one that blocks the meaning of information when it doesn't suit their particular agenda.
In fact Helen seems seriously deluded about her role if the following extract from the LA magazine is to be believed.
"What do you do?
Our first task is to monitor the provision made by
parents who exercise their legal right to educate their
children at home. We give advice, but our role is not
to provide resources, administer tests - or teach!
Monitoring usually involves a visit to the child’s home
to discuss plans and materials."
Here is an extract from the brochure which can be downloaded from the bottom right hand side of the web page linked above.
15.05 Engagement and Elective Home Education
• The challenges of local authorities’ rights and responsibilities
• Approaches for engaging home-educating parents
• Supporting home educators of children with Special
Educational Needs
• Coordinating work with CME officers
And here are extracts from the councils HE web page.
What action will the Local Authority take?
Following notification from a school that parents have decided to educate their child at home and ask for him/her to be removed from the role the LA will:
· ask for written confirmation
· arrange for a consultant to visit to discuss the educational provision you are offering the suitability of the proposed education programme
And
"What could the curriculum look like?
All LA schools teach the National Curriculum. Children educated at home do not have to follow the National Curriculum but would be encouraged to do so in subjects where they expect to take a GCSE examination at 16.
They should, however, follow a curriculum which is full time and suitable for their individual needs. The Government places emphasis on English (literacy), Mathematics (numeracy), Science and Information and Communication Technology (ICT).
A good education will ensure a child gains attitudes, skills and knowledge that fit them to live in and adapt to the challenges of a rapidly changing world.
a broad education that introduces a child to the skills and knowledge of a range of subjects and types of subject which ensure an opening of the mind
They should, however, follow a curriculum which is full time and suitable for their individual needs. The Government places emphasis on English (literacy), Mathematics (numeracy), Science and Information and Communication Technology (ICT).
A good education will ensure a child gains attitudes, skills and knowledge that fit them to live in and adapt to the challenges of a rapidly changing world.
a broad education that introduces a child to the skills and knowledge of a range of subjects and types of subject which ensure an opening of the mind
· a balanced education which ensures no one subject area takes up so much time that there is no room for others, or for creative use of leisure
· any education must be suitable to the individual needs of the child. A learning plan should therefore take into account the child's age, aptitudes, ability and any special needs that they may have.
What should your child study?
A good guide comes from schools where most children study English, Mathematics, Science, Design and Technology, History, Geography, Art, Music, Physical Education and Religious Education. From the age of 11 they may study a modern foreign language as well. Children also spend time on personal and social issues such as health and sex education and issues relating to everyday life. Citizenship has now been added to the National Curriculum.
Unless parents object, all pupils are taught how to use Information Technology and computer hardware and software. Older children receive careers advice to help prepare them for life after school.
Unless parents object, all pupils are taught how to use Information Technology and computer hardware and software. Older children receive careers advice to help prepare them for life after school.
How is your child going to study?
It is important to consider not only what your child will learn but how they learn and what approaches suit them best. Not all learning comes from books or printed sources and where appropriate children should make use of a variety of media, the Internet and educational visits.
Children also need to acquire skills as well as knowledge. For example they need to be encouraged to develop discussion skills, problem solving skills and social skills. Children ought to take part in physical education, games and practical work so that they can develop a range of physical skills.
Often learning involves children taking an active role in their own work. They carry out experiments, conduct surveys, draw pictures from real life, interview members of the public and make studies at real locations.
Remember that good teaching includes regular feedback. Your child needs to know when something has been done well and, if it has not, how it could be improved. Successes and failures form the framework of the learning process and an effective programme recognises this fact."
It seems that this authority has missed the possibility of creating an extra challenge for itself by mightily pissing parents off, especially the parents of children it has itself spectacularly failed, with this insolent patronising load of garbage.
And also seems that the local authority has run into that pesky mental challenge thingy again as it seems that the implications regarding it's own behaviour implied by this statement
Children also need to acquire skills as well as knowledge. For example they need to be encouraged to develop discussion skills, problem solving skills and social skills. Children ought to take part in physical education, games and practical work so that they can develop a range of physical skills.
Often learning involves children taking an active role in their own work. They carry out experiments, conduct surveys, draw pictures from real life, interview members of the public and make studies at real locations.
Remember that good teaching includes regular feedback. Your child needs to know when something has been done well and, if it has not, how it could be improved. Successes and failures form the framework of the learning process and an effective programme recognises this fact."
It seems that this authority has missed the possibility of creating an extra challenge for itself by mightily pissing parents off, especially the parents of children it has itself spectacularly failed, with this insolent patronising load of garbage.
And also seems that the local authority has run into that pesky mental challenge thingy again as it seems that the implications regarding it's own behaviour implied by this statement
"There is, therefore, an obvious need for co-operation and partnership between parents and the LA."
seem to have completely eluded them and they seem to be in the grip of a Ballsian Delusion which makes them believe that if they imply there is an obvious need for parents to cooperate with the local authority that just writing it down will make it true despite all the arrogant insensitive inaccurate and autocratic rubbish they print on the same page.
Here follows a short fun quiz:
Parents have the responsibility for ensuring that their children get a suitable Education
Parents have the responsibility for ensuring that their children get a suitable Education
How many Local authority workers does it take to understand the above statement?
Do you think Capita are so special that they could combine a mental challenge with the ability to carefully select experts specialising in misrepresentation of the law?
Do you think Capita are so special that they could combine a mental challenge with the ability to carefully select experts specialising in misrepresentation of the law?
Do you think Helena has found it impossible to understand the guidelines, or could she possible have her own reason for lying to the people she has been employed to serve the people who pay her wages, you and me, the taxpayers?
And lastly can you spot the deliberate mistake in the Who Should Attend list?
A not brilliantly formatted copy of parts of the brochure follows below.
Benefits of Attending • Learn how to continue effective data sharing post ContactPoint • Evaluate different ways of developing multiagency cooperation • Get to grips with methods of tracking and supporting Looked After Children’s attendance • Find out how to implement a Young Carers Policy for schools in your area • Hear first-hand experience of how a community engagement project is tackling attendance problems • Examine ways of developing trust with Gypsy, Roma, Traveller families to avoid exclusion from education • Get guidance on the latest HMI recommendations and how Ofsted assess CME protocols • Gain insight into implementing zero exclusion policies | Who Should Attend Representatives from: • CME Coordinators • Education Welfare Teams • Headteachers and SMTs • Integrated Strategic Services • Pupil Support Teams • Access and Inclusion Teams • Behaviour and Attendance Teams • Partnerships and Performance Teams • Commissioning and Resources Teams • Looked After Children Teams • Early Intervention Teams • Safeguarding Teams and LSCBs • Data and Pupil Tracking Teams • Elective Home Education • EOTAS Teams • Family Support and Outreach Teams • Pastoral Support Programmes • SEN Teams • Health Visitors and Social Workers • EMAS • Extended Services Teams • Educational Psychology Teams • Refugee Education Services • GRT Education Consortiums • Admissions and Exclusions Teams • Parent Partnership Services • School Transport Teams • Police Liaison Officers • Community Safety and YOTs • Connexions • Sure Start • Third Sector Organisations |
Capita’s event management service
Our event management service offers you the opportunity to tap into the resources and skills of a
renowned market leader in the UK conference business. With ten years event management experience,
we have a proven track record in co-ordinating a diverse range of events, from breakfast seminars to
large-scale national policy conferences. Whether you require a complete package or selected aspects,
Capita will tailor its services to meet your organisation’s specific requirements. Contact Liz Brownbill
on 020 7227 6569 or email liz.brownbill@capita.co.uk
CPD
To receive your certificate of attendance for CPD points please email capita.conferences@capita.co.uk
quoting your name, booking reference number and the title of the event.
About us
Capita Conferences is one of the UK’s leading conference providers to the public sector.
For over 15 years we have attracted diverse and cross-cutting audiences from across the police,
education, central and local government, health and the voluntary sector to our events.
We provide neutral forums for learning as well as excellent networking opportunities and
the chance to provide feedback on policy direct to the highest levels. We pride ourselves on our thoroughly researched, incisive programmes (HA HA HA) and have secured speakers including
leading politicians, Government ministers, senior civil servants, directors of charities, expert practitioners and renowned academics. We have built our reputation by working in partnership with, and on the advice of, key government departments, experts and pressure groups.
Forthcoming Events for 2010
NEETs – 11th October – Central London
Safeguarding Children – 29th November – Central London
Behaviour and Discipline in Schools – 30th November – Central London
Children Missing Education
Thursday 25th November 2010 – Central London
Sponsorship and Exhibitor Opportunities
We offer a range of flexible packages which offer your organisation
a platform to network and communicate with key organisations in
the public sector.
For further information please contact Annette Purcell
on 020 7202 0576 or email annette.purcell@capita.co.uk
As a fundamental building block for the Coalition’s aim of
improving educational attainment for all pupils, ensuring and
maintaining attendance at school remains vital.
Capita’s 7th National Children Missing Education (CME)
Conference focuses on practical and effective ways for
professionals to both track and support children currently not
in the school system, whilst tackling the root causes which put
children at risk of missing education.
With collaborative working growing in importance and the
latest research continually emphasising the value of early
intervention strategies, this timely conference explores both
the strategic and practical dimensions of CME. This conference
provides a crucial forum for you to stay on top of changing
priorities.
Informative and interactive sessions will tackle issues including:
• Mobilising the community to resolve CME problems
• Working efficiently with neighbouring authorities
• Understanding Ofsted’s reporting practices
• Early engagement with young carers
• Successful interagency strategies to support Looked After
Children’s education
Take this opportunity to learn from leading practitioners ways
to build the key skills necessary in continuing to tackle children
missing education as new priorities emerge.isit us at: www.capitaconferences.co.uk
09.20 Registration, Tea and Coffee
09.45 Chair’s Opening Remarks
David Haswell
Head of Education
Action for Children
Opening Keynote Address
09.55 Inspecting and Evaluating Children Missing Education
Practices
• Building on the Joint Chief Inspectors’ recommendations
• The wider implications of CME: from safeguarding to children
seeking asylum
• Ofsted’s reporting practices and its most recent report
Anne Orton HMI
Divisional Manager, Cross Remit Safeguarding
Ofsted
10.20 Questions and Discussion
10.30 Preventative Strategies to Avoid Missing Education
• Zero exclusion strategies
• Preventing the build up of disengagement: support during
school transitions
• Engaging with at-risk groups
Dr Jane Evans
Research and Policy Officer
Barnardo’s
10.50 Supporting the Attendance of Children in Care Across
Organisational and Geographical Boundaries
• Tracking attendance of Looked After Children
• Identifying and implementing tailored improvement
strategies
• Coordinating local authority officers to ensure early
intervention and avoid permanent exclusion
Bernadette Alexander
Head of Virtual School
Royal Borough of Kensington and Chelsea
11.10 Session Questions and Discussion
11.20 Tea and Coffee
11.40 Mobilising Community Support to Tackle Attendance Issues
• The Community Mobilisers scheme in Milton Keynes
• Key barriers to improving attendance
• Engaging the community to support attendance
Katy Simmons
Chair of Trustees, Advisory Centre for Education
Lecturer, Open University and
Project Evaluator, Community Mobilisers Scheme
Katy will be joined for the session by a Community Mobiliser to
share first-hand experience
12.00 Questions and Discussion
Information Sharing and Partnership Working
12.10 Data Sharing and Security
• Moving beyond ContactPoint at a local level
• Setting up Westminster City Council’s Children’s Hub
Julie Pappacoda
Head of Integrated Children’s Information Systems
Westminster City Council
12.30 Questions and Discussion
12.40 PANEL DISCUSSION: Removing the Barriers to Effective
Interagency Cooperation
• Locating identified children missing education
• The limitations of information sharing
• Managing transitions
• How best to format enquiries and approach the police
The panel includes:
Viv Sales, Education Welfare Officer
Warwickshire County Council
Jane Rhodes, Detective Superintendant Head of Specialist
Investigations, Sussex Police and
Julie Pappacoda, Head of Integrated Children’s Information
Systems, Westminster City Council
13.15 Lunch
Vulnerable Groups – Putting Strategy into Practice
14.15 Young Carers Missing Education
• Strategies for identifying young carers at risk of missing
education
• Multiagency working to support young carers in school
• Re-integrating young carers back into the schooling system
Daniel Phelps, Policy and Development Officer (Young Carers)
The Princess Royal Trust for Carers
14.35 Starting Early: Engaging with Gypsy, Roma and Traveller
Families
• Preventative strategies to avoid children missing school
• Building relationships to support attendance
• The trust element
Joe Bishop, Early Years Advisory Teacher, Traveller Education
Cambridgeshire County Council
14.55 Session Questions and Discussion
15.05 Engagement and Elective Home Education
• The challenges of local authorities’ rights and responsibilities
• Approaches for engaging home-educating parents
• Supporting home educators of children with Special
Educational Needs
• Coordinating work with CME officers
Helena Bowen, Elective Home Education Consultant
Suffolk County Council
15.25 Questions and Discussion
15.35 Chair’s Closing Remarks and Close of ConferenceBlog post still under construction!
