THE ISLE OF WIGHT JOINT AREA REVIEW ACTION PLAN

Last updated 16:00 25th September 2006: Version 0.10

Final copy to be completed by 20^th November 2006

Issue 1	Agree and implement a school improvement strategy with schools
Outcomes	significantly improved performance of all the Island’s schools
Measures of Success	meet LAA targets for achievement : July 2007 : KS2 - 78% Eng; 74% Maths KS3 - 69% Eng; 74% Maths KS4 - 49% 5A*-C July 2008 : KS2 – 80% Eng; 78% Maths KS3 – 72% Eng; 76% Maths KS4 – 53% 5A*-C July 2009 : KS2 – 82% Eng; 80% Maths KS3 – 74% Eng; 78% Maths KS4 – 57% 5A*-C Reduce number of schools identified as Cause for Concern – from 19 (27%) at February 2006 to target of 10 (14%) at October 2006; 6 (8%) at July 2007; 3 (4%) at October 2007; and 0 at July 2008
Actions	Date	Who	Outputs	Resources
1. strengthen and improve leadership and management		Council Rose Ward, pending arrival of new Head of School Improvement and Learning Effectiveness	secure leadership teams in every school with the competence and capability to drive up standards	Link Inspector team Primary Strategy Team Secondary Strategy Team Council and Children’s Trust management teams Special Educational Needs teams Through the Roof project: Partner schools Partner authorities National strategy teams NCSL Specialist Schools Trust
2. strengthen and improve self-evaluation			accurate, evidence-based self-evaluations in every school which provide secure analysis of development needs
3. strengthen and improve teaching and learning			at least good teaching in every class and subject
4. strengthen and improve pupil tracking			the means to identify and manage individual pupil progress in schools and across clusters to maximize pupil achievement and to minimize learning loss at transitions
5. strengthen and improve data management systems			the necessary technical and analytical infrastructure to support effective tracking and management of individual pupil progress
6. strengthen and improve governance			governors who know how well their schools are doing and who have the confidence and competence to challenge underperformance and provide the strategic leadership necessary to successful schools
7. strengthen and improve the monitoring, support, challenge, and intervention provided by the local authority			officers and inspectors who know how well their schools are doing and who have the confidence and competence to challenge underperformance and provide the right advice for school and cluster improvement

Issue 2	Develop and implement an access and inclusion strategy
Outcomes	every young person successfully accessing his/her full entitlement across the 5 outcomes
Measures of Success	LAA Targets 1. Authorised & unauthorised half days missed as a % of total half days attended Middle Schools 9-13 yrs - Target 6.3% April 07 High Schools 14 – 19 yrs (LPSA) – Target 10.2% April 07 APA 2. To align with SN at 4.77% on authorised absence in primary schools by 2008 3. Local target To reduce by 5% the No of LAC /SEN pupils on fixed term exclusion Provision of full time education for pupils with 5 or more days exclusion; in line with government policy, from September 2007 Keep level of permanent exclusions low/reduction to zero. Faster reintegration into another school for those that are permanently excluded
Actions	Date	Who	Outputs	Resources
1. attendance	end September 2006	Council Keith Simmonds, HoLE, / Prue Grimshaw, HoCF Doug Wright, Access and Inclusion Officer	School leadership teams effectively link attendance to achievement outcomes. The data infrastructure enables effective tracking of individual attendance and intervention Area parenting support can be effectively used as a preventative strategy with families SIMS attendance module (finally) in operation	Link Inspector team Primary Strategy Team Secondary Strategy Team Access and Inclusion Service Youth Service Council and Children’s Trust management teams Special Educational Needs teams Through the Roof project: Partner schools Partner authorities National strategy teams NCSL Specialist Schools Trust Establishment of cluster support centres - £350,000 over three years Need for co-ordination of polices, plans and resources-not just across Children’s Services, but the whole island-public and voluntary sectors. Some resources are already committed for these tasks: SIMS Attendance and Sentinel have been purchased. Use of Youth Service and its resources in flexible timetabling. Education Welfare Service, Pupil Referral Units, Behaviour Support Service, KS 3 and 4 Behaviour and Attendance Consultant. Staff time and IT resources to implement such monitoring Funding needs to be found for local units and continued expansion of WISE satellites. Need for better I.T. resources to enable home working /studying for pupils and staff. Further resources need to be identified/developed in addition to existing / known resources such as voluntary/ community sector (IWAC, Challenge and Adventure, SOL Ecole), IOW college and 14-19 Curriculum Strategy to enable true flexible timetables with individualised learning.
2. behaviour and behaviour infrastructure	Start September – October 2006 by September 2007		School leadership takes the lead responsibility for tier 1 and 2 actions. Lead professional role with individuals Teachers classroom management skills are improved to enable good teaching Cluster support centres and area behaviour teams are established for tier 3 and 4 actions – linked to whole Island PRU provision Development of a range of sub strategies and tightening or re-writing of protocols- for example Parenting Strategy, Re-integration Protocol (Reintegration of permanently excluded students to take place within the agreed twelve week timescale.) Managed Move Protocol, Anti-bullying Strategy, Teenage Pregnancy Strategy. Development of collaborations (as required by DfES) Develop system for central monitoring of pupils on flexible timetables. Roll out of Sentinel software with regard to monitoring (and researching) bullying and racial incidents. Development of local/cluster units-pilot brought into operation during academic year 2006-07. Roll out of others thereafter. Development of separate referral units for medical and KS 1 & 2 Behaviour - as agreed by Cabinet Development of WISE satellites-as agreed by cabinet. Catering venture due on stream Easter 2007.
3. flexible timetables	end November 2006		All pupils receive 25 hours tuition All pupils on flexible timetables are known and the impact of their provision evaluated – all have a lead professional Advice and Guidance on definition and use of flexible timetables. Develop system for central monitoring of pupils on flexible timetables. Note: This links to the general move towards individualised learning plans for all learners. Possible need to merge IEP’s, PEP’s, PSP’s into one unitary plan/ document.
4. management of exclusion	end December 2006		Thresholds for exclusion consistent in all institutions LIs focus challenge to re-integration and incidence of re-exclusion Re-integration is effective for pupils and families – incidence of re-exclusion reduced Tightening or re-writing of Re-integration Protocol Authority to facilitate and Schools to agree and implement it
5. vulnerable groups			The data infrastructure enables effective tracking of vulnerable individuals Key needs of individuals are shared across agencies School leadership engages with the known lead professional and family to match the education environment to need As in: LAC, Pregnant, Excluded, Black, Gay, Homeless, Disaffected, Socially Excluded, SEN, Mental Health Needs. Many of these would have specific policies and plans to address their needs from across the council.

Issue 3	Develop a monitoring and evaluation procedure for the Key Stage 3 initiative
Outcomes	good added value for all young people across Key Stage 3
Measures of Success	Meet LAA/BVPI targets for KS3 achievement : July 2007 : 69% Eng 74% Maths 70% Science 74% ICT July 2008 : 72% Eng 76% Maths 72% Science 76% ICT July 2009 : 74% Eng 78% Maths 74% Science 78% ICT
Actions	Date	Who	Outputs	Resources
1. establish recording system to track and monitor pupil progress across all KS3 schools;	end September 2006	Council Secondary Strategy Manager / Rose Ward, SI	Consistent data management system developed across all KS3 schools with appropriate training identified and delivered	Members of School Improvement Team as necessary to include Primary and Secondary Strategy Consultants Contributions from Regional National Strategy Advisers Core activity – in base budget and Strategy Grants; time allocation for meetings and reporting
2. embed KS3 programme in Secondary Strategy action plans	end October 2006		On take up of post (01.09.06) new Secondary Strategy Manager to review current plans
3. evaluate progress at regular measure points (to be agreed with schools)	dates as agreed with Sec Strategy Steering group		Measure points to be set at first Autumn meeting of Strategy steering group; Data analysis at regular measure points to include trends over time and predictions of grades at final assessment
4. Tighten assessment processes to ensure that the right pupils are entered for KS3 SATs at the end of Y8.
5. establish secure differentiated curriculum in Y9
6. report on evaluation to Director at agreed dates	dates as agreed		SSM & SI to establish and complete regular reporting mechanism

Issue 4	Improve the quality of performance management by further strengthening service planning and individual appraisal processes
Outcomes	consistently strong individual, team and service performance to achieve high quality added value for children and young people across the 5 outcomes
Measures of Success	1. Costed and measurable outcomes enable review of C&YPP progress and value for money 2. Use of dataset enables outcomes based QPMR on a quarterly basis 3. PDR appraisal and review measures individual outcome impact to relevant QPMR indicators
Actions	Date	Who	Outputs	Resources
1. collate delivery plans for C&YP Plan	end of January 2007	Council Keith Simmonds, Head of Policy, Planning and Commissioning	All actions within the C&YP Plan can be tracked to individual timed and costed project plans for delivery Focus to JAR action plan for October 2006 – whole C&YP Plan for January 2007	Workforce re-modelling team Corporate support team and CORVU performance management team Performance management training for all £5000 SMT use of Service Board methodology Contributions from CSA Adviser External assessment APA – Audit Commission Member monitoring and challenge
2. set up data management system to collect and analyse full Children’s Services dataset and balance scorecard	end of October 2006		CORVU dataset is operational and known to all team managers All team managers trained in use and analysis Headlight indicators established for the Directorate and teams Tracking frequency of headlight indicators operational
3. map service and team plan outcomes to C&YPP	end November 2006		Relationship of service and team plans to C&YP Plan and JAR AP known Service and team plans prioritized to achieve JAR AP outcomes
4. participate fully in corporate performance management arrangements, e.g. Service Boards	end January 2007		Service Board methodology established across the Directorate Directorate action informs corporate and vice versa Actions can be tracked – audit trail of changes can be evidenced
4. provide quarterly progress reports on C&YPP outcomes to Children’s Trust Boards	end February 2007		Quarterly performance report methodology effectively used by CT to evaluate and challenge performance Success is known weakness addressed
5. establish individual work programmes which map to service and team plans	end November 2006		All individuals in the Directorate know their work programme and its impact on performance Individual programmes evaluated for match to key priorities Concept of regular one to one with managers operational for all

Issue 5	Analyse reported incidents of racism and provide feedback to schools on the nature of incidents and resulting action to assist them with prevention
Outcomes	a significant reduction in reported incidents of racism in and out of school
Measures of Success	1.Register of all reported incidents and action taken enables analysis 2. Analysis of incidents reported as part of QPMR - quarterly to Council and Directorate SMT 3. Analysis of repeated incidents against preventative action reported on a six monthly basis - 5% reduction of incidents in 2007 - 8% in 2008 from 2006 base line
Actions	Date	Who	Outputs	Resources
1. mechanism to ensure that all schools report incidents properly	end September 2006	Council Keith Simmonds, Head of Policy, Planning and Commissioning	Schools provide monthly returns LI’s follow up where returns are not made School leadership awareness is raised through impact assessment	Corporate Diversity Team CS Equality monitoring group Partner schools Partner authorities Partner agencies - Police
2. analysis of incidents undertaken on termly basis and fed back to schools	end January 2007		Termly analysis report shared with schools and corporate diversity team Key actions identified and shared with schools Equality/Diversity monitoring group provide cross agency forum to support action
3. monitoring in schools by link inspectors to ensure that analysis is acted on	end January 2006		Li’s follow up all incidents and report school action on NofV This evidence evaluated to determine good and weak practice
4. monitoring, support and challenge to schools to bring numbers of reported incidents down	end July 2007		Impact assessments completed annually to evidence actions to raise awareness and reduce incidents Incident trend and actions annually reported to Members

Issue 6	Strengthen project and programme management
Outcomes	consistently strong project and programme management whereby projects and programmes are delivered on time, within budget, to a high quality to achieve high quality added value for children and young people across the 5 outcomes
Measures of Success	1. Initiation of projects can evidence a sign off process with costed business plan - reduction in number of projects - outcomes measurable in relevance to key Council/Directorate objectives 2. 90% of team leaders have PRINCE2 capability by March 2007 3. Quarterly QPMR monitoring enables business/cost opportunity decisions and adjustments to be made 4. Audit on all project completion enables evaluation of impact, lessons learned - improved business cost analysis - 3% reduction in project costs for higher outcomes by 2008
Actions	Date	Who	Outputs	Resources
1. establish clear project and programme management methodology, based on PRINCE2, differentiated to match the scale of the project / programme		Council : Keith Simmonds, Head of Policy, Planning and Commissioning / Bob Street, HoAudit
2. train key staff in project and programme management
3. establish process for prioritisation and approval of projects and build into the Children and Young People’s Planning process
4. build the monitoring of project and programme management into the Council’s performance management arrangements
5. provide impact evaluation on project and programme completion	end January 2007

Issue 7	Build the capacity of the Children and Families Division to ensure that child protection cases always have an allocated social worker
Outcomes	all child protection cases have an allocated social worker
Measures of Success	1. LAA targets 2. % of children in need re-referred to social care in the last 12 months. Target 28% by April 2007 3. % of child protection re-registrations during the year. Target – 14% by April 2007 4. % of parents 3-19 year olds aware of / accessing parental support initiatives Local Target 5. Weekly monitoring of case load no unallocated cases identified by end August 2006
Actions	Date	Who	Outputs	Resources
1. review all team remits and case load capacity	end August 2006	Council Prue Grimshaw, HoCF; Liz Harkin, Safeguarding Manager	Review eligibility criteria in line with ECM. Ensure all CIN in need of safeguarding have an allocated social worker including children with a disability. Securing timely assessment to inform safe and appropriate closure after meeting need in line with the development of Lead Professional and CAF and Pathway Planning	Multi-agency /interdisciplinary training across specialist, targeted, universal services inc voluntary sector supported by Workforce re-modeling team. Children’s Trust management teams. Community/Schools pilot project team. Members, Council, Children’s Trust management teams/Local Preventative Strategy Service Managers JC &LAC/ Family Services/QA.
2. review service area structure and thresholds	end December 2006		Identify most appropriate structure aligned to service need incorporating the development of Lead Professional/CAF & Pathway Planning in order to support all identified vulnerable children especially those with a LDD or complex need. To reduce need for targeted service provision by ensuring robust universal services in place.
3. implement a recruitment and retention drive	end October 2006		Recruit appropriately experienced qualified staff with a view to the development of frontline integrated/multi-agency teams. Review re-instigation of recruitment and retention forum.
4. improve timescales of core assessments /care plans & planning by weekly monitoring of data reports	end August 2006		Review of current process to reduce bureaucracy and that all professionals involved with Core Assessments/care plans ensure ownership to improve outcomes for C&YP.

Issue 8	Ensure that childhood immunization rates are improved
Outcomes	Maximum number of children immunized
Measures of Success	Increase in children who have first MMR by 2^nd birthday in line with government criteria
Actions	Date	Who	Outputs	Resources
Rigorous campaign including school nurses, midwifes and health visitors, GPs. IW Campaign including simulated model of an outbreak and affect on Isle of Wight Lists of children not immunized given to professionals	1% increase year on year	Director of Public Health Rachel Hayes PCT	Immunisations available through Children’s Centres Training for child minders in cycle of change techniques to promote uptake Local media campaign with the VCS, the Isle of Wight College, NCT, pre and post natal classes, Neighbourhood Nurseries and preschools

Issue 9	Develop a strategy and a delivery plan to ensure that the CAMHS meet the needs of children and young people
Outcomes	Improve the emotional well being and mental health of children and young people
Measures of Success	Performance indicators agreed and in place across the Preventative strategy including: Number of re referrals to specialist CAMHS (Tier 3) % increase in GP referrals of under 18 yr olds for Tier 1 and 2 mental health support (? Or is this a decrease in referrals to Three national Public service Agreement Targets achieved 24 hour 7 days a week provision Specialist services for young people with learning disabilities Services for 16 and 17 years olds
Actions	Date	Who	Outputs	Resources
1.Current strategy until October 2006 2006 – 2007 under development 2. Awareness campaigns including World Mental Health Day and launch of the revised action plan at the Director of Head teachers conference on parenting 3. Tier 1 Pilot of Social and Emotional Aspects of Learning (SEAL) funding applied for to roll out to all schools 4. Tier 1 training as part of induction and Common Core Skills and as part of PDR for universal services including primary care teams, Children’s Centres, Healthy Schools and Extended Schools in recognizing early signs of mental ill health 5. Tier 2 identify services that have a role to play in delivering Tier 2 services and make the accountability explicit 6. Develop directory of services for comprehensive CAMHS to facilitate appropriate and timely signposting to services (direct link to the Local Preventative Strategy and priority 2 in the Children and Young People’s Plan 7. Tier 3 Develop step down provision with care pathways / continuing provision for young people to leave Tier 4 and Tier 3 services as part of a recovery model. To include private providers as well as Leigh House, acute emergency provision and forensics. Explore links to development of mentoring with Voluntary sector and Connexions to re integrate back into school and local community 8. Implement Early Interventions in Psychosis Service 9. Implement transition policy for young people moving to adult services 10. Tier 4 Develop capacity to provide day provision, outreach and training for sevenacre staff in child and adolescent acute mental health	Launch October 2006	Clinical Director of CAMHS Rachel Hayes PCT / Simon Dear, CT Manager	· Training on child development delivered to all clusters and revisited regularly · Promotion of Communicating Matters · Development of the Early Identification Projects (Multi agency) · Developing relationships between parents/carers and young children (evidenced in reduced referral to Behaviour support and/or CAMHS, improvement in Foundation Stage Profile (FSP)) · Developing communication skills and interaction (links with relationships) measured with Sure Start language measure and reduced referrals to Speech and Language Therapy · The core offer within Children’s Centres is dynamically pro active. The outcomes have been designated by DfES together with the list of desirable outcomes in the Children’s Centre Strategy · The Core Professional Purpose and the principles of the Early Years Service are the drivers for the pro active work of the service. The Development plan has outcomes which, again, may offer some insight to DfES on how things will impact and make a difference · Social and Emotional Aspects of Learning in all schools · Progression of Extended Schools programme Wave 2 training (21 schools =30%. In total +78% trained) and Wave 3 training (15 schools =22%. In total 100% trained)	Incorporate launch with the Director of Head teachers conference on parenting Funding bid submitted to roll out SEAL programme to all schools Develop funding opportunities with VCS to provide interagency training and workforce development Develop more formal links with Hampshire Children’s Trust pathfinder (Comp CAMHS focus) Incorporate into the development of the Directory of Children’s Services building on Children’s Information Service and Information Sharing and Assessment investment South central Strategic Health Authority exploring most effective use of step down provision across Hampshire and the Isle of Wight

Issue 10	Develop and implement a comprehensive preventative strategy
Outcomes	Overall reduction of referrals to Tier 3 and Tier 4 services and an overall increase in access to Tier 1 preventative services and Tier 2 early intervention services
Measures of Success	1. Prevention performance indicators agreed through the LAA and in place across the preventative strategy/C&YP Plan 2. Agreed working model of evaluation of prevention and early intervention in operation 3. Performance management of the preventative strategy in operation through CorVu and reported regularly through the Children and Young People’s Trust - the top 10 – 15 indicators that provide a monthly assessment of progress in delivering the Local Preventative Strategy
Actions	Date	Who	Outputs	Resources
1. Update existing preventative strategy 2004-2005 with audit and map of existing services across the Tiers including the identification of gaps in Tier 2 in the management of chronic disease	1^st January 2007	Children’s Trust Board / Council Prue Grimshaw, HoCF / Rachel Hayes PCT / Simon Dear, CT Manager	Each member of staff, volunteers, Parish and Town Councils have a copy of the preventative strategy and understand the role they play in prevention. Production of Directory of services to enable effective signposting to the appropriate service	All services, staff, budgets and resources within the remit of the Children and Young People’s Trust Develop further the capacity building support within the Voluntary and Community Sector through the service level agreement with the Rural Community Council. The further development of the Children, Young People and Families VCS Network as part of the Council for Voluntary Services Establish link to academic institution to provide information advice and guidance on research and evidence base in prevention Seek mentoring support from the Public Health Observatory Establish buddying support with a Beacon Council on prevention Join a LGA IDEA network to provide a critical friend role Support increase in staff achieving Masters qualifications in public health and health promotion
2. Revise needs assessment Review literature for evidence-base for prevention - do this now so that we can list things we can actually do in this action plan	1^st January 2007		All preventative and targeted services have clear stated aims, objectives, needs assessment and cited evidence base of how they with parental support provide Tier 1 and 2 services and that this is communicated to those receiving each service. Co-ordination of Tier 1 and 2 services so the right children and young people access the right services. Define accountability of Tier 1 and 2 services of their preventative role
3. Undertake a local cost/benefit analysis to quantify returns (both financial and quality of life added) in investment in prevention -	1^st January 2008		The preventative strategy is underpinned by a clear financial strategy that identifies savings in a reduction in the use of Tier 3 and 4 services and how these savings are reinvested into Tier 1 and 2 services
4. Instigate action plans for delivery of preventative strategy 2006 to 2009 Need to unpack the 2004/5 preventative strategy to identify different work-streams which will actually develop preventative and early intervention services; these should be listed as the identified actions. Need to include a lot from the parent and family support strategy Make explicit the role the voluntary and community sector (VCS) and independent and private providers play in prevention Build further capacity in the VCS Train and support Tier 2 workers to identify and develop packages of care and support for families in a co-ordinated and integrated way. Develop Tier 2 services to generate Common Assessment Framework and develop Tier 3 services to receive these CAFs.	1^st January 2007		These impacts need to be more closely related to the particular actions proposed · Increase in the attainment of children and young people at all key stages · Increase in number of children and young people who access services, including schools and are included in activities · Decrease in incidents of bullying and racist incidents · Reduction of children on the Child Protection Register through an increase in families accessing parenting education and support · Increase in child immunization rates · Decrease in the number of children and young people who require Tier 3 and 4 specialist Child and Adolescent Mental health Services · Increase in young people in education training or employment · Increase in number of families in suitable accommodation and young people in supported or semi independent housing · Increase in numbers of young people accessing sexual health programmes · Reduction in the number of conceptions in young people aged under 18 years · Decrease in missing, decayed and filled teeth through the oral health promotion programme · Decrease in young people receiving final warnings through the Early Interventions Service · Halt/Decrease (check LAA) in obesity through the Community Chef programme as part of the Healthy Eating Alliance and Healthy Schools Standard · Increase in the educational achievement of looked after children who are supported by the Looked After Children’s Education Service · Increase in the educational achievement of Young Carers · Increase in the number of families that receive support where one or more parents misuse substances
5. Provide training in health promotion and prevention as part of common core skills for workforce development	1^st January 2007		· Every induction for new staff includes health promotion training. · The PDR states and meets the training needs for individuals around health promotion. · The training programme for common core skills includes health promotion training, early intervention, Lead Professional role and is open to the voluntary and community sector why all health promotion ? there is a lot more to prevention than this…

Issue 11 Is really a sub-set of Point 2	Review procedures for the reintegration of pupils out of schools to ensure earlier reintegration and effective support on entry to high schools
Outcomes	the successful reintegration of previously excluded young people into mainstream schooling
Measures of Success	1. No pupil out of school for more than one year by April 2007 2. Average time before re-integration to school 3 months by September 2007 3. Pupils re-excluded reduced by 3% in 2007 and by 10% in 2008 from 2006 baseline
Actions	Date	Who	Outputs	Resources
1. Review current procedures Can we see here and know what needs to be changed ? if so, put this into the action plan	end September 2006	Council Keith Simmonds, HoLE, / Doug Wright, Access and Inclusion Officer	Tightening or re-writing of Re-integration Protocol Reinstate the Managed Move Protocol between high schools and extend it formally to middle and primary (already used informally) Schools agreed and implementing it Development of collaborations (as required by DfES)	Development of local/cluster units to deal with learners who are exhibiting disaffection or have 5 days or more of exclusion. An effective Parenting Strategy and access to parenting groups at local level. Use of Youth Centres and Youth Service in flexible timetabling arrangements. Staff and financial resources for the six month support plan. (What happens after six months if say the one to one support ends, but the pupil still needs it?) Further resources need to be identified/developed in addition to existing / known resources such as voluntary/ community sector (IWAC, Challenge and Adventure, SOL Ecole), IOW college and 14-19 Curriculum Strategy to enable true flexible timetables with individualised learning. CAMHS/ISS type resources extended, but with swifter turn around of cases. Linked to SEAL and Healthy Schools work. Resources to set up the units. Qualified and trained staff. Link Inspectors already in place-change of role and outlook?
2. Establish all partner agreement to revised procedures – don’t we want to get all schools signing up to taking their share of excluded pupils (even ‘full’ schools) ?	Will not get all school agreement by end November 2006!!		Need a system whereby Aided schools (for example Trinity, ABK) also take their share. Current legislation does not allow for this. Full schools can be directed to take a Perm. Ex. (unless it would exceed 30 in Primary 1)
3. all pupils and parents provided with a six month support plan on re-integration – yes Could be too ambitious to be resourced! (Three months seems more achievable/realistic.)	end January 2007		Need to develop school based skills (and individualised learning plans) along with use of local units. This should both reduce the number of learners reaching Perm. Ex. and act as a part of the re-entry strategy.
what action can we propose that makes reintegration happen quickly ?			The local authority needs to be more directive and use its powers not only to get schools to admit the excluded learner, but accept that it is their responsibility to nurture and ensure they survive there!
what package of measures can we put in place (in the PRU?) so that the pupil is equipped to return to mainstream and stay there ? Cannot undo years of poor parenting in five seconds! PRU’s already offer many packages of measures.			Intensive Literacy (and Numeracy) Programme-as many excluded pupils have poor levels of literacy or numeracy, which makes accessing the curriculum difficult. Self esteem building / emotional literacy Input from outside agencies, ‘Get Sorted’, Community Police, School Nurse Drop in. Possibly the ‘advice’ from the PRU on how to successfully re-integrate the learner having a greater weight than ‘advice’. Many of the excluded pupils would survive better in mainstream school with individualised timetable around subjects/activities that motivate them, in smaller groups with more one to one support. However, not as simple as that. Some pupils will never manage in mainstream school. Need to develop more effective CAMHS and ISS type resources, with instant/early access.
Development of Nurture Units in primary schools.			Preventative, early intervention for targeted/identified young people.
Development of lead Professional role. Development of Link Inspectors into Cluster Co-ordinators (as School Improvement Partners demises their current role).			Resources and inputs for families and young people more effectively targeted.

Issue 12	Complete the implementation of the 14-19 strategy and Learner Entitlement in conjunction with stakeholders
Outcomes
Measures of Success	1. Targets for participation, retention and achievement, within 14-19 action plan and LAA are met. 2. Increased mixed L2/3 vocational /academic courses from 2006 on offer. 3. 10% reduction in small post 16 groups (below 10 students) from 2006 baseline by September 2007 4. GCSE performance indicators in line with LAA targets by 2009 5. A/AVCE points score in line with national position by 2010 6. Reduction in NEET to meet 2009 LAA target 7. Learner surveys indicate satisfaction at securing first choice of courses is above 85% by 2007 – 90% by 2008. 8. Value added indicators from KS3 to 4 and from KS4 to KS5 are satisfactory or better.
Actions	Date	Who	Outputs	Resources
1. Implement a good practice dissemination strategy with all partners to ensure wide understanding of the success criteria for the learner entitlement and focused work to expand the range of courses available to learners.	end October 2006	Council Jackie Boxx, Inspector with responsibility for 14-19 Jackie Boxx, Inspector with responsibility for 14-19 Jackie Boxx, Inspector with responsibility for 14-19	Outline strategy including marketing and distribution, produced and distributed to key providers for comment. Strategy with implementation timetable agreed. All the strategic 14-19 groups and young people’s groups have received a presentation on and publications relating to the Strategy and the learner Entitlement. 90% of high school staff sampled are familiar with the aims of the strategy. 90%+ of Y9 and Y11 learners sampled have received a copy of the Learner Entitlement by December 2006 and know the process for making a complaint if not receiving their entitlement. 100% of learners who complain are satisfied with the remedial action taken.	Printing and distribution costs(PIAP) 14-19 Consultants
2. Establish a monitoring cycle to impact and measure the outcomes of the learner entitlement delivery.	end November 2006		Methodology and timetable for collecting evidence agreed, including the use of the quality framework and toolkit. Full arrangements in place. Termly report on the quality and range of provision in 2 providers. Annual report on the change in provision produced.	Time from 14-19 quality consultant.
3. Establish a support structure between the college, WBL and the two school hubs for implementation of the specialized diplomas.	end October 2006		14-19 coordinator post confirmed. Schedule of curriculum consortium meetings set up to integrate with 14-19 Provider Group timetable. Work plan of the coordinator agreed based on the requirements of the ’14-19 progress checks’ and timeframe associated with piloting the specialized diplomas. Partnership working is developed to pilot the specialist diploma.	Time from the 14-19 consultant.
4. Ensure the publication of high quality information leaflets and a programme of guidance events.	End November 2006 and annually	Connexions	Focus group of learners’ views on key publications are collated and used to revise key publications. Choices leaflet revised, published and distributed to all Y9 and Y11 learners. Connexions organize annual 14-19 Guidance event and increasing numbers of learners attend, including those vulnerable groups who are supported to attend. 14-19 consultants to attend all Y9 and Y11 options evenings.	Time from 14-19 Consultant. Publication costs.
5. Develop the on-line area prospectus and common application processes.	End July 2007	14-19 Consultant	Process trialled with a cross section of provider details. System ready to be fully implemented by April 2007. Awareness raising campaign completed regarding launch.	Time from 14-19 Consultant.
6. Implement an annual cycle of quality inspections for level 2 vocational provision, based on learner voice.	July 2007	Jackie Boxx	Annual report on the quality of teaching and learning supports decisions on the location of provision. Training programme constructed to target and improve the skills of key staff. Improved judgements regarding the quality of teaching and learning on vocational courses. Learner satisfaction and achievements on courses increase.	Time from 14-19 Consultants

Issue 13	Integrate management information systems of all partners
Outcomes	All the Children’s Trust partners’ management information can be brought together to support integrated services to support the needs of individual children and young people.
Measures of Success	1. 90%-95% data accuracy levels established in key data sets by January 2007 2. 5% reduction in systems down time by July 2007 from2006 baseline integrated child identifier allows 3. 90% accuracy match by January 2007 4. 90% of operational staff with refreshed training by July 2007
Actions	Date	Who	Outputs	Resources
1. Audit and establish an action plan to achieve DfES phase 2 requirements by January 2007 – 15 days of Anite to stablise data in SWIFT by November 2006 EMS System review by November 2006 Implement SWIFT Adaptor package to link data systems Health check undertaken to assess readiness and capability to implement Integrated Children’s System, Information Sharing Index and Electronic CAF Update technical infrastructure sequenced alongside corporate IT and management developments Update staff access to ICT Roll out staff training as part of the workforce development Identify two data performance co-ordinators Determine final interrelationship of data with Corvu to link Local Area Agreement, Annual Performance Assessment and monthly reporting of the top 10 indicators of progress.	end July 2006	Children’s Trust Keith Simmonds, HoPPC / Info Sharing Manager
2. review SIMS/EMS and Anite data input and accuracy levels – yes	end November 2006
3. Establish effective systems support infrastructure – any examples of what this might entail ?	end November 2006
4. establish integrated child identifier/flagging fields across all partners - yes	end October 2006

Issue 14	Review the curriculum offer to ensure an appropriate balance of academic and vocational provision post-16
Outcomes
Measures of Success	1. Increased mixed L2/3 vocational /academic courses from 2006. 2. 10% reduction in small post 16 groups (below 10 students) from 2006 baseline by September 2007 3. 16-19 capacity position resolved in principle by December 2006 4. GCSE performance indicators in line with LAA targets by 2009 5. A/AVCE points score in line with national position by 2010
Actions	Date	Who	Outputs	Resources
1. Implement the 14-19 curriculum entitlement offer ensuring the expansion of the vocational options available.	end September 2006	Council Keith Simmonds, Head of Policy, Planning and Commissioning / Jackie Boxx, Inspector with responsibility for 14-19 Council Keith Simmonds, Head of Policy, Planning and Commissioning	Senior leaders in schools understand the requirements of the curriculum entitlement. Meetings take place to support curriculum planning across the hubs, including common timetabling. Scrutiny of curriculum plans within schools and across the hubs develops provision Annual data report show increases in vocational course take-up	Time from 14-19 coordinator.
2. Consult on LSC proposals for 16-19 provision	end October 2006		LSC proposal received. Methodology and timescale of consultation process agreed. Consultation completed. Collation of feedback from all 14-19 stakeholders discussed and recommendations proposed. Council decision on LSC proposal.
3. Council decision on BSF one pathfinder school	end October 2006		Paper on options for the pathfinder school produced for discussion. Collation of views from providers. Recommendation(s) proposed. Decision made.
4. Rationalisation of secondary provision and curriculum	from September 2008		Rationalization of provision.
5. Curriculum provision for each hub is funded based on quality.	From September 2007 and then annual cycle.	LSC & Jackie Boxx	Value added analysis, scrutiny of performance data and quality reviews are used to identify high and low quality provision. Curriculum hubs to submit plans for 2007 post 16 curriculum offer for approval by 14-19 Executive group in January 2007. Provision located and funded only for courses of high quality.	Time from 14-19 consultants
6. Provision of a learner adviser in each school to ensure learners are on appropriate courses and receiving the support to achieve.	From September 2007	Jackie Boxx, 14-19 responsibility	Curriculum choices being offered for KS4 learners are scrutinized against prior data and learner preferences and feedback to curriculum managers in spring term. A ‘counselling’ session is available for learners and their parents about suitability of course selection.	One day per week from 14-19 consultants

Issue 15	Increase the range of suitable accommodation for families, young people and those who may require semi independent or supported housing
Outcomes	all young people are properly housed, including those who need semi-independent or supported housing
Measures of Success	LAA targets 1. Households in temporary accommodation Target – 320 by April 2007 2. Average time spent in temporary accommodation Target 48 weeks by April 2007 3. Homelessness Target – 260 by April 2007 4. No of units of affordable housing per year Target – 220 by April 2007 5. % of children in need re-referred to social care in the last 12 months. Target 28% by April 2007 6. reduction in eviction rates by cross-service effective application of benefits - 5% by July 2007 from 2006 baseline
Actions	Date	Who	Outputs	Resources
Are these the right 5 actions to solve the problem ?
1. implement with Council and voluntary partners a Dispersed Housing Scheme for young people	end January 2007	Council Mary Brimson, LAC manager / Phil Taylor, Housing Manager
2. establish a cross cutting panel to monitor and performance manage the strategic actions to address young people’s housing needs.	end November 2006
3. Put in place supported move-on accommodation for care leavers and other vulnerable young people.	end March 2007
4. Agree with partners a prioritisation system to ensure that the needs of vulnerable families in unsuitable accommodation are reflected on the Joint Housing Register.	end January 2007
5. monitor the eviction rates and patterns of eviction for vulnerable young people and families	end January 2007

Issue 16	Ensure that sexually transmitted infection rates for under 16s and 16-19 years are monitored and the delivery of sexual health programmes evaluated in response
Outcomes	A sharp reduction in sexually transmitted infections for those under 19
Measure of Success	1. Promotion of Chlamydia testing April 2007 2. 1^st year 30% 16-25 year olds tested 2007-2008 3. 2^nd year 50% 16-25 year olds tested 2008-2009
Actions	Date	Who	Outputs	Resources
1. Implement annual monitoring reports of infections rates to the Children’s Trust	March 2007.	Director of Public Health Rachel Hayes PCT/ Children’s Trust Commissioner	Accurate knowledge and understanding of the current situation for the young people of the Isle of Wight Implementation of Chlamydia Screening in April 2007 (which may result in a rise in detection which will enable us to have a better overview of the extent of the pool of infection)	Choosing Health money. Teenage pregnancy Strategy.
2. Review teenage pregnancy strategy in line with government NICE guidelines.	June 2007.		Response to the NICE guidelines.
3.Maintain and review of activities in place to raise awareness.	June 2007.		Evaluation of the activities in place to raise awareness.
4. Review access to GUM services.	June 2007		Understanding of needs in the community for access to the service.