Implications for the FE System

Every Child Matters originates from legislation to bring coherence to the thinking of education, health and welfare providers in supporting the development of children and young people. The very use of the term “child” in the title makes it seem as if ECM is not relevant to the post 16 sector. As a result it is likely that tutors and managers across the sector will be unfamiliar with the detail of its requirements. Indeed, much of the material produced to support schools does not use the language of the FE System. Furthermore, some issues included are not relevant post 16 and there are other matters that assume greater prominence or only become relevant for learners at, or after, the age of 16.

Consequently, EMCETT in conjunction wih TLO has produced this material, called Every Learner Matters, to help all post 16 providers analyse how their existing provision meets the requirements of the ECM outcomes and to inform professional debate about any gaps in their provision. The same tools can also provide insights into how to fill any gaps and/or improve the quality of existing provision in a planned and achievable way.

Background to ECM

The Green Paper “Every Child Matters” and the Children Act 2004 have led to a greater emphasis on the protection of ‘children and young people’, incorporating additional aspects such as; being healthy and enjoying and achieving. By definition ‘Children and young people’:

‘means those aged between 0-19, those who are over 19 and receiving services as Care Leavers under section 23C –24D of the Children Act 1989 and those over 19 but under 25 years with learning difficulties within the meaning of section 13 Learning and Skills Act 2000 and who are receiving services under that Act’.
(Children Act 2004)

This definition incorporates many of the learners who are currently participating in further education colleges, work-based learning and other post 16 programmes. Indeed, the introduction of Joint Area Reviews of children’s services (JARs) requires Ofsted to inspect all relevant services for children and young people whether delivered by statutory, voluntary or private providers. It is likely that the recent proposal to return the strategic oversight for the funding of all 16 to 19 programmes to local authorities will increase the importance for post 16 providers to demonstrate that they meet the ECM requirements.

The Common Inspection Framework (CIF) for all post 16 providers itself cross-refers the ECM outcomes to its own five key questions, which provides a guide as to where evidence might be found.

The five outcomes of Every Child Matters (ECM)

  • Being healthy
  • Staying safe
  • Enjoying and achieving
  • Making a positive contribution
  • Achieving economic well being

Broadly speaking the essence of the five areas for the post 16 service is as follows:

1. Being Healthy

Deals with all aspects of health and health promotion, such as encouraging learners to adopt healthy lifestyles and make healthy choices e.g. choosing not to take illegal drugs or smoke, or engaging in activities that aim to promote good physical, mental, emotional and social health.

2. Staying Safe

Is primarily about keeping learners safe from harm, both physically and emotionally. Child protection issues play a large part in this outcome so colleges and other providers should consider the potential risks at their premises and at any work place that a learner may access. For younger learners (14-16) issues around the length of working day and travel arrangements might also need to be considered.

3. Enjoying and achieving

Relates to learner enjoyment and success. Much of the evidence will come from learner views about their programmes of study. It can also be assessed through attendance patterns and the rate of progress that learners make. How well learners are supported, both with learning and personal development, will impact on this outcome.

4. Making a positive contribution

This is linked to improving self-confidence in learners to enable them to participate in their local communities. It is about learners developing positive behaviour, for example, choosing not to bully or discriminate. It is also linked to learners knowing and understanding their rights and responsibilities as individuals and members of society.

5. Achieving Economic Well-being

Relates to how well learners are prepared for the working environment and independent living. The development of skills for work and life is essential and includes learners’ ability to manage their own finances. The availability of careers advice and guidance and opportunities for work experience and progression routes into further study and employment also play a significant part in meeting this outcome.

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