Positive Contribution and Economic WellbeingThe Positive Contribution and Economic Wellbeing Partnership Group (PCEW PG) works on behalf of the Children??™s Trust board. Its role is to ensure that the outcomes as outlined within Every Child Matters??™ ???Make a Positive Contribution??? and ???Achieve Economic Well Being??? is delivered for children, young people and families in Stockton-on-Tees. The PCEW PG will also contribute and support both cross cutting outcomes and the strategic priorities as detailed in the Children and Young People??™s PlanPurposeThe purpose of these Terms of Reference is to set out the roles and responsibilities of the PCEW PG in relation to the Children??™s Trust Board in order that they facilitate the delivery of the most effective services for children and young people.Vision and ValuesThe PCEW PG will operate in a spirit of honest and open dialogue with collective responsibility for taking decisions. Members will operate within the delegated authority of their organisations. Members will work in collaboration to ensure operational delivery of the key outcomes required by the Children??™s Trust Board.The relationship between Stockton-on-Tees??™ Children??™s Trust and the PCEW PG will be based on ??? honesty and openness; ??? clarity, competence and confidence; ??? probity and good financial practice; ??? children and young people being directly involved in planning, organisation, delivery and evaluation; ??? a commitment to co-operate in the resolution of problems and difficulties.
The Positive Contribution and Economic Well Being Partnership Group (PCEW PG)The responsibility of the group is to: ??? ensure that its membership includes organisations and individuals that can help meet the needs of local young people 13 to 19 (up to 25 in some cases); ??? work closely with local agencies to fully understand local need and to identify gaps in provision and resources available; ??? receive reports on the work being undertaken from all partners that contribute to ECM outcomes ??? negotiate with Stockton-on-Tees??™ Children??™s Trust Board for resources; ??? advise the Children??™s Trust Board on the ability of organisations to deliver resources and services; ??? ensure that services works to uniform standards; ??? assist in bringing about culture change where necessary; ??? ensure that delivery and quality are monitored and action identified to maintain standards and continuous improvement.MembershipMembers of the group will need to reflect the wide range of local partners that impact upon the relevant ECM outcomes. ??? CESC: Head of Operational Services ??? CESC: Head of Services Integration ??? CESC: Commissioning Team ??? CESC: Head of Performance ??? CESC: School Improvement ??? Renaissance Partnership Boards (4) ??? Learning and Skills Council ??? Connexions ??? Housing ??? Voluntary and community organisations (2) ??? Youth Service; ??? Jobcentre Plus; ??? Sure Start (incl TP) ??? Lead Elected Member for Children and Young People ??? Youth Offending Service ??? Schools and colleges (including Special Schools) ??? Work based learning provider ??? Social care services; (inc LAC/ Care Leavers / AST) ??? Drug Action Team; ??? Tees Active ??? Head of Alternative Education ??? Police ??? EmployersEach member will be an equal and active partner.Any member failing to attend three consecutive meetings will be deemed to have forfeited their membership. The group may invite the relevant organisation to propose a new member, or invite the existing member to continue if it feels there is a satisfactory reason for non attendance.Children, young people and their families will be involved via the extensive network of Participation, Involvement and Consultation forums. This linkage will be provided through the CESC Strategic Manager (Partnerships) and ???Involving young people??? will be a standing item on the agenda.
Where appropriate, groups of representative young people will be invited to attend / present to the group.Specific Service Providers will attend by invitation of the Chair/Vice Chair in relation to specific agenda items.Chair/Vice Chair ArrangementsChairCESC Head of Operational Services shall act as Chair.Vice ChairThe voting members will elect a Vice Chair. The Vice Chair will be elected by a simple majority of all voting members.Membership Interests/ProbityEach member of the group is required to declare any personal or pecuniary interest (direct or indirect) in any agenda items for discussion and shall take no part in the discussion or decision-making on that item.
SecretariatThe administration of the group will be supported by the Connexions Locality Team.The secretariat will be nominated from existing staff and will arrange taking of minutes at meetings and collate / distribute all relevant papers.Frequency and Duration of MeetingsThe group will meet quarterly. The normal duration will be no more than 3 hours. Special meetings can be convened by any voting member with approval from the Chair / Vice Chair.
Agenda SettingAgenda Items including papers must be sent to the secretary of the group at least 10 working days prior to the meeting. Any emergency items should be notified to the secretary 24 hours in advance of the meeting.The Chair will agree the agenda for each meeting with the Connexions Manager. Agenda papers will be sent out a minimum of 5 clear days in advance of the meeting.Group members may receive confidential papers relating to service, financial, planning and performance issues. These matters should not be discussed / shared outwith the group unless authorised by the relevant parent organisation. It will be assumed that all papers are in the public domain, unless otherwise indicated.Achievement Measures / OutcomesThe group will perform the role of a Children??™s Trust Outcome Group for ???Make a Positive Contribution??? and ???Achieve Economic Well Being???.
The group will be well placed to report to the Children??™s Trust on all service delivery aspects relating to these outcomes and in particular the relevant Key Judgements and Performance Indicators required by the Annual Performance Assessment and the Joint Area Review (Appendix 1)Appendix 1KEY JUDGEMENTS, EXAMPLES OF EVIDENCE AND PERFORMANCE INDICATORS FOR USE IN ANNUAL PERFORMANCE ASSESSMENTMaking a positive contribution: how far do local services enable children and young people to make a positive contribution|Key judgements |Examples of evidence ||4.1 Children and young people are supported in |Planned opportunities are provided for children and young people to develop a range ||developing socially and emotionally |of secure and positive relationships with adults and other children. || |Mentoring and other support is provided for children and young people having || |difficulties in developing and maintaining positive relationships with others.
|| |Parents and carers having difficulties in maintaining positive relationships with || |their children have access to support. || |Children and young people have opportunities to provide mentoring support to others.||4.2 Children and young people, particularly those |Children, young people and their parents are supported at key transition points in ||from vulnerable groups, are supported in managing |their lives. ||changes and responding to challenges in their lives|Children and young people are supported in coping with traumatic events and major || |changes in their lives.
|| |Children and young people are empowered to deal positively with threatening || |circumstances. || |Young carers are supported to enable them to lead as normal a life as possible. ||4.3 Children and young people are encouraged to |Individual children and young people are consulted and listened to when key ||participate in decision making and in supporting |decisions affecting their future are made. ||the community |Children and young people are consulted and listened to when key decisions are made || |about local provision, particularly focusing on what they most enjoy.
|| |Children and young people are encouraged to participate in the planning and || |management of services and activities. || |Children and young people are encouraged to take part in and to initiate voluntary || |activities to support the community and environment. || |Children and young people are helped to acquire the knowledge and understanding to || |become informed and responsible citizens. ||4.4 Action is taken to reduce anti-social behaviour|Measures are in place to identify children and young people at risk of anti-social ||by children and young people |behaviour. || |There is a range of activities to deter children and young people from anti-social || |behaviour. || |Agencies cooperate to reduce anti-social behaviour in local trouble spots. ||4.
5 Action is taken to prevent offending and to |Children and young people who have offended or are at risk of offending are provided||reduce re-offending by children and young people |with a range of activities and support to assist them in leading law-abiding and || |constructive lives and to raise their self-esteem. || |Arrangements are in place to address specific educational and training needs of || |young offenders and to coordinate the education of young people who are taken into || |custody. || |Arrangements are in place to address specific mental health needs of young || |offenders. ||4.6 Children and young people who are looked after |Looked after children and their carers are encouraged to participate in planning, ||are helped to make a positive contribution |placement and review meetings where key decisions are made and their views are taken|| |into account.
|| |Transitions of placement, education and other services are managed effectively. || |Looked after children and their carers are consulted on procedures and provision and|| |their views are taken into account. || |There is an independent advocacy service for looked after children and their carers,|| |and procedures for them and their carers to submit representations and complaints. || |Action is taken to secure and retain a range of foster and residential care || |placements that enable children and young people??™s cultural, religious and || |linguistic heritage needs to be met. || |Action is taken to ensure reasonable access for the families of looked after || |children placed away from home and the maintenance of contact is encouraged.
|| |Looked after children who offend receive specific guidance and support. || |Roles and responsibilities in terms of corporate parenting are clear and understood || |by all concerned. ||4.7 Children and young people with learning |The views of children and young people with learning difficulties and/or ||difficulties and/or disabilities are helped to make|disabilities, individually and collectively, are sought, recorded and shared between||a positive contribution |agencies to inform key decisions about them. || |Children and young people with learning difficulties and/or disabilities are || |supported in submitting their views, including making complaints, and feedback is || |provided to children and young people in a form they can understand.
|| |Children and young people with learning difficulties and/or disabilities and schools|| |are properly prepared and supported for transition to the next phase of education. || |Young people with learning difficulties and/or disabilities receive impartial || |information, advice and guidance on educational, training, and employment || |opportunities post-16. || |Extended day care and respite care are available to support children and young || |people with learning difficulties and/or disabilities and their families. ||Performance indicators ||Youth offending information ||Recidivism ??“ the rate of re-offending ||The number of first timers in the youth justice system ||Breach/recall action taken place within national standards timescale ||Case supervisor actively liases with others who provide interventions ||Most recent ASSET score ??“ improvement over initial score ||Participation and other activity information ||Contact: the percentage of young people aged 13??“19 reached by publicly funded youth services ||Ratio of full-time equivalent youth workers to young people aged 13??“19 || || || ||Inspection evidence ||Childcare registration and inspection actions on the equal opportunities, special needs, behaviour, and partnership with parents ||national standards; and childcare inspection judgements on Making a Positive Contribution ||Section 5 school inspection judgements: the extent to which learners make a positive contribution (primary, secondary and special ||schools) ||Looked after children and care leavers data ||PAF CF/C81: the percentage of children aged 10 or over who had been looked after continuously for at least 12 months, who were given a ||final warning/reprimand or convicted during the year for an offence committed whilst they were looked after, expressed as a ratio of the||percentage of all children aged 10 or over given a final warning/reprimand or convicted for an offence in the police force area ||PAF CF/C63: the number of children and young people who communicated their views specifically for each of their latest statutory review ||as a percentage of the number of children and young people who had been looked after at 31 March for more than four weeks |Achieving economic well-being: how far are local services contributing to the economic well-being of children and young people|Key judgements |Examples of evidence ||5.1 Action is taken by partners to support families|Parents and carers are informed about the range of childcare facilities available to||in maximising their economic well-being |them.
|| |Parents and carers are encouraged to take up in and out of work benefit and tax || |credit entitlements. || |Partners are aware of and minimise the financial stress on families of childhood || |activity, such as cost of school trips, transport, and entry to libraries and sports|| |facilities. ||5.2 Young people aged 11??“19 are helped to prepare |Young people are supported in developing self-confidence, team working skills and ||for working life |enterprise.
|| |Steps are taken to ensure that young people are financially literate. || |Opportunities for vocational studies are available for all Key Stage 4 pupils. || |All Key Stage 4 pupils undertake work-related learning and useful work experience. || |Careers education and guidance is provided to all pupils in Key Stages 3 and 4. || |Impartial information, advice and guidance on education, training and employment || |opportunities are available to all 13??“19 year olds. || |Action is taken to identify groups under-represented in education and training || |post-16 and to target recruitment strategies accordingly. || |Personal, financial, welfare and advocacy support is available to 16??“19 year olds to|| |support their education or training. || |16??“19 year olds??™ personal and academic developments are monitored; challenging but || |realistic targets for improvement are set; provision is planned to reflect this.
||5.3 Action is taken to ensure that 14??“19 education |14??“19 provision is planned collaboratively in response to an evaluation of the needs||and training is planned and delivered in a |of children and young people in the context of the local and national economy. ||coordinated way, and to ensure that education and |Provision is planned to give access to a range of affordable and structured learning||training for 16??“19 year olds is of good quality |opportunities post-16, with smooth transition from one to another, to support || |progression to further and higher education, training and employment for all || |learners. || |Provision is planned in a way, which is sensitive both to race and other equality || |issues and to the needs of potentially underachieving groups. || |Provision is sufficiently flexible to enable young people to review and revise the || |choices they have made. || |Education and training providers for 16??“19 year olds are monitored, challenged and || |supported in improving their provision, especially the curriculum and the quality of|| |teaching.
Intervention is undertaken, when necessary, to ensure the provision of || |acceptable standards of education and training. || |Education and training providers for 16??“19 year olds are encouraged and supported in|| |self-evaluation to ensure continuous improvement. || |Inclusive practice by schools, colleges and training providers for 16??“19 year olds || |is encouraged. || |Education and training providers for 16??“19 year olds are implementing appropriate || |race equality schemes and promoting good race relations. ||5.4 Community regeneration initiatives address the |Initiatives are targeted at the most needy areas and address the broad range of ||needs of children and young people |family needs in an integrated way. || |Residents, including children and young people, are involved at all stages in the || |identification of need and the planning, management and review of community || |regeneration initiatives. ||5.
5 Action is taken to ensure that young people |Action is taken to maximise the proportion of children and young people living in ||have decent housing |homes that meet the decent homes standard. || |Support is available for families and young people seeking to transfer within or || |enter the social housing market. || |The use of temporary accommodation for families with children and young people is || |minimised (NSF 1). || |Teenage parents unable to live with family or partner are offered supervised, || |semi-independent housing with support. ||5.6 Children and young people who are looked after |All looked after children over 15 years have pathway plans and, as appropriate, ||are helped to achieve economic well-being |transition plans which they have been involved in drawing up and which are regularly|| |reviewed. || |Care leavers are encouraged and supported in engaging in education, training or || |employment.
|| |Personal and welfare support are available to all looked after children aged 16??“19 || |to support their education or training. || |Care leavers are able to access age-appropriate services to support their mental || |health and well-being. || |Care leavers are supported in their social development. || |Care leavers receive financial support, which meets their needs. || |Care leavers are provided with suitable and affordable accommodation, including || |residential or sheltered provision.
||5.7 Children and young people with learning |A transition review takes place for all Year 9 pupils with learning difficulties ||difficulties and/or disabilities are helped to |and/or disabilities and a transition plan is produced. ||achieve economic well-being |Transitions are managed by a multi-agency approach, which includes healthcare, || |education, social care and housing. || |Children and young people receive the advice they need for education and training || |post-16 are properly prepared and given the support they need. || |Personal and welfare support is available to all young people with learning || |difficulties and/or disabilities aged 16??“19 to support their education or training. || |Information and support is provided on benefit entitlement. || |Direct payments are available and promoted for families with disabled children || |and/or disabled 16 and 17 year olds.
||Performance indicators ||Post-16 education and training data ||The percentage of young people by local authority/district achieving Level 2 and 3 by age 19 ||Schools with sixth forms: average point scores of students entered for GCE/VCE A/AS ||Schools with sixth forms: average point scores per GCE/VCE A/AS entry ||Further education institutions/sixth form colleges/specialist colleges/work-based learning providers: achievement data by level ||Further education institutions/sixth form colleges/specialist colleges/work-based learning providers: success rate by level ||Further education institutions/sixth form colleges/specialist colleges/work-based learning providers: retention data by level ||NVQ success rate for all work-based learners living in the area and aged under 19 at the start of their programme (split by learning ||programme, gender, ethnicity and disability) ||Personal characteristics of work-based learners living in the area and aged under 19 (gender, ethnicity and disability) ||Increase in the number of young people completing an Apprenticeship ||Inspection findings ||Changes in childcare providers and places (since April 2005 benchmark) ||College inspection judgements (2001??“05 framework): how well do learners achieve (KQs 1b and 1c) ||College inspection judgement (2001??“05 framework): how well teaching and training meet individuals??™ needs and course or programme ||requirements (KQ 2a) ||College inspection judgement (2001??“05 framework): how far programmes or the curriculum meet external requirements, and are responsive to||local circumstances (KQ 5B) ||College inspection judgement (2001??“05 framework): the access learners have to relevant, effective support on personal issues (KQ 6c) ||College inspection judgement (2001??“05 framework): overall effectiveness and efficiency ||College inspection judgement (2001??“05 framework): adequacy of provision/serious weaknesses in provision ||College inspection judgement (2001??“05 framework): leadership and management ||Section 5 school inspection judgements: effectiveness, quality and achievement (16??“19 education in secondary and special schools) ||Section 5 inspection judgements: quality of provision and leadership and management (16??“19 education in secondary and special schools) ||Section 5 school inspection judgements: the extent to which schools enable learners to achieve Economic Well-being (primary, secondary ||and special schools) ||Employment and NEET data ||Connexions Partnership data: number and proportion of 16 to 18 year olds not in education, employment and training (NEET) ||Connexions Partnership data: increase in participation rates of 17 year olds in education and training ||Connexions Partnership data: proportion of 16??“18 year olds whose current activity is not known ||Connexions Partnership data: 16??“18 year olds joining the NEET group ||Connexions Partnership data: 16??“18 year olds leaving the NEET group to re-engage in employment, education or training ||Connexions Partnership data: young people at particular risk of becoming NEET ||Connexions Partnership data: proportion of young people completing Year 11 who continue in learning ||Housing data ||BVPI 183a: length of stay in bed and breakfast accommodation (weeks) ||BVPI 183b: length of stay in hostels (weeks) ||Household circumstances data ||Sure Start data: the proportion of children aged 0 to 4 and 5 to 14 living in households where no one is working (DWP) || ||Looked after children and care leavers data ||PAF CF/A4: The ratio of the percentage of those young people who were looked after on 1 April in their 17th year (aged 16), who were ||engaged in education, training or employment at the age 19 to the percentage of all young people in the population who were engaged in ||education, training or employment at the age of 19 ||Percentage of care leavers at age 19 who are living in suitable accommodation (as judged by the council) |