Every Child Matters
Investigate and critically evaluate and reflect upon the subject responsibility for providing for and achieving the five outcomes of ‘Every Child Matters’
Recent Government strategies including the green paper ‘Every Child Matters’ (ECM) published in 2003 and the subsequent Children Act passed in 2004, have undoubtedly sought to enhance the support for children perceived to be vulnerable and in need (Medcalf et al 2006).
The ECM agenda is one of the many legislative documents concerned in the implementation of the Children Act 2004. This document came in response to the public inquiry into the murder of Victoria Climbie, a child who suffered an unjustifiable death in the hands of the people who were meant to show her the love and attention …show more content…
Teachers must recognise that they have a responsibility to cater for this child and must collaborate with various members of staff, for example the school SENCO (Wedell 2008). As noted within the ECM agenda, teachers have a responsibility to actively seek advice from other professionals and have a responsibility to collaborate with other specialist professionals to overcome barriers to learning (DfES 2005). For example, through accessing a child’s individual education plan (IEP) a teacher may develop improved understandings with regards to how the child learns, thus affecting the planning process.
Within school A, each teacher is provided with IEP’s at the beginning of the academic year (appendix 2). As a result, teachers can then employ methods of differentiation (appendix 3) or seek further advice thus allowing all pupils full access to …show more content…
It is evident through an investigation within school A that the five outcomes of ECM can effectively be reached in many ways and PE in particular provides various opportunities to do so. However, it is essential to recognise and state that school A is a sports college with additional funding compared to that of other schools. Therefore, is it right to suggest that not all schools will be able to fund for the resources and facilities which school A can offer or is it a matter of building upon the resources already provided as a means of building upon practice (DfES
Recent Government strategies including the green paper ‘Every Child Matters’ (ECM) published in 2003 and the subsequent Children Act passed in 2004, have undoubtedly sought to enhance the support for children perceived to be vulnerable and in need (Medcalf et al 2006).
The ECM agenda is one of the many legislative documents concerned in the implementation of the Children Act 2004. This document came in response to the public inquiry into the murder of Victoria Climbie, a child who suffered an unjustifiable death in the hands of the people who were meant to show her the love and attention …show more content…
Teachers must recognise that they have a responsibility to cater for this child and must collaborate with various members of staff, for example the school SENCO (Wedell 2008). As noted within the ECM agenda, teachers have a responsibility to actively seek advice from other professionals and have a responsibility to collaborate with other specialist professionals to overcome barriers to learning (DfES 2005). For example, through accessing a child’s individual education plan (IEP) a teacher may develop improved understandings with regards to how the child learns, thus affecting the planning process.
Within school A, each teacher is provided with IEP’s at the beginning of the academic year (appendix 2). As a result, teachers can then employ methods of differentiation (appendix 3) or seek further advice thus allowing all pupils full access to …show more content…
It is evident through an investigation within school A that the five outcomes of ECM can effectively be reached in many ways and PE in particular provides various opportunities to do so. However, it is essential to recognise and state that school A is a sports college with additional funding compared to that of other schools. Therefore, is it right to suggest that not all schools will be able to fund for the resources and facilities which school A can offer or is it a matter of building upon the resources already provided as a means of building upon practice (DfES