The aim of this paper is to review and critically analyse the Every Child Matters (DfES, 2003) framework as well as to discuss the impact of Every Child Matters agenda on a specific role within an educational setting. For this purpose, information was gathered through elements of practitioner-based research and observations along with the study and analysis of materials presented in books, research journals and professional publications, so as to evaluate the main aspects of the policy Every Child Matters and identify the issues it has raised for professionals working with young children, and particularly early years practitioners, as well as to propose some strategies that could support those practitioners throughout the process of inevitable changes associated with the introduction of the policy.
In 2003, the Government launched Every Child Matters, a comprehensive programme of reform for children’s services with wide-reaching implications for education, health, social services, voluntary and community organisations, and other agencies. Every Child Matters constituted the Government’s policy response to the findings and recommendations of Lord Laming’s Inquiry into the death of Victoria Climbié, the young girl who died as the result of severe physical abuse and neglect in her family. It was published as a Green Paper for consultation on September 2003. Its proposals have since been further developed in subsequent documents including Every Child Matters; Next Steps and Every Child Matters; Change for Children. Many of the reforms proposed in Every Child Matters—including the establishment of a Children’s Commissioner for England—required amendments to statute. Consequently, a
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