Every Child Matters Essay

Best Essays
There is no duty more important than ensuring that children’s rights are respected, that their welfare is protected, that their lives are free from fear and that they can grow up in peace. Kofi Annan, the 7th Secretary-General of the United Nations

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



Bibliography: Abbott, D., Watson, D. and Townsley, R. (2005) The proof of the pudding: what difference does multi-agency working make to families with disabled children with complex health needs? Child and Family Social Work, Vol. 10, pp229–238. Abbott, L. and Hevey, D. (2001) Training to work in the early years: developing the climbing frame. In Pugh, G. (Ed.) Contemporary issues in the early years: working collaboratively for children. London: Paul Chapman Anning, A., Cullen, J Benton, T., Chamberlain, T. and Rutt, S. (2003) Meaningful comparisons for performance of local authorities’children’s services. Education Journal. Issue 103, pp.30-31. Cummings, C., Todd, L. and Dyson, A. (2003) Extended schools pathfinder evaluation: issues for schools and local education authorities. London: DfES. DfES (2003) Every Child Matters. London: TSO DfES (2004) Every Child Matters: Change for Children in the Criminal Justice System DfES (2005) Every Child Matters: Common Core of Skills and Knowledge for the Children 's Workforce. London: DfES House of Lords and House of Commons (2005) The Government’s Response to the Committee’s Ninth Report of Session 2004–05 Guardian, The (2003) Children’s Green Paper, SocietyGuardian. September, 9. Jones, P., Moss, D., Tomplinson, P. and Welch, S. (2008) Childhood: Services and Provision for Children. Harlow: Pearson Education Rochea, J Moss, P. and Petrie, P. (2002) From Children’s Services to Children’s Spaces: Public Policy, Children and Childhood. London: RoutledgeFalmer. Osler, A. (1998) School Exclusions: a Denial of the Right to Education. The Development Education Journal. Vol. 4 (2), February 2002, pp.33-34. Parton, N. (2005) Safeguarding children in a late modern society. Basingstoke: Palgrave/Macmillan. Pugh, G. (2001) Contemporary issues in the early years: working collaboratively for children. London: Paul Chapman. Qvortrup, J., M. Bardy, G. Sgritta and H. Wintersberger (1994) Childhood Matters: Social Theory, Practice and Politics. Aldershot: Avebury. Smith, M. K. (2005) Extended schools—some issues for informal and community education. In The encyclopaedia of informal education. Online. Available from www.Infed.org/schooling/extendedschools/ (accessed 10 February 2008). Tomlinson, P. (2008) The Politics of Childhood. In Jones, P., Moss, D., Tomplinson, P. and Welch, S. (2008) Childhood: Services and Provision for Children. Harlow: Pearson Education Tucker, S., Strange, C., O’Hagan, C Walker, G. (2008) Safeguarding Children: Visions and Values. In Jones, P., Moss, D., Tomplinson, P. and Welch, S. (2008) Childhood: Services and Provision for Children. Harlow: Pearson Education Williams, F

You May Also Find These Documents Helpful

  • Powerful Essays

    Every Child Matters

    • 2222 Words
    • 9 Pages

    Although, in 2010 the Department for Education (DfE) changed the term ‘Every Child Matters’ and the five outcomes were changed to ‘helping Children Achieve More’ due to a widespread change in terminology. (National Literacy Trust: 2010) There are both negatives and positives when it comes to the intended outcomes of ECM. This links to the argument ‘is government intervention a good or bad thing’ as it shows the success of the intervention, but also the areas that have not been successful and how…

    • 2222 Words
    • 9 Pages
    Powerful Essays
  • Powerful Essays

    Every Child Matters

    • 1128 Words
    • 3 Pages

    Every Child Matters (ECM) Every Child Matters (ECM) is a Government ambition, which was launched in 2003, that covers England and Wales. The initiative primarily focuses on protecting children and ensuring that each child fulfils their potential. Their goal is to create an environment that offers both security and opportunity for children up to the age of 19, or 24 for those with disabilities. Child protection is a fundamental element that is carried out across all private and voluntary organisations…

    • 1128 Words
    • 3 Pages
    Powerful Essays
  • Good Essays

    Every Child Matters Essay

    • 867 Words
    • 4 Pages

    following the government inituative - Every Child Matters. These are: be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. The social, economic and cultural factors. Personal choice Some families do not place enough value on their childrenâ€TMs education often not realising that it will affect their children for the rest of their lives and limit their choice of career. Others bring up their children…

    • 867 Words
    • 4 Pages
    Good Essays
  • Better Essays

    Every Child Matters

    • 3558 Words
    • 15 Pages

    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…

    • 3558 Words
    • 15 Pages
    Better Essays
  • Powerful Essays

    Every Child Matters

    • 2193 Words
    • 9 Pages

    and Every Child Matters: Developments, changes and challenges The impact of ‘Every Child Matters’ on classroom practice This report will demonstrate how the outcomes of Every Child Matters (ECM) agenda can be implemented into classroom practise when planning and teaching the broad curriculum. There will be a focus on ‘Stay Safe’ and ‘Be Healthy’ in the subject areas of Design Technology (D.T), Physical Education (P.E) and Citizenship. What is Every Child Matters? ‘Every Child Matters’ was…

    • 2193 Words
    • 9 Pages
    Powerful Essays
  • Good Essays

    Every Child Matters

    • 1752 Words
    • 8 Pages

    Every Child Matters Introduction This act is to promote a child’s wellbeing, safety and learning. To protect them by law and to encourage how parents need to treat their children. Their Classification of a child is anyone under the age of 18, if there is a child in need of help with serious factors affecting their lives then this act will take into place and attend to their needs however they can. I will go through this act in parts, going through key points that the act covers. The Act’s aim…

    • 1752 Words
    • 8 Pages
    Good Essays
  • Better Essays

    occasions where there seems to have been a collective sense of empathy for a stranger’s fate. She has become an embodiment of the betrayal, vulnerability and public abandonment of children. The inquiry must mark the end of child protection policy built on a hopeless process of child care tragedy, scandal, inquiry, findings, brief media interest and ad hoc political response”.1 Upon investigating the serious nature of this case and it’s deeply distressing facts it became apparent that Victoria’s ‘high…

    • 1750 Words
    • 7 Pages
    Better Essays
  • Powerful Essays

    -Work left to complete: To be completed by 24th September 2015 and emailed to assessor Unit 030: 2.1 - Identify the positive outcomes for children and young people that practitioners should be striving to achieve. (Talk about Every Child Matters – these are five outcomes that practitioners should be striving to achieve) 2.2 - Explain the importance of designing services around the needs of children and young people 2.3 - Explain the importance of active participation of children and young people…

    • 4913 Words
    • 14 Pages
    Powerful Essays
  • Satisfactory Essays

    Every Child Matters From Wikipedia, the free encyclopedia Jump to: navigation, search Every Child Matters (ECM) is a UK government initiative that was launched in 2003, at least partly in response to the death of Victoria Climbié. It is one of the most important policy initiative and development programmes in relation to children and children's services of the last decade, and has been described as a "sea of change" to the children and families agenda.[1] It has been the title of three government…

    • 419 Words
    • 2 Pages
    Satisfactory Essays
  • Satisfactory Essays

    Unit 202: 1.1 ECM stands for every child matters. It is a UK government initiative for England and Wales that was launched in 2003. ECM was brought in partly because of Victoria Climbiѐ. They support children and young adults up to the age of 19 or 24 for those with disabilities. Its aims are for every child to have the support they need. Using the acronym SHEEP we can help to remember they key points they try to achieve. S - Stay Safe H - Be Healthy E - Enjoy and Achieve E - Economic well-being…

    • 312 Words
    • 2 Pages
    Satisfactory Essays