UPDATE NO 453 14 May 2021

The Innovate Project: a study to explore the prevention of child exploitation

Study to Explore the Prevention of Child Exploitation – A £1.9m project studying safeguarding risks faced by young people outside their home looking at new ways of combating threats such as sexual and criminal exploitation and gang affiliation.

The study is looking at ways to combat child criminal and sexual exploitation. The Innovate Project, funded by the Economic and Social Research Council and led by the University of Sussex, is exploring the work of six organisations each using one of three different frameworks for safeguarding and trauma-informed practice.

Over two years, researchers are observing meetings and practices, interview young people, parents and professionals, and examine organisational processes, systems, costs and outcomes to establish how effective frameworks are as well as note which factors lead to more innovative social care practice.

In 2021-22 researchers are engaging stakeholders in turning findings into policy recommendations and guidelines for good practice.

The three frameworks include:

• Contextual safeguarding, as adopted by Devon Children’s Services and Partners and the charity Safer London
• Trauma-informed practice at Brighter Futures for Children in Reading and North Lanarkshire Education and Families Service
• Transitional safeguarding with the Safeguarding Adults Board for Hackney and Sheffield Children and Families Services

You can read more about the project here

Domestic Abuse Act

The Domestic Abuse Bill received Royal Assent on 29 April 2021. The Domestic Abuse Act explicitly recognises children as victims if they see, hear or experience the effects of abuse and includes a legal definition of domestic abuse which incorporates a range of abuses beyond physical violence, including emotional, coercive or controlling behaviour, and economic abuse.

Read the news story: Landmark Domestic Abuse Bill receives Royal Assent

Read an introduction to the work of the Domestic Abuse Commissioner

Read the Act: Domestic Abuse Act 2021

Area SEND inspections and outcomes in England as at 31 March 2021

On 7 May 2021, Ofsted published a main findings report for the area special educational needs and disabilities (SEND) inspections and outcomes in England 2021 

Future dates for network meetings

Lead Members Group: Friday 2 July 2021. More information from Alison Michalska (contact details below)

Data Benchmarking: Tuesday 13 July 2021. More information from Alastair Lee (contact details below)

Adoption and Special Guardianship Leadership Board: Tuesday 13 July 2021. More information from Rebecca Eligon (contact details below)

AD Education: Friday 7 May 2021 – 10.30am, then Friday 18 June  – 10.30am.  More information from Chris Owen (contact details below)

AD Safeguarding: Friday 11 June 2021. More information from Mark Evans (contact details below)

QA Network: Monday 7 June 2021. 2pm – 5pm. Contact Sally Hickman for MS Teams invitation

Fostering Network: 10.30am 19 July 2021. More information from Rebecca Eligon (contact details below)

SEND SE19: More information from Tracey Maytas (contact details below)

DCS turnover analysis from ADCS

Gary Dumbarton of ADCS has produced an analysis of turnover of DCS posts in England. The report covering the year to 31 March 2021 shows that turnover slowed during the panademic, but there was still at least one change of DCS in 23% of children’s services authorities.

In the South East, we welcomed seven new permanent appointments in Bracknell Forest, Brighton and Hove, Medway, Oxfordshire, Southampton, Surrey and West Sussex; and an interim appointment in Slough, meaning that our turnover rate was 42% in the year to 31 March 2021.

Ofsted research review series: Science.

Ofsted published this review on 29 April 2021. It explores the literature relating to the field of science education. Its purpose is to identify factors that can contribute to high-quality school science curriculums, assessment, pedagogy and systems. Ofsted will use this understanding of subject quality to examine how science is taught in England’s schools. They will then publish a subject report to share what they have learned.

Summary

The performance of pupils who study science in England is significantly above the average performance of pupils in other countries. Over the past 10 years, there has been an increase in the number of pupils wanting to study science beyond age 16. However, there is emerging evidence from the Trends in International Mathematics and Science Study (TIMSS), key stage 2 national sample tests and Ofsted’s own research into curriculum that suggests the picture is not an improving one for all pupils and may be deteriorating. This makes the findings of this review particularly significant, not only because it identifies features associated with high-quality science education but because it also shines a light on some of the barriers that prevent their implementation.