Engaging with children and young people: Consulting with Children WHAT IS PARTICIPATION AND CONSULTATION? Participation is about taking part in activities and being involved in decisions that directly affect our lives, young and old. Our model above attempts to show a linear movement from left to right, with the more intense activity at the start of the process. Our tipping point is that moment when participants know that the project has begun to be cohesive. A moveable occasion, dependent upon the commitment and levels of engagement of the community players. But this participation by adults and children is not a token gesture. To be successful it has to be embedded through all developmental and organisational structures. We will use the model of the Ladder of Participation (as described in Hear by Right Standards) with eight levels of participation. The shared values for the active involvement of children and young people are guided through, not only a consultation process, but within a framework of participation activities which will ensure full, meaningful involvement. This means we will not talk down to children but will create inclusive dialogue and communication processes. In Every Child Matters, Change for Children programme the aims ensure that policies and services are designed around the needs of children and young people. Engaging with children and young people in this way gives them an opportunity to make a positive contribution in their communities. Children naturally make decisions and choices and will find ways to turn dreams into realities; it is the adults who perceive the hurdles and pitfalls. Together, children and adults can work together to create imaginative and effective service developments in communities.. WHY IS IT IMPORTANT? The UN Convention of Children's Rights recognises that all children have the right to be heard and have a voice in decisions. We are committed to supporting Article 12 of the United Convention of the Rights of the Child, 1989. They should be given the opportunity to be treated as equal citizens and express their views freely. We recognise that children are equal citizens in an adult dominated world and that by working in harmony, together we can build on joint experiences and aspirations. We work to deliver a thriving and unique experience by full involvement of children and young people in all our projects. Because:     Our client organisations will have better targeted services which will save money, create new ideas and have happy customers.     Our young people will have better services, save money and will follow their own ideas.     Our communities will have improved facilities, engaged community minded young people and be at the heart of a fresher democracy There is evidence that child/youth participation can lead to improved service development, increases children and young people's citizenship and social inclusion and their wider personal development. (Kirby, Lanyon, Cronin and Sinclair, 2004) Through the development of our participation programmes we will:     Enable children and young people to participate in consultation activities within their local community and further afield.     Give children and young people chances to make a difference and have a voice.     Ensure that services are more responsive to the needs of children and young people.     Help to develop understanding of rights and responsibilities as active citizens.     Help to develop confidence and self esteem by giving their opinions and having their views valued. HOW WILL WE KNOW WHEN IT WORKS Children's involvement in our projects will be working:     When all our activities, mechanisms and structures are embedded with the principles of meaningful involvement of children.      When children and young people have shared control over the planning, development and successful outcomes of the project.      When adults no longer feel threatened by sharing control with children and young people.      When we have stopped adding it in.      When children, young people and adults have fun together. The process for participation will follow a programme of activities, based on Hear By Right Standards and using participatory activities for evaluation using  The Evaluator's Cookbook. This process will begin at the start of our engagement with children and young people in our local community and in communities further afield. They will shape this process.     We will strive to construct a model which will inspire, build on children's natural creativity and imagination to add magic to their lives and hopes for their futures.     We will give them a magically, brilliant journey of discovery with plenty of gasps of astonishment.     We hope they will leave us with a smile on their faces. And to quote Harry Potter and the Philosopher's Stone by  JK Rowling... 'Harry's life is suddenly about to change when Hagrid arrives and growls at the Dursley that Harry knows nothing! Harry defends himself, I know some things, I can, you know, do maths and stuff. But Hagrid simply waves his wand and said...About our world, I mean, your world'. Maybe we can do some magic and invite children on an adventure with us. How do we make it work? Ways to involve children and young people We are committed to enabling successful participation and involvement of children and young people at every stage of the development process. We know that this will be a key determinant in the success of the project and we will work together using a range of techniques, methods and processes which can be age group specific, fun, worthwhile and shape the any project's future. We strive to work  through the cycle from project creation to a full partnership with children and young people representing groups from within the region and beyond. We will make special efforts to work with groups who have quieter voice and are hard to reach. This will be achieved by working with Children's Service agencies. The Hear By Right Standards suggest the following questions for adults to think about at the beginning of the process. Ways of Involvement The following methods, as recommended by Hear by Right are not mutually exclusive but may act as building blocks for each other. The order as presented is suggested only and not a conclusive way forward. 1. Consultation. Focussing on a particular issues, such as children and young people's views on their main concerns and priorities, or their ideas and vision for their community. Consultations can happen through a mixture of meetings, events, email or via the web. 2. Large scale event Includes a wider range of children and young people, can be a real trail blazer event to get motivated. Needs to be planned by young people and supported by adults.  A chance to find new representatives to form working groups. 3. Form reference groups and network of groups Groups of children and young people (perhaps including adults) advise and inform those planning delivering pieces of work or who manage a team or organisation.      4. Website creation Children and young people help to design and build a website to pose questions for debate and discussion between groups. 5. Practice Initiatives  To create a partnership between youth groups and adults to undertake collaborative pieces of work such as, reviewing the focus of their activities for r the design and structure of community buildings, for example. We strive to use other professionals in support of this process - architects, engineers and teachers - including  parents and carers. 6. Parallel structures A youth body can be established to run alongside the adult led decision making processes to provide advice, or act as a sounding board.   7. Committee Places Children and young people are elected or selected to be part of committees. Specific places to be reserved for them. Young people could be asked to become trustees of the organisation. 8. Safe and Sound Other additional  important aspects to consider ensuring that the practice is of highest regard for the safety and protection of children and young people include:- 9. Consent Ensure that all relevant permission is received from children and young people and also from those who care and have responsibility for them. This is especially important for any publicised material. 10. Protection Carry out risk assessments at all stages of involvement processes, including CRB checks for all workers with access to children. 11. Access Access for all children and young people is not just about the building but includes time, place and style of meetings, language, and access to IT equipment. We are always proactive in reaching out to people and not making assumptions that they will find us. Education outside the classroom Be sure to visit the children's book store?? Safe School Trips The Manifesto for Education Outside the Classroom aims to improve the quantity and quality of education outside the classroom. The Schools Minister, Andrew Adonis, unveiled the Framework on 4 November 2005. " Learning outside the classroom can be an inspirational experience and we know that millions of school activities outside the classroom take place safely every year. From a geography field trip to a week at an outdoor pursuits centre, education outside the classroom can help to enrich the curriculum and bring subjects to life." Andrew Adonis, Schools Minister, DfES 4 November 2005 Over 100 partner organisations have worked with the Government and contributed their ideas for the vision and the final version is due for publication in the Spring of 2006. It is estimated that there are currently over 7 million visits by school children every year. The National Trust, which is the largest provider of school visits estimates that 500,000 pupils visit their properties every year. The undoubted value of visits for all children, even from an early age, is easily evident through excitement, enthusiasm and fresh interest in new activities. Children learn so much when taken out of their normal environment, horizons are broadened, aspirations and hopes created. Back in the classroom the wealth of achievement at all levels of understanding ensures success. Along with this there need to be measures in place to ensure adequate security for all pupils and the teachers. The aims of the manifesto are:- To give all children a wide range of high quality experiences outside the classroom. Support schools and local authorities in managing visits safely Supporting teachers with easily accessible advice and guidance Encouraging schools to join with other organisations to get the best from education outside the classroom Encourage parents to support education outside the classroom. Working with other organisations A vital ingredient is the link to be made with numerous organisations offering educational type activities. "The manifesto will help us to drive forward a shared vision for the development of education outside the classroom that schools, youth groups, local authorities and other providers will be encouraged to sign up to." Lord David Puttman November 2005 How to get Involved: Online consultation at www.dfes.gov.uk/consultations Contact SmithMartin Partnership for great ideas to help you by formulating policy, finding places to visit and for support in working collaboratively with other organisations. Better Schools For All More choice for parents and pupils The new White Paper, "Higher Standards, Better Schools for All - More Choice for Parents and Pupils" was published on 25 October 2005. New plans from the government to transform the school system so that every child receives an excellent education, whatever their background and wherever they live. Building on improvements in the education system since 1997 it is recognised that although significant achievements have been made there is still a need to ensure that standards continue to keep pace with the growing needs of communities and their children and families. In many cases the educational achievement of the child is linked to their parent's social and economic background. This is still a major barrier to social mobility. " By putting parents and the needs of their children at the heart of our school system, freeing up schools to innovate and succeed, bringing in new dynamism and new providers, ensuring that coasting - let alone failure is not an option for any school." Summary Higher Standards, Better Schools For All, More choice for parents and pupils. DfES Oct 2005 Parents having a real say in how schools are run is fundamental to the new school system. Changes to take place:- Every school will be able to acquire a self governing Trust similar to those supporting Academies. Academies will remain at the heart of the programme. Independent schools will e able to enter the new system. Schools Commissioner will be appointed to oversee and push forward the changes. A package of reforms and changes which are aimed to improve provision in line with modern educational thinking. Not only to improve educational standards and attainment but to become self sustaining within schools. Choice and diversity will play a full part in the delivery of first class education system. No longer will it be acceptable for any of our young people to be denied opportunities. Every Child Matters - Access to the key documents, links to information on Children's Trusts and wider policy implications. The Children Act - 2004 - The DfES site for details of the Act. TeacherNet - The definitive source for extended schools. Day Care Trust - A link to the Day Care Trust child-care cost survey. 4Children Extended Schools pages   -  Useful information pages and research. Suffolk Extended Schools - Links to the Suffolk Schools Portal too. Norfolk Extended Schools - A county web page on extended schools.. Essex Extended Schools - Another wider perspective. SmithMartin Partnership - Consultation and advice - without obligation.