Ask the Experts: Support academies to improve

Q: Our regional schools commissioner has not been consulting the local authority on problem academies. Should we be concerned?

Peter Lewis: This will be more of a problem if all schools become academies. Ofsted seems to think you still have some responsibility for whole-authority performance even though academies do not report to you.

Those academies – and regional schools commissioners – who are struggling may well be less likely to seek local authority involvement for fear of criticism. So the approach to take is engagement without criticism. If they are offered positive encouragement and support to improve, they will hopefully be more likely to collaborate. This could be the way to start working now but also looking ahead to the future.

If you cannot engage and help improve the academies, you are left with substantial evidence they were unwilling to co-operate, something you will need to reveal to Ofsted, which will impact on their next inspection. Regional schools commissioners too are not above Ofsted’s criticism if they fail to do their best to improve their schools.

Peter Lewis is a freelance providing interim local authority children’s services leadership, and a former DCS in Haringey

Q: I work with a family where the mother has mental health and substance misuse issues. A number of services are supporting her but I am not sure her children’s needs are being addressed. Where do I start?

Jeanie Lynch: Has there been the equivalent of a whole-family assessment? The Common Assessment Framework helps ascertain the needs of both parents and children, although it may be called something else in your area.

Once the family has been assessed, identify a lead professional to head up a multi-agency meeting to develop a plan to ensure both mum and children are getting the right support. Agencies to involve may include schools, health services, early years settings, targeted family support, and youth services, depending on who is already involved with the family. The children may meet the criteria for extra support from young carers services and your local early help service.

Creating a plan based on the views and needs of the whole family will ensure each agency is playing its part in improving outcomes for all.

Jeanie Lynch has more than 20 years’ experience working as a senior manager developing support for vulnerable children and young people

Q: How can my nursery best communicate with parents?

June O’Sullivan: Getting the partnership with parents right from the outset is very important. Start by recognising who is in the family. Letters or emails home should be addressed to both mum and dad or other main carers.

Employ a mystery shopper to give feedback on what it feels like to visit your setting. You might think staff are welcoming and friendly but that may not be a parent’s impression. Ensure there is a parent-friendly display near the main entrance.

Consider how you communicate. Parents generally like a balance of face-to-face and email information. Check this is the case for your parents. Make sure you use parent-friendly language and share relevant information. Do you give the right amount or too much?

Set up a parent support group to exchange information but also seek their views about both internal and external issues like government policy, which may affect the nursery.

June O’Sullivan is chief executive of the childcare charity and social enterprise, the London Early Years Foundation

Q: A number of young people who attend our youth centre have set up a squat in protest at rising rents in our town. They have been using our showers and other facilities and my manager thinks we should ban them. Is that the right thing to do?

Tracie Trimmer-Platman: I am surprised your manager has suggested banning young people. It seems to me this is an ideal opportunity to use clear and focused youth work principles and practice.

Squatting is a criminal offence and often squatted premises are not the most desirable or safe places to live. Nevertheless it is important to recognise these young people have worked together and taken action in response to a social issue. Your role should be to work with them to make sensible, informed decisions.

Find out what they want the outcome to be. Look at ways they can make their voices heard. Help them understand the consequences of squatting and explore alternatives. Some companies hire people to live in empty buildings.

For advice and guidance, go to www.gov.uk/squatting-law and youth homelessness charity Shelter.

Tracie Trimmer-Platman is senior lecturer in youth and community work at the University of East London

Email questions, marked “Experts”, to cypnow@markallengroup.com