Author: Martin Webb

City Region Mayor support for South Yorkshire Futures

Sheffield Hallam University’s social mobility programme, South Yorkshire Futures, has received a major boost from the Sheffield City Region Mayor, Dan Jarvis.

Dan Jarvis has pledged a package including funding and support to the Department for Education supported programme – the biggest and most ambitious university-led social mobility project in the country.

The new South Yorkshire Futures Mayoral Partnership Fund will be used to support specific projects from the programme that are designed to improve life opportunities for disadvantaged children from the region.

Signalling his commitment to South Yorkshire Futures, the Mayor has also written to the top 100 businesses from the region asking for their support.
The third announcement saw the four South Yorkshire local authorities commit to improving education for children aged 0 – 5 years by jointly signing a Regional Vision for Early Years.

The programme brings together education partners from across the region to improve attainment and raise aspirations of children and young people, particularly those from disadvantaged backgrounds.

The announcements were made at an event to celebrate programme’s first year of activity in front of 250 people, including school leaders, MPs, councillors, DfE representatives, business leaders and other stakeholders from the education sector.

In his speech, Mayor Jarvis announced the funding and his plan to write to the top 100 businesses from the region asking them to support the Talent Bank element of the programme, through skills-based offers to schools such as volunteering, mentoring and school governorships.

Mayor Dan Jarvis said: “Helping improve life opportunities for young people in our region who need it most, is a mission that South Yorkshire Futures and I share. It should not be a matter of political debate that our school children need to be healthy, independent, emotionally secure, socially competent, able to learn and able to separate from their parents or carers, but many of our children are not.

“If we fail to deal with these challenges we will lock in the iniquities of social immobility and we cannot allow this to happen. That is why I am delighted to commit to the development of an Early Years’ pledge to commit the whole public sector to assisting with school readiness for all young people. I am going to write to the 100 leading businesses across the region to ask for their formal commitment to South Yorkshire Futures to build a talented pool of mentors, school governors and volunteers to support schools in the region, who need it most.

“I am also going to commit some of my Mayoralties resources to the creation of a South Yorkshire Futures Mayoral Partnership Fund. Through this fund, I believe, we can deliver genuine transformational change for all the young people in our region to ensure they have the skills and education to help them achieve their full potential.”

Richard Calvert, Chief Operating Officer of Sheffield Hallam University, said: “Dan’s support is a tremendous boost for the programme and of course children and young people from the region and we are extremely grateful.

“Sheffield Hallam University has made a substantial commitment with South Yorkshire Futures, making it a civic responsibility to use our position, expertise and location in the region to help transform lives.”

Greg Burke, Director of South Yorkshire Futures, said: “We have made huge strides in our first year – but we know we must do more. Our plans for the next 12 months, around early years, teacher recruitment, skills, higher education, and employment, are extremely ambitious – but we are not naïve. We do not have all the answers and we certainly can’t do it by ourselves.

“We are confident that working with our partners we can begin to make a real difference to the lives of those who need our support the most.”

Supporting young children and their families: A regional response

By Sally Pearse, South Yorkshire Futures Preparation Strand Lead

On reading the concerns raised by Damian Hinds this week in his speech on social mobility I firstly wanted to sound a note of caution and highlight the need for a careful consideration of what is meant by school readiness and what is developmentally appropriate for young children. I then reflected on the work we have been doing at a regional level through South Yorkshire Futures to support young children and their families and felt heartened about what could be achieved by bringing those committed to early years education and care together.

Supporting children and families in the early years by providing quality, responsive services has a lasting impact (EPPSE Study, Sammons et al 2014) on children’s outcomes. However, there is no doubt that the loss of many of the supportive services for young families in recent years has hit communities hard and Local Authorities, settings and schools have been wrestling with how to best use their reduced resources to support children in the early years.

In South Yorkshire the four local authorities of Barnsley, Doncaster, Rotherham and Sheffield have come together with Sheffield Hallam University and representatives from across the sector to find out what we could achieve through joint working and collective action. These meetings have highlighted to me the passion and commitment of those working in early years and their willingness to work creatively together to develop services that can change outcomes for children.

In the last year we have drawn up a vision for early years services in the region that covers children’s rights, effective parent partnership and the role of the early years workforce. This vision has then been used to address the most pressing areas of concern raised by the sector and has led to:

• A regional school-readiness document that looks at the lifelong skills and attitudes children need to be successful and how parents, schools and early years settings can support these.

• A course for head teachers and leaders in the Foundation Stage so that they can use the research evidence available to make sustainable improvements to early years practice.

• A bid for an intensive home visiting service for vulnerable children that can be piloted across the region.

• The development of a language rich programme for the early years that supports children to think critically and voice their views.

This is just the start and there is still much work to be done, including continuing to lobby and campaign for the government to adequately fund early years provision and renew the commitment to developing a graduate led workforce. However, what the last year has shown is that our collective voice and will is powerful and we can generate momentum when we harness the resources of those who work in the many and varied roles in early years.

Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Toth, K., & Smees, R. (2014). The Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+) Influences on students’ GCSE attainment and progress at age 16. Department for Education RR, 352.