Support groups for Eastern Europeans are well-established, particularly in Seahouses, Berwick and Alnwick. Pupils are transferred out of school where bullying issues cannot be reconciled within the school’s anti-bullying policy. Northumberland has a mechanism requiring schools to record, report and respond to all racist incidents. This is monitored centrally so that intervention, if required, is timely and effective. Children’s Centres survey families and use user groups to assess the quality and appropriateness of provision for planning and to identify and meet the needs of service users, including those from BME families. All children who access the Safeguarding and Looked Children service have a plan which outlines any specific cultural or ethnic needs of the individual. Our quarterly user survey asks users about their experiences of Children’s social care and includes specific questions around how their ethnicity or religious circumstances have been taken account of. 89% of respondents said their social worker took account of race, religion or culture in their work with them where it was appropriate to do so. We provide training to children’s workforce which covers race equality. Across the Children’s Services Group we use images of diversity in public documents to reflect different racial groups. We have an active role in refreshing and implementing the NCC Gypsy, Roma Traveller Strategy. Our Health and Wellbeing team provides direct support to schools to meet Ofsted inspection requirement s regarding equalities. Adult learning provides additional learning support for English of Speakers of Other Languages (ESOL). It has dedicated ESOL classes. Adult learning provides the English qualifications at B1, B2, C1 or C2 level for proving knowledge of English for citizenship and settling applications. learning integrates equality and diversity topics’ every month into teaching ‘hot and learning to promote equality, challenge discrimination and promote positive attitudes towards BME communities. Adult learning collects enrolment data on ethnicity and constantly monitors performance data and uses it to challenge gaps in achievement 2.3.4 What else do we need to do? Children’s Centres and the FIS team could encourage and promote participation of parents/carers from different racial groups.
Support groups for Eastern Europeans are well-established, particularly in Seahouses, Berwick and Alnwick. Pupils are transferred out of school where bullying issues cannot be reconciled within the school’s anti-bullying policy. Northumberland has a mechanism requiring schools to record, report and respond to all racist incidents. This is monitored centrally so that intervention, if required, is timely and effective. Children’s Centres survey families and use user groups to assess the quality and appropriateness of provision for planning and to identify and meet the needs of service users, including those from BME families. All children who access the Safeguarding and Looked Children service have a plan which outlines any specific cultural or ethnic needs of the individual. Our quarterly user survey asks users about their experiences of Children’s social care and includes specific questions around how their ethnicity or religious circumstances have been taken account of. 89% of respondents said their social worker took account of race, religion or culture in their work with them where it was appropriate to do so. We provide training to children’s workforce which covers race equality. Across the Children’s Services Group we use images of diversity in public documents to reflect different racial groups. We have an active role in refreshing and implementing the NCC Gypsy, Roma Traveller Strategy. Our Health and Wellbeing team provides direct support to schools to meet Ofsted inspection requirement s regarding equalities. Adult learning provides additional learning support for English of Speakers of Other Languages (ESOL). It has dedicated ESOL classes. Adult learning provides the English qualifications at B1, B2, C1 or C2 level for proving knowledge of English for citizenship and settling applications. learning integrates equality and diversity ‘hot topics’ every month into teaching and learning to promote equality, challenge discrimination and promote positive attitudes towards BME communities. Adult learning collects enrolment data on ethnicity and constantly monitors performance data and uses it to challenge gaps in achievement 2.3.4 What else do we need to do? Children’s Centres and the FIS team could encourage and promote participation of parents/carers from different racial groups.
appendix-2b-wellbeing-and-community-health-children-services.docx