1. Social Pedagogy – the national picture
(Expanded version of NCERCC contribution to the launch of Essex Social
Pedagogy – 3rd December 2008 Essex Records office, Chelmsford).
Though there has been practice that would be comparable and compatible
with an SP understanding it is only recently that there has been a declared
and named interest in it as an approach applicable across all English
Children’s Services.
Until recently the idea of SP had been located firmly within an educational
framework and that has been primarily in Early Years services, especially
those nurseries that use a Montessori or Froebel practice. In Junior schools
and Special schools you might have found something like it in Nurture
classes, and in the individual programmes of PRU’s, and at Secondary level
maybe in the opportunities that come with the Alternative Curriculum at Key
Stage 4. You might also have found something like it in Alternative Education
settings such as Summerhill or Forest Schools.
In RCC there has been a thread of Social Pedagogy that has run through
residential provision that has a long history such as Steiner schools and most
Therapeutic Communities. But it was a thread as they would not have given
the name Social Pedagogy to their practice. With LAC you might also have
seen something similar in preventative work such as Intermediate Treatment,
an approach that had much similarity with Youth Work.
None of the above settings I have mentioned would readily have seen a
connection between what they were doing.
Interest has been given a focus and shape over the past decade. Two
organisations have been at the forefront, TCRU and SET.
TCRU http://ioewebserver.ioe.ac.uk/ioe/cms/get.asp?cid=470
Over the past decade Thomas Coram Research Unit have published research
into European and Scandinavian Social Pedagogy. The books and reports
from Pat Petrie and Claire Cameron have been exploring how the approach
operates and how it might be applied in an English context across a number
of practice settings.
SET
The Social Education Trust had a very definite RCC focus. SET brought
together a number of RCC experienced people. They funded a number of
studies and events and most notable for RCC and Essex they funded the
September 2006 NCERCC research ‘Introducing Social Pedagogy Into
Residential Child Care in England.’ Dave Crimmens of the University of
Lincoln and trustee of SET is part of these Essex research team.
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2. Care Matters
It was in October 2006 that Social Pedagogy was directly mentioned in the
Care Matters Green Paper: Chapter 4 ‘Ensuring that children are in the right
placements’. This interest was confirmed by the June 2007 Care Matters
White Paper outlining government interest in looking at the effectiveness of
Social Pedagogy and the generous funding of a pilot programme in
Residential Child Care settings. The pilots were to focus on adapting social
pedagogical approaches, as practiced in Residential Child Care settings in
continental Europe, with a view to significantly improving outcomes for
children in public care. More on this in a short while.
(Care Matters Implementation plan only now available)
http://publications.everychildmatters.gov.uk/default.aspx?PageFunction=prod
uctdetails&PageMode=publications&ProductId=DCSF-00279-2008&
CPEA report for DCSF/CWDC
http://www.gbyoc.org.uk/docs/social_pedagogy_and_young_people.pdf
In May 2007 as part of wider scoping work in relation to the development of
the Young People’s Workforce Strategy, CPEA were commissioned by
the DCSF and CWDC to produce: ‘an analytical paper summarising the
pedagogue model with recommendations on transferability to the
various young people’s workforce settings in England and next steps
as appropriate’.
Four brief extracts are relevant to the developments in Essex and also serve
as summary
• However, if a social pedagogical approach is to be the foundation of
workforce reform and remodelling in integrated children and young
people services then this will require considerable commitment and
attention to support incremental change over a sustained time period.
• Social Pedagogy is an ‘organic system’ which includes theory, policy,
practice, training and the interaction between them. The conclusions of
this paper point away from the introduction of ‘social pedagogues’ as a
separate professional group i.e. as an ‘add on’ to those which already
exist.
• ….developments need to be drawn together into an overall programme
of change and development – as an integral part of the Change for
Children programme – that initiates and co-ordinates workforce
projects across the children and young people’s sector which are
informed and underpinned by the pedagogical approach and which
clearly states what needs to be done at different levels i.e. national,
regional, children’s trust, employer and practitioner
• this programme needs to be based on a ‘UK/English social pedagogy’
which starts from ‘where we are now’ and which builds upon the
progress which has already been made.
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3. NCERCC research and conference
Between May and November 2007 SET funded NCERCC research into SP in
RCC which brought together a team many of whom are involved in this Essex
development. Along with Dave Crimmens and myself was Claire Chamberlain
as project manager, and amongst the 6 SP’s were 2 notable Social
Pedagogues, Gabriel Eichsteller and Sylvia Holthof, now of Thempra.
http://social-pedagogy.co.uk/social_pedagogy_training.htm
The project aimed to develop knowledge of the theories behind social
pedagogic approaches, build the confidence of Residential Child Care
workers and discover possible ways of translating social pedagogic
approaches into meaningful practices in English Residential Child Care
settings.
So what did we find?
• At the beginning of the project almost half of the participants had none
or very limited knowledge of social pedagogic approaches
• The main expectations of the participants were to gain more insight into
Social Pedagogy, how it could be transferred into their current
practices, and what new inspirations the project could bring to their
practice.
• Almost 60% of the participants described themselves and their work
colleagues as being positively receptive towards practicing
pedagogically while about 40% described themselves as being neutral
or less than positively receptive.
By the end of the project participants reported the biggest impact of this
project was either a reconfirmation or gaining of new perspectives on how to
meet the needs of young people in Residential Child Care without needing to
discard the knowledge and experience they had already built up. On the
contrary they felt that they could refine and develop their existing knowledge,
skills and teamwork, by consciously embracing and implementing a more
social pedagogic approach in their everyday practice. Participants welcomed
the appreciative, holistic child/centred approach Social Pedagogy offers and
felt that the possibility of creating real changes for the young people in
Residential Child Care for the better in England was achievable.
• Over two thirds of the participants stated that they now had a more
solid understanding of the essence of Social Pedagogy
• Some regained or renewed their appreciation of the importance of
having authentic, appreciative relationships when working with young
people in Residential Child Care settings
• A third of the participant’s affirmed that they had already taken on
many aspects of a social pedagogic approach in their current practice
• Participants spoke of experiencing their dreams and motivations being
rekindled in choosing to work with young people in residential settings
• Almost 70% of the participants were able to connect to, translate and
use aspects of the themes in Social Pedagogy that they were
introduced to, immediately in their everyday practice.
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4. You can find the research report on the NCERCC website.
http://www.ncb.org.uk/ncercc/ncercc%20practice%20documents/introducing_
sp_into_rcc_in_england_feb08.pdf
The annual November NCERCC conference devoted the morning of its 2007
conference to Social Pedagogy, reporting the research, providing the first
large scale experiences of SP thinking and activity. It was here that the large
scale interest that we are still experiencing interest was sparked. During the
presentations and seminars others understood as one participant in the
research put it, ‘over the years, ‘the head’ for example, staff policies, risk
assessments, children coming in as a last resort, has dominated how I
perceive and work with the young people. I have rediscovered ‘the heart’ and
can see working with these young people with a renewed perspective’.
So where are we now?
DCSF/TCRU
http://www.socialpedagogyuk.com/index.php?option=com_content&task=view
&id=4
The Thomas Coram Research Unit (TCRU) has been awarded the DCFS funded
pilot programme to examine whether a social pedagogic approach would be of
benefit to young people in residential care. NCERCC is a member of the
Advisory Group.
They are currently recruiting 30 children’s homes and pedagogues to participate
in this project, working in partnership with Jacaranda Recruitment. Pedagogues
will be recruited from Denmark or Germany to work in the homes which will be
primarily from the North West and the South/South East. TCRU will be
researching 4 strands in the research; homes which already have social
pedagogues working in them; homes which would like to recruit at least two
social pedagogues from abroad to fill vacancies; homes that would like to recruit
two social pedagogues to work in a practice development capacity and are
supernumerary, for which a fee towards salary costs will be payable; and
comparison homes, which are happy to be evaluated alongside the children' s
homes in the other three groups.
A particular focus will be placed on the development of reflective practice and
the skills and expertise of a pedagogue especially around relationship building
and group work. Induction and Foundation will be expected as for all other
people joining a home. They will have to demonstrate that they have the
knowledge and skills to receive a NVQ. They will have a standard
probationary period. OFSTED will be applying the NMS in exactly the same
way.
A review of the NMS is anticipated in 2009. If these are to look towards a
greater pedagogic culture then they will need actually existing examples of
progressive provision.
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5. Others
Many other providers are using Social Pedagogues recruited by Jacaranda
www.jacaranda-recruitment.co.uk to work in homes. Jacaranda sponsor the
website Social Pedagogy in Uk http://www.socialpedagogyuk.com/ which
brings together the still relatively small group of people involved with the
development of SP in the UK. On this website you will find lots of links to
materials and news as well as a network to join.
It is worth noting that SP is not the only development in RCC happening –
providers are using Restorative Justice practice (especially Hampshire, North
Yorkshire and Durham and Resilience (Waltham Forest, Manchester and
Continuuum group) as their theory of practice. Others have already existing
practice based in Attachment (Keys Chi;d Care) or Therapeutic Child Care
(Charterhouse group of Therapeutic Communities). These are approaches
that can be close to SP. NCERCC is not concerned that there is more than
one development, indeed there should be to meet the needs of young people
and services. NCERCC thinks we will see a confluence of the many streams
over the next decade.
The important unifying factor is the conscious use of a child centred culture, a
named theory of practice providing a clarity of purpose – the 3 building blocks
of good RCC work. Next comes leadership and relationships both present
here in Essex too. Then non-institutional working, therapeutic support for
children and staff involvement – also present in Essex.
CWDC
Next month sees the consultations concerning the Professional Standards for
RCCW’s. http://www.cwdcouncil.org.uk/social-care/professional-standards-
for-residential-child-care-workers If you don’t know about them details are on
the CWDC website. These events open to all will also start the work on a case
to be made for Social Care framework of development. This will remodel the
NVQ and provide a new framework that will open vocational routes beyond
NVQ using the Professional Standards which can be come part of Foundation
Degrees that will enable the sector to be graduate-led over time. This
framework could become very similar to that which is common for Social
Pedagogues in Germany.
A current CWDC report builds on the May 2007 CPEA report mentioned
earlier and notes ‘Whilst it would not be practicable at the present time to
introduce social pedagogues into the children and young people’s workforce
as a separate professional grouping, the principles of social pedagogy have
much to offer in helping to develop a more holistic approach to work with
young people, supporting integrated working and in informing the
development of the Integrated Qualifications Framework’
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6. Essex
Essex are making a significant investment in the development of Social
Pedagogy which will include the following. Gabriel Eichsteller and Sylvia Holthof,
Thempra
• Awareness-raising /induction workshops
All staff share a basic understanding of social pedagogy
• Social pedagogy training course
At least 4 staff per home are trained in social pedagogy over 6 days
• Creating a pedagogic culture
Work with each team to facilitate process of creating a pedagogic
culture within the care home
• Social pedagogy agents training course
3 change agents per home to champion social pedagogy
• Social pedagogy trainers course
12 change agents get trained to pass on knowledge and skills of
delivering social pedagogy training across Essex
• Strategy Group
Representatives from across Essex Schools, Children and Families co-
ordinate project and disseminate findings
• Development Group
Identifies barriers to implementation into practice and develops an
implementation framework
Why is Essex development important?
• Bringing learning from elsewhere direct to Essex – learning and action at
all levels is necessary: practitioners, champions in each home, managers,
senior staff and directorate, others in other children’s services
• The key is operationalising in a structured and strategic manner, over time
and using learning from other areas that will add to SP, TCC by Christine
Bradley and many consultative supports from CAMHS
• Method of development is social pedagogic e.g. research qualitative and
quantative feeding into development
• Understanding that some things we do now are SP, some things are not
and some things might be. We need it to become consciously SP practice.
An Essex SP will developed through activity. It cannot be imposed or
transported from one country to another but will be built over time
• Understands that SP in RCC is possible where there is a context that will
support it so needs others to be following that route also across Children’s
Services as a whole and setting out to build that capacity
• Understand sees that the role of pedagogues compliments the Every Child
Matters agenda: pedagogical training is sufficiently broad-based to sit
comfortably with the ambitions for a more integrated approach to service
delivery
• Understanding that part of becoming an equal partner amongst others in
Children’s Services means having a name for the work you do, like
teaching, or psychology, or social work.
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7. Thank you from NCERCC
So from NCERCC a thank you to Essex for your significant investment in this
development which we know will not only makes you pioneers but active
participants in the RCC task that NCERCC sees as crucial for the sector – to
remember, reclaim, renew looking forwards to a renaissance of RCC thinking
and practice made relevant for these times.
Jonathan Stanley
December 2008
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