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Slide 1 © Crown copyright 2009 SIPs in 21st Century Schools Tailoring SIP CPD to meet local needs

SIPs in 21st Century Schools

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SIPs in 21st Century Schools. Tailoring SIP CPD to meet local needs. Aims:. Support LAs and SIPs in: understanding the national picture for Primary school improvement expressed in the 21 st Century Schools White Paper; reviewing the implications of this document for LA SIP CPD; - PowerPoint PPT Presentation

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Page 1: SIPs in 21st Century Schools

Slide 1

© Crown copyright 2009

SIPs in 21st Century Schools

Tailoring SIP CPD to meet local needs

Page 2: SIPs in 21st Century Schools

© Crown copyright 2009

Slide 2

Aims:Support LAs and SIPs in:

• understanding the national picture for Primary school improvement expressed in the 21st Century Schools White Paper;

• reviewing the implications of this document for LA SIP CPD;

• exploring how SIPs can become increasingly effective in supporting and challenging all schools in addressing their priorities.

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© Crown copyright 2009

Slide 3

Programme for the day

10.00 Introduction;10.10 The vision and future of SIP CPD;11.30 Coffee;11.50 Moving schools forward;1.00 Lunch;2.00 SIPs’ role in support and challenge;3.00 Action planning for LAs;3.30 Close.

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Slide 4

The vision and future of SIP CPD in the context of the 21st Century Schools White Paper

Session One

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New Context

• NS role extended until March 2011 ….key role in implementation of the White Paper

• Ambitious change… mark of local and national success

• Higher trust and higher accountability• DCSF in general will cease to provide or fund

the provision of SI support

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New Context

In the context of schools at centre of self improvement, DCSF to determine with NS:

• Preservation and transfer of body of knowledge and examples of effective practice

• Secure, extend, exit and reposition services as appropriate

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White Paper

• The greater focus on schools and LAs being commissioners of support will over time mean that NS local consultancy will reduce or be redirected, though LAs already have autonomy about how they prioritise funding through Area Based Grant

• There will still be some centrally initiated priority programmes, likely to be time limited, where LAs will require specialist consultancy support, e.g. ECAR and ECC

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White Paper

• There will be further information from DCSF giving detail of the primary SI strategy

• LAs operate between national and front line delivery - new relationship with DCSF

• Development of a school improvement strategy for all schools and phased implementation plan

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Slide 9

The DCSF segmentation

Outstanding (Great) – should provide support to others SIPs to challenge them to do this

Good-to-great self improve with SIP challenge and support and working in partnership with Great schools

SIP support and challenge for schools with

weak progress

SIP support and challenge

for schools with

Inconsistent performance

Below the Floor, Hard to Shift, Ofsted

Increasing needSchools

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Slide 10

Priority Learning LAs

• LAs and schools learning with and from each other

• Supported by the NS – a different partnership!

• Modelling broader, deeper, longer term change….moving to post NS in 2011

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The SIP Review

• Range of evaluations 2004-7

• 2009 joint review led by DCSF, based on LA field work and focus groups

• The findings have been used to inform the White Paper

Page 12: SIPs in 21st Century Schools

Executive summary

Key Findings

There is significant support for the SIP programme from heads. Where the programme is effective there is great pride from local authorities in what is being accomplished. From all parties there is still significant buy-in to the policy and its intentions.

The quality of the SIP programme is a direct result of the effectiveness of the leadership and management of the LA’s school improvement service. Effective LAs have an effective SIP function.

There are high levels of satisfaction from headteachers about the quality of challenge and support they receive from their SIPs. They cite examples of where challenge has brought about improvements in their practice and how they have been challenged to set higher targets than they otherwise would have done. In some cases, mainly amongst schools found Outstanding by Ofsted, heads are less clear of the benefits.

Challenge on the schools self-evaluation is a strength of the programme. However wider interpretations of school improvement beyond that which is focused on attainment and progress data are less common, as is effective challenge and support on the wider ECM outcomes.

In general LAs do not see brokering as the SIP’s role, consequently it is not possible for SIPs working in these LAs to perform this function effectively. There is little evidence of a single conversation. Heads would value a stronger role in brokering for SIPs and a single conversation, but LA SIP managers do not see these as a high priority. Solving this problem will require new thinking from LAs, schools and SIPs.

Where QA and performance management are done effectively, then LAs lead and manage a consistent, effective and high impact service, however this effective practice is not sufficiently widespread and should remain a major focus of attention to ensure the SIP function is consistently effective across the country

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Challenging and supporting the school1. Challenging and support the school on its self-

evaluation and the priorities it identifies as a result

8.5

9.79.3 9.4

012345678910

Effective Important Effective ImportantHTs and govs SIP managers and SIPs

SIP is challenging and drills down, gets to those questions others don’t get to.

Just when you think things are going well she brings us back to reality … but she is a partner not an inspector.

[our SIP] really helped to focus the school on the main priorities.

I don’t feel challenged, only agreed with.

Challenging and supporting the school on its self evaluation is judged the most effective aspect of the SIP role and the most important through both the focus group work and all the LA based field work. This fits with previous evaluations (PMDU and YCL) as well as previous NS field work.

There were some examples however where heads felt they weren’t getting the challenge they wanted. In most cases these were heads of outstanding schools. Here much comment was about the SIP affirming and confirming the school’s previously held views.Overall heads of outstanding schools, by and large, would prefer to have more time with their SIPs than less (as they frequently do not get much), along with a desire for a more searching dialogue than some of them get currently within the time available

In conducting the field work it was apparent that the key determining factor of effective challenge and support from SIPs was the effectiveness of leadership and management of SIPs by the LA. A clear vision for school improvement from strong leaders and managers within the LA results in highly effective SIPs. Lack of vision, weak leadership and poor management leads to inconsistent and unsatisfactory practice.

This LA is not prepared to back up SIPs in challenging schools. As a result , SIPs are less likely to risk “rocking the boat.”

The single most important addition to SI practice has been the LA’s access to heads’ PM. This has been a key lever for change. Assistant Director

The SIP programme is the first systematic support to special schools that has credibility with heads.

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Brokering Support 5. Brokering the support the school needs to implement its

development plan

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Effective Important Effective Important

HTs and govs SIP managers and SIPs

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Link Advisers and brokeringThree of the four LAs visited retain a link adviser varying from a full allocation for every school in some, to a named officer who for good and outstanding schools rarely (if ever) visits the school in others.A common LA view is that the link advisers role is to broker support, whereas the SIP role is to identify the support required and monitor and evaluate its impact. From the LA perspective, there are clear benefits to this approach. But headteacher views are mixed: where it works well, then they are appreciative of the high quality support on offer. However even under these circumstances, they query strongly the need for an additional conversation, especially where it repeats the conversation already held with the SIP, which in general it does.The key question is why do LAs see it as entirely possible for advisers to broker support but not SIPs. The answer would seem to rest on the extent to which they are tied into the LA and the ease with which they can access those with control of the resources. This is much simpler for members of the LAs permanent staff.

Brokering in the National Challenge One National Challenge school was visited as part of the review. The experience of brokering in this school was good, partly as a result of the very clear expectations around brokering for NCAs and also the fund-holder nature of the role. It would appear that this notional “fund-holder” role allows NCAs to overcome the difficulties identified by LAs that have resulted in the issues identified above. Bearing in mind that in reality fund-holding for NCAs is only an administrative construct (they don’t in reality have a budget), then there seems to be no reason why this can’t be replicated for SIPs.

Brokering is the weakest area of the SIP function. The focus groups provide some interesting perspectives:•For headteachers, this is the second least important role for SIPs •For SIP managers, it is the least important function.•For heads, there is the largest gap between effectiveness and importance of any of the functions, for SIP managers, it is one of the smallest gaps.

In two of the LAs visited there are well constructed systems for analysing school priorities and support needs and commissioning support as required. It would be beneficial if this practice was more commonplace

The brokering function for SIPs is seen as an insurmountable difficulty by LAs and not worth the effort. They are happy for SIPs to signpost support needs, but are unable to see how this can be turned into full brokering. There are issues with “external” SIPs not having access to the full picture of LA services. At the same time “internal” SIPs don’t have the networks and support that others do.No one has the full picture

We need someone to cover what the SIP doesn’t.

Link Advisers – what’s that for?

I’ve had some conflicting messages from SIP and link adviser, the link adviser tends to present an over-optimistic view of the school?

“the SIP has a brokering role ‘in theory’, it would be useful to expand this role”

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Every Child Matters

3. Challenging and supporting the school on its impact across all the outcomes of ECM

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0)We need the right set of performance indicators, but we need to be careful that PIs don’t always create backward looking action. We need to be forward looking and creative. Chair of Governors.

Alignment is with the SEF, but there is a tendency to focus on healthy schools and obesity.

There is no capacity for this agenda – would need more time, but would welcome it being mentioned in the SIP brief.

• Field work suggests that this is less effective than the focus groups would show. There are contrasts between LA views on the extent to which SIPs can, should and do engage with this agenda.

• There is evidence of SIPs challenging on ECM outcomes as part of their work with heads on the SEF, but little beyond this.

• There is a lack of data and the data there is provided by schools themselves.

• To strengthen this aspect of the role there needs to be a clear articulation of the SIP role in challenging on ECM outcomes, that:

(a) goes beyond simple alignment to the SEF, (b) is integral with the conversation on standards and progress and (c) works within the SIP paradigm of robust challenge on real data

• A clear message is that focus on standards and progress within the SIP role should not be diminished, rather it should be strengthened through interrogation of ECM outcomes.

The conversation has got a bigger space now but the data is some way behind.

The LA’s support in terms of guidance and data is minimal.

… if SIPs are going to cover the ECM outcomes in more detail there is a need for better provision of data by LA.

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Current spheres of concern for SIPs

Data on att and prog

All

Few

erVery few

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A new context for SIP engagement

Leadership and management focus on improving outcomes

SIP focus on outcomes, through provision to L & M

Data on: Attainment

ProgressECM

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Redefined role

• Strengthened role of SIP as single agent for challenge and support across all ECM outcomes on behalf of LAs;

• Gatekeeping role of SIPs;• Brokerage• Increased time in some schools;• Increased leverage over weaker schools;• Reduce time attached to school to 3 years.• Re-accreditation over time;• NCSL role in accreditation and QA;

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Slide 19

New Context

School leadership leads and manages provision to secure outcomes for children and young people. To reflect this SIPs need to:

• interrogate outcome data; and • evaluate provision and challenge; and • support the school’s leadership on their effectiveness in

using provision to bring about the best outcomes.

What are the implications of the findings of the SIP review for the LA SIP workforce?

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SIP CPD

• NS aims to support the continued improvement of SIP professional skills to meet the high demands of working effectively with 21st Century Schools

• National CPD - workshops which build LA capacity for provision of SIP CPD and places SIPs at the heart of planning

• Support from NS regional teams for SIP CPD linked to local need

• Monitoring and evaluation of the quality of CPD and the impact of SIPs on SI

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Conference on-line Forum Group

 It doesn’t end here!• We are creating a private discussion group for attendees• The group will be supported by the conference leads 

What can you do in a group?The group will continue the work of the conference through:• peer support • support from conference leads • exchange of ideas between members • uploading and sharing documents and materials • bookmarking content on the NS site relevant for the group to use  

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Conference on-line Forum Group

What happens next?• You will shortly receive an emailed invitation to join the

group• Follow the link to the National Strategies web site at

http://nationalstrategies.standards.dcsf.gov.uk • If you are already registered on the National Strategies

web site, then log-in to participate • If you are not yet registered on the site, an account will

be created for you, and you will receive two emails: automated notification that you have been registered on the site, followed by an invitation to join the group

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Moving schools forward:

satisfactory to good, good to great.

Session 2

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The DCSF segmentation

Outstanding (Great) – should provide support to others SIPs to challenge them to do this

Good-to-great self improve with SIP challenge and support and working in partnership with Great schools

SIP support and challenge for schools with

weak progress

SIP support and challenge

for schools with

Inconsistent performance

Below the Floor, Hard to Shift, Ofsted

Increasing needSchools

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Ofsted SEF/report headings (draft):

• Overall effectiveness grade;• Capacity for sustained improvement grade;• Outcomes: how well are pupils doing taking

account of any variation? Grade and sub grades for outcomes;

• How effective is the provision?• How effective are leadership and

management?

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SIPs’ role in moving schools forward:

• Developing leadership and management;

• Supporting narrowing of gaps;

• Supporting improvements in teaching and learning;

• Taking account of the wider context.

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From recent study of schools that need to maximise

rates of progress the following barriers were identified:

• Inconsistent progress;

• Whole school tracking does not identify progress issues and enable appropriate targeted interventions;

• Inconsistent use of AfL across the whole school

• Specific curriculum weakness;

• Inefficient school management systems and structures;

• Specific learning and teaching issues.

Maximising Progress

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Discussion

• In your role as a SIP, what do you see as the characteristics and key barriers to schools making greater progress (satisfactory to good, good to great)?

• What are strategies that you have found that work well?

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Narrowing gaps and improving provision

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NtG Strategies for Successfor schools, settings and LAs

Know the GAPs Celebrate gap busting!

Narrow the

GAPsMind the GAPs

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‘Breaking the Link: Everyone’s Business’ (DCSF, 2009)

• About half (48%) of pupils entitled to FSM are to be found in the third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools.

• Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under-representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped

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Narrowing the gaps: strategies for Success

Know the GAPs• Identify gaps (FSM, G&T, SEN, BME, Gender)

• Understand the gaps

• Make gaps visible

• Promote use of data

• Build data confidence

Narrow the GAPs• Deliver Quality First Teaching

• Progression planning

• Intervention (e.g. 1:1 tuition, ECAR)

• Specialist pedagogy

• Work with parents and families

• Area based initiatives/partnerships

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% of pupils achieving level 4+ in English and maths, actual and projected (2008 to 2010)

40

45

50

55

60

65

70

75

80

2004 2005 2006 2007 2008 2009 2010

Non-FSM

All

FSM

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% pupils attaining L2 and below or L5 and above in En + Ma KS2 2007 by pupil group

0.0

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Pupil Group

%

L2 and below

L5 and above

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Regional/territorial data

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How gaps expand over timeLevel 1 Level 2 Level 3 Level 4 Level 5 Level 6

Chinese-Girls-Non FSM

Indian-Girls-Non FSM

Black(O)-Boys-Non FSM

Pakistani-Girls-FSM

Black(A)-Boys-FSM

White-Boys-FSM

Average

'Expected progress'

Key Stage 1 Key Stage 2 Key Stage 3

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Narrowing the gaps: strategies for success

Celebrate gap busting!• Celebrate/promote gap narrowing

• Capture and share ‘whatworkswell’

• Gain a positive Report Card

• Achieve successful OFSTED

Mind the GAPs• Assessing Pupils’ Progress

• Regular tracking and review

• Challenge from SIPs/LAs

• Relentless focus on gap narrowing

• Aim for stretch targets

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Narrowing gaps:

• Do you know what are the significant gaps in schools where you are a SIP?

• How can your LA ensure that all SIPs have this focus and relevant data?

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The SIP’s role in supporting improvements in Teaching and Learning.

• Identification with the school of significant groups;• Scrutiny of evidence from monitoring and

evaluation processes;• Evaluation with school of areas of inconsistency;• Identification of action to improve teaching.

How can you best support the school to improve teaching?

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Working in the wider context:ECM and Children’s Service Authorities.

Schools do make a difference …

… but cannot always make enough difference on their own.

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Wider services which may have an impact on pupil progress in the school.Examples may include:Speech therapyEducational psychologistsEducation welfareCAMHSSchool nurseOccupational therapySocial workers/servicesHousingCommunity policingVoluntary sector

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Brokering support

• What needs to be improved?• What action needs to be taken?• What support is needed to make this happen?• What support is available in the school?• If not available in the school, what might need to

be accessed through the LA/wider services/external sources?

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• LUNCH

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Session 3:

Further developing the SIP’s role in supporting and challenging schools in addressing their key priorities

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The role of the SIP To challenge, support and monitor schools on behalf of the

LA:• Interrogate the school’s performance and other data;• Challenge and support the school on its self-evaluation;• Identify a small number of key priorities;• Ensure school adopts high-impact strategies to improve

its priorities;• Broker support to assist the school in its improvement;• Help the school monitor and evaluate the impact of its

actions and support it has engaged.

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National Priority PSA target 11: Narrowing the Gap

• What are the key priorities for your LA for PSA 11?

Consider one key priority for PSA 11 and individually list what is currently available in the LA to support schools to address this key priority. Share lists and discuss

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Enhancing the local offer through the use of the National Strategies’ core offer

Informed Assessmentfor Learning (AfL)

Well-evidenced teaching approaches

Effective collaborative classroom-based CPD

Better Teaching, Learningand Progress

Principles that guide the NS core offer

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Developing Stronger Management Systems

Schools are responsible for their own improvement. The diagram below illustrates the termly ISP cycle

that supports school improvement and self evaluation with pupil progress at its centre

The Single Plan

Whole-school systematic CPD

Annual Review of attainment & progress

Ensuring the progress of all learners: pedagogy and personalisation

Monitoring, evaluation and review of impact on pupil progress

Apply

TeachPlan

Assess

Review

The School Improvement CycleThe School Improvement Cycle

Practice Transfer

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Session 4:

Action planning

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SIP CPD

• NS aims to support the continued improvement of SIP professional skills to meet the high demands of working effectively with 21st Century Schools;

• National CPD - workshops which build LA capacity for provision of SIP CPD and places SIPs at the heart of planning;

• Support from NS regional teams for SIP CPD linked to local need;

• Monitoring and evaluation of the quality of CPD and the impact of SIPs on SI.

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SIP CPD: what is available?

• EpDs (on SIP portal)• CPD packages;

e.g. Schools Causing Concern, EYFS, Evaluating School Performance

• Locally based, to address issues from performance management (eg Foundation Stage);

• Locally based to address specific LA issues.

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Next Steps SIP CPD: action planning

• Consider discussions across the day• In LA pairs or groups on your table, draw

up an outline action plan for development of SIP CPD in the light of identified issues (see planning sheet)What issues have we identified across the day?What have we currently got planned for SIP CPD?What additional CPD will now be required?

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Crown copyright

• The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.

• For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to:

Office of Public Sector InformationInformation Policy TeamNational ArchivesKewRichmondSurreyTW9 4DU

Email: [email protected]: www.opsi.gov.uk/click-use/index.htm

• The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context.

© Crown copyright 2009

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