Safety and cohesion

Graham Robb

Plus ca change

Young people in the system by age

18.90%25.30%

29.00% 1.80%

3.90%

7.50%

0.80%

12.80%

10 Years 0.80%

11 Years 1.80%

12 Years 3.90%

13 Years 7.50%

14 Years 12.80%

15 Years 18.90%

16 Years 25.30%

17 Years 29.00%

Young people are the main victims of anti social behaviour

0

5

10

15

20

25

30

2000 2001 2002 2003 2004

Physical Hurt

Threatened

MORI YJB 2005 %

Schools : Risk and Protective factors for Youth

Crime. DfES research report 623 2005 : Prior and Paris

Risk factors Protective FactorsLow achievement (esp. late KS2)

Alienation from and lack of commitment to schools (some possible link of commitment, truancy and delinquency)

Schools which integrate children well as citizens and enable a sense of achievement

School organisation which promotes punitive relationships and limits praise

High quality teaching and organisation. Effective whole school behaviour inc. anti – bullying

Education indicators of young offenders compared with the general young population

0

10

20

30

40

50

60

%

Statementof SEN

Previouspermanentexclusions

Regularlytruanting

5 A-CsGCSE

General young population Young Offender

Slide 1.6

Social and emotional aspects of learning55

Preventing Violent Extremism

The role of schools

Paul and Davinia

http://www.teachernet.gov.uk/wholeschool/violentextremism/

Learning together to be safe

In preventing violent extremism schools leaders need to: uphold a clear ethos promote the core values of a democratic society build staff understanding of their roles and

confidence in their skills deepen engagement with the communities the

school serves work in partnerships.

targeted activities related to

preventing violent extremism

Universal actions

promote ECM outcomes, community cohesion, equalities and wellbeingimplement effective anti-bullying policies focus on narrowing the attainment gap for all groupspromote pupils’ wider skill development in teaching and learning, e.g. SEALencourage active citizenship and pupil voicelinks with families and local communities, including through extended schools

use curriculum to challenge extremist narrativesallow space for debate and increase staff confidence in discussing controversial issuesunderstand local issues and tensions with help from local authority and policedevelop network of community contacts and links with mentors and role models

provide effective pupil support processesraise staff awareness on key issuesform good links with police and other partners to share informationaccess external support from statutory or voluntary organisations

Support to individuals