Download - Safety and cohesion
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
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