Earlier this year, Ofsted published findings from a research project in London looking at knife crime in schools and other education settings. A key message was that children are, by and large, safe in schools, stresses Ofsted's regional director for London Mike Sheridan. "Children aren't being attacked in the corridors and we don't have huge numbers of violent incidents - they are the exception rather than the rule," he says.
However, what the research did show was a complex picture, including when it comes to the thorny question of whether school exclusions lead to knife crime. While there is a correlation, it is way too simplistic to suggest that excluding a child from school increases their likelihood of getting drawn into knife crime and gangs, says Sheridan.
"Logic would say that if you have young people behaving in a way that leads to permanent exclusion, they are quite likely the same children who are going to be engaged in other inappropriate behaviour," he says.
One problem highlighted in the report is a lack of data on children removed from school rolls. While data is collected on permanent exclusions to ensure these are necessary and handled appropriately, the picture is unclear when it comes to managed moves - essentially an agreement between schools - and even murkier around the practice of "off-rolling".
"We know schools have managed moves and we think they're often done with good intentions," says Sheridan. "What we don't have is any information about what happens to young people as they are moved and how effective that is in breaking cycles of behaviour."
One of the recommendations from the London research was that the Department for Education should gather information on managed moves.
Anyone who works with children and young people cannot help but be aware of the growing issue of knife violence, says Sheridan. "If you talk to anyone on the frontline, be it in schools or the police, they are clear this is becoming an increasingly challenging situation with children who would necessarily have carried knives in the past deciding to carry knives now."
What can schools do?
Sheridan says they "cannot be expected to solve all of society's ills on their own". However, they do have a part to play alongside other key partners such as the police and local authorities.
Widespread cuts in preventative and early help services have not helped. "Schools are trying hard to fill that gap, but they are not equipped both in terms of expertise and resources to do that," says Sheridan.
Ofsted's research was carried out in 29 schools and pupil referral units in London, and included surveys of parents and children.
While it did not set out to pinpoint best practice, it did attempt to identify some things schools were doing that seemed to be working.
The complex nature of the problem means there will never be a single, one-off solution. "There is nothing more worrying than a school saying, ‘we've had an assembly on this, therefore it's covered'," says Sheridan. "This is about a combination of many different things and a really in-depth knowledge and understanding of children who are most vulnerable."
When there are concerns about a child or young person's safety or behaviour, Sheridan suggests schools may be reluctant to involve the police for fear of labelling pupils and families or getting a reputation as a "problem school".
It is therefore vital that the police work with schools and are clear about how and when they should be sharing information, he stresses.
Good partnership work between the police and schools can be really effective, adds Sheridan who highlights one scheme where the police supplied unclaimed lost or stolen bikes for at-risk young people to do up during the holidays - taking them off the streets at the same time as giving them new skills with the incentive of getting to keep the bike at the end of the project.
Some schools that use knife arches have successfully integrated this into their wider personal, social, health and economic (PSHE) curriculum, linking it to key messages such as the importance of staying safe and have seen incidents decrease.
However, it is clear schools need more guidance on effective interventions. "There are lots of people - including ex-gang-members - who are providing seminars, courses and lessons around this issue," says Sheridan. "What we have found from talking to schools and what we know from the research is some of that is not very effective, and some is actually quite dangerous and damaging. Schools need some help in making the distinction between what is going to be a really effective part of their wider PSHE curriculum and what they should perhaps stay away from."
What are inspectors looking for?
Ofsted's new inspection framework for education, launched last month, is intended to focus on some of the protective factors that can prevent children getting into trouble in the first place, explains Sheridan.
Inspectors will be looking at how the curriculum ensures children are well educated, and have the knowledge and skills to be part of society. They will want to see high expectations around behaviour and good quality pastoral care that meets the needs of all pupils.
"Where schools are engaging in specific activities around some of these issues, we'll be looking at the quality of debate and discussion to see if it is effective in developing that character and sense of a moral compass," says Sheridan.
Inspectors will also look carefully at a schools' approach to different sanctions including permanent exclusion and managed moves.
"We'll be looking to ensure that is being used as a last resort. We'll be looking at schools' effective use of fixed-term exclusions and internal exclusions, and the follow-up for those young people to see that the right kind of therapeutic work is going on to help those young people avoid falling into the same behaviours again," says Sheridan.
Where schools are using alternative provision for children who are particularly challenging, inspectors will visit that provision to assess how it is helping moderate behaviour and deal with complex issues in pupils' lives, as well as providing a stimulating curriculum that enables them to thrive.
"What we don't want to see is alternative provision that is just about children being babysat," says Sheridan.
There is a lot of talk about pupil referral units being a recruiting ground for gangs. The fact is the majority are rated "good" or better by Ofsted, but inspectors will want to see any additional safeguarding risks taken into account, he adds.
Inspectors' assessment of safeguarding includes looking at how well providers identify risks faced by young people including grooming and exploitation.
Above all, strong partnership work is key. For example, the London research identified positive examples where schools and councils were working together to identify issues and evaluate what worked.
"It is that kind of mature partnership working that isn't about seeking a quick or tick box answer that will be so important when it comes to schools and others playing their part in overcoming this terrible scourge on our society," Sheridan concludes.
LESSONS FROM LONDON: KEY RECOMMENDATIONS
Partnership work and strategic planning
- Local community safety partnerships should fully involve schools, colleges and pupil referral units in developing and implementing strategies to address knife crime and youth violence.
Exclusions and managed moves
- All schools and academies should ensure exclusion policies reflect statutory guidance.
- Councils and regional commissioners should challenge schools and multi-academy trusts if exclusions policies are not in line with statutory guidance.
- The Department for Education should collect data about managed moves in the same way as exclusions.
Early help and prevention
- Safeguarding partners should involve school leaders at a strategic level in assessing the needs of children and young people in their area and providing early help services.
- Local safeguarding partnerships should co-ordinate challenge of each other's practice.
Information-sharing
- Schools and colleges should share full information when pupils move schools.
- The Metropolitan Police needs to establish a clear and consistent protocol with schools that ensure they share information for safeguarding purposes.
Teaching and the curriculum
- School leaders should consider how PSHE education reflects local safeguarding issues.
- Pan-London bodies should ensure anti-knife crime and gang sessions are of high quality.
- Safeguarding partnerships and school leaders should raise awareness of the dangers of grooming and criminal exploitation among parents and children.
Source: Safeguarding Children and Young People in Education From Knife Crime, Ofsted, March 2019
INSPECTIONS SHORTS
EDUCATION
Ofsted has published a raft of updated guidance to coincide with the introduction of its new inspection framework for education. Information for inspectors and settings has been revised to reflect the new framework, and there are new guides for providers and school leaders on what to expect from an inspection and how best to prepare. The inspection framework, which came into force last month, promises less focus on test data and more emphasis on the curriculum.
SOCIAL CARE
Social care providers and managers must ensure all agency staff have the necessary Disclosure and Barring Service (DBS) checks and this includes seeing a current DBS certificate, stresses new guidance published by Ofsted. The guidance sets out who needs a DBS check and also the information inspectors will expect to see when they visit services. This may include asking to see a setting's DBS policy and looking at how any concerns arising from DBS checks were dealt with.
EARLY YEARS
Providers that care only for children before and after school and during holidays will not be judged on the quality of education they provide under the new inspection framework, Ofsted says. Inspectors will consider criteria for behaviour and attitudes, personal development, and leadership and management when reaching a judgment on a setting's overall effectiveness, said Julie-Ann Morris, Ofsted's senior manager for early years policy in a video released by the regulator.
YOUTH JUSTICE
Swinfen Hall Young Offender Institution has been told it must do more to address violence among younger offenders. A progress review by Her Majesty's Inspectorate of Prisons and Ofsted found three-quarters of violent and self-harm incidents at the Staffordshire setting involved young people aged 18 to 20 even though just half of prisoners were that age. Inspectors found "important work" to improve safety and purposeful activity had taken place, but a robust strategy was needed to ensure the needs of under-21s were addressed.
EDUCATION
Agencies in Peterborough have been criticised for not implementing reforms to special educational needs and disability provision quickly enough. Peterborough City Council and the Cambridge and Peterborough Clinical Commissioning Group have been told to submit a written statement of action following a joint inspection by Ofsted and the Care Quality Commission earlier this year. Key concerns included delays in support for families and a lack of information about what was available. The council said plans to address many of the concerns raised in the inspection report were in place.
