Ask the Experts: Seeking permission for graffiti

Q. We have worked with some graffiti artists to decorate outdoor spaces and inside walls at our youth club base. But some other users of the building say they do not like the artwork and now the council is threatening to remove it. What can we do?

Tracie Trimmer-Platman: Graffiti projects often go down really well with young people and bring out all kinds of skills. But any kind of artwork on a building requires permission from the legal owner. Whoever it is, they do have the right to insist the graffiti is removed if they did not agree to it or do not like it.

It would have been wise to research this before you embarked on the project and consulted other users of the building. If people understand why a project is happening and what the children will gain from it, they are less likely to grumble.

You will need to respond to the council and explain your actions. It is vital you involve the young people in the process so they understand what’s going on. This way, they are likely to feel less let down if the graffiti does have to be removed.

Tracie Trimmer-Platman is senior lecturer in youth and community work at the University of East London


Q. We have had complaints about an academy that has told parents they must pay for a term-time school trip otherwise their child cannot go. Can the school do this?

Peter Lewis: Department for Education guidance issued last October is clear. By law, schools cannot charge for much of the cost of such a trip. If it takes place wholly or partly in term-time and has an educational component or direct link to the National Curriculum, the school cannot charge any child for the cost of tuition.

When it comes to residential costs, children in receipt of free school meals are exempt. Crucially, no child can be excluded because the parent is unwilling or unable to pay. All schools – whatever status – must have a policy to deal with this and cover the cost.

The academy can invite voluntary contributions, but it must explain the position from the outset such as the fact the trip could be cancelled if not enough people are prepared to pay. Parents can only pay for their own child and cannot subsidise others.

Sometimes, schools try to get around the rules by claiming a term-time visit is not “educational”. But this raises serious questions about why they are interrupting pupils’ learning to go.

Peter Lewis is a freelance providing interim local authority children’s services leadership, and a former DCS in Haringey


Q. I work with vulnerable young people on an individual basis, supporting them with mental health issues. Recently my organisation got funding to do some group work, but I have never done this before and am not sure where to start. Any advice?

Jeanie Lynch: Developing group work requires careful thought and organisation to ensure a safe, supportive environment for everyone involved, including staff.

If you are already working with young people on an individual basis, ask them where and when they think a group would work. Ask them what arrangements they would like in place before the groups start and what kind of issues they would be happy to discuss or address.

You also need to think about who would attend, any risks and how you would deal with these. Some group members may know each other separately from the group and it is important to establish working agreements at the start of each session, and reviews at the end.

Identify local group work training – your local youth service may offer this. Otherwise there are lots of training manuals that offer ideas for structured group work activities.

Jeanie Lynch works for Barnardo’s and has 25 years’ experience of working with vulnerable children and families


Q. We have just bought some new building blocks for the nursery. How do we make best use of them?

June O’Sullivan: Blocks have many benefits because they are so versatile and can fuel children’s imagination and boost problem-solving skills.

Well-organised block play areas are attractive to children and motivate them to lead their own learning. Meanwhile, watching children use blocks to create large complex constructions is often a good time to observe social and language skills, concentration and confidence.

The most useful type are large, wooden, hollow and open-ended, and can be used to make fairly sizeable structures. Provide blocks of different sizes and shapes such as curves, arches, cylinders and triangles.

Set the children challenges and incorporate blocks into role play by adding drapes, cushions, crates, boxes and puppets. Ensure the blocks are easily accessible and remember that tidying them up is also an important learning experience.

June O’Sullivan is chief executive of the childcare charity and social enterprise, the London Early Years Foundation