Stop Search Know Your Rights: A review of a technology enabled learning experiment between the police and young people of Hampshire Presenter: Caroline Anson, Hampshire Constabulary

Context of Project 1: Time for a Re-think in the way we police? Challenge…..Public Sector cuts Big Society & the preventative agenda Recognising the need for ‘real’ early interventions (where better than schools?) Policing – from reactive to preventative Review of Neighbourhood Policing Arrival of the Police & Crime Commissioner (PCC) Closed systems vs Open systems (Rock vs Bird) from Systems Thinking methodologies Co-production of informal learning content with the communities it is intended to reach

Context of Project 2: Hampshire Constabulary Policing Priorities Vision :To make Hampshire and the Isle of Wight a place where people will always feel safe to live, work and visit. Mission: To provide an excellent policing service which: –Reduces crime and anti-social behaviour –Protects the public –Builds trust and confidence with communities –Through firm and fair policing creates a hostile environment for offenders

Context of Project 3: Hampshire PCC Priorities Improve frontline policing to deter criminals and keep communities safe Place victims and witnesses at the heart of policing and the wider criminal justice system Work together to reduce crime and anti-social behaviour in your community Reduce re-offending

67 Recommendations… Rec. 15: The Constabulary commits a resource to examine existing local practice, best practice regionally and nationally and to consider the views of relevant partners in order to identify recommendations on the future engagement with schools Context of Project 4: Neighbourhood Policing Review

Context of Project 5: My role as Partnerships and Neighbourhoods Development Officer Inspire and Align Neighbourhood Policing Teams, Partners and Community through: Informal learning and best use of Technology Identifying and promoting safer neighbourhoods and EDHR best practice on Force Intranet (police), SafetyNet (partners) and Community Portal Focus on working with schools, colleges and universities in a two way conversation: to communicate issues and co- produce UNICEF 3Rs (Rights, Respect, Responsibilities) referenced projects as informal learning content as an online resource for all communities in Hampshire and IOW (Population just under 2 million people)

Strong Choices: Little Book of Law Music Fusion Credible 3 rd Party Plain English: Explain law Co-produced By youth for peers Support youth peer courts Stealth Learning Common Reference point Hampshire + IOW Community Portal Stop Search: Know Your Rights Youtube Clip Learning Experiment: Police, Partners and Community Co-production

Strong Choices: Little Book of Law Align with existing Learning GOWISELY Use of credible 3 rd parties key to success Key words Explained: ‘Detained’ Key Themes: Rights Respect Responsibility Stealth Learning? Evaluation link As at views Viral marketing Positive unintended consequences Adam + Tyler Stop Search: Know Your Rights Youtube Clip Learning Outcomes: Police, Partners and Community Co-production

Strong Choices: Little Book of Law Music Fusion Credible 3 rd Party Plain English: Explain law Co-produced By youth for peers Inner Temple Mock Courts Support youth peer courts Stealth Accreditation Probation Service: Day In Prison Common Reference point Hampshire + IOW Community Portal Proposed Next Steps: Community Portal: The Little Book of Law The Little Book of Law

Any Questions?

A rights based approach to engagement and better outcomes with and for Young People More on 3Rs (not included in presentation)

Rights Respect & Responsibilities Based on the UN Convention on the Rights of the Child The three R’s are linked together - (knowing you have rights involves understanding that others have the same rights. If you want your rights respected, then you have the responsibility to respect the rights of others) RRR/UNCRC provides an internationally agreed values framework for a school. Partnership with UNICEF UK and their Rights Respecting Schools Award.

About 150 schools working towards this; primary, secondary and special. Two pre school settings have the UNICEF EY accreditation About 400 schools had some form of RRR training Rights Respect & Responsibilities

Adopts Articles from UNCRC Not separate or distinct Set of Rules or Standards Class Charters Agreed and Signed by All School Council Peer Mentors How Does it Work?

Children more confident More Accepting of others rights Improved Behaviour Peer Challenging of Inappropriate Behaviour Less Absenteeism Fewer Exclusions Reducing Bullying Increases Educational Attainment What are the Results / Benefits?

Making an Impact RRR Research findings Covell and Howe 3 Year study (13 primary). Main impact: Children’s self regulation of both learning and social behaviours ( less bullying & exclusions) Pupil performance in tests Critical thinking Especially in more disadvantaged communities. Building resilience?

“In such schools, absences and behavioral incidents have decreased markedly; and test scores, motivation, school engagement, and self-regulation in learning and behavior have increased significantly.” Making an Impact RRR Research findings Covell and Howe

“The RRR program resulted in higher levels of engagement in school. Engagement was reflected in high levels of involvement in classroom and school activities, in perceptions of their teachers and schools as caring, safe, and respectful places, and in very positive relationships among pupils and between pupils and teachers.” “Children became more socially responsible and rights-respecting, and more engaged in their schools.” Making an Impact RRR Research findings Covell and Howe

DEMOGRAPHICSSCHOOL 1SCHOOL 2SCHOOL 3 Level of RRRFullBeginningPartial Family Poverty*41%36%4% Special educational needs 55%46%1% Reading L484%46%94% Writing50%29%49% Overall English73%36%79% Year 6 pupils in three primary schools-2009