Graham Robb Graham Robb Helping the hardest to help Hertfordshire 15 June

Mappa Mundi Hereford Cathedral

The risks : what is the local story? What are the external risks facing young people? What are the external risks facing young people? Crime inc. gang/group offending Crime inc. gang/group offending Community tension and violent extremism Community tension and violent extremism Physical abuse / domestic violence / FGM Physical abuse / domestic violence / FGM Sexual exploitation Sexual exploitation ….. And specifics to the area you serve

Youth Justice : snapshot 140, in YOT contact 140, in YOT contact 2500 in custody (c 150 long term) 2500 in custody (c 150 long term) Girls 26% of offending Girls 26% of offending 2% of offenders cause 20% of offences 2% of offenders cause 20% of offences Key Offences Violence against person 35% Violence against person 35% Shoplifting 18% Shoplifting 18% Criminal damage 20% Criminal damage 20% Vehicle 5% Vehicle 5% Burglary 5% Burglary 5% Key Times 4-6pm Dec – Feb Summer months

What are the risk factors? How prevalent in young offenders is this risk factor? Aggressive Behaviour (including Bullying 25% Aggressive Behaviour (including Bullying 25% Low achievement starting in primary school24% Low achievement starting in primary school24% Family history of behaviour problems22% Family history of behaviour problems22% Alienation and lack of social commitment22% Alienation and lack of social commitment22% Peer attitudes condoning problem behaviour21% Peer attitudes condoning problem behaviour21% Family conflict21% Family conflict21% Lack of commitment to school (inc persistent absence)21% Lack of commitment to school (inc persistent absence)21% Friends involved in problem behaviour21% Friends involved in problem behaviour21% Availability of drugs19% Availability of drugs19% early involvement in problem behaviour18% early involvement in problem behaviour18% Community disorganisation18% Community disorganisation18% Poor parental supervision and discipline18% Poor parental supervision and discipline18% School disorganisation (e.g. poor registration system to track attendance) 17% School disorganisation (e.g. poor registration system to track attendance) 17%

Young people’s views - a changing story MORI 2009 for YJB 194 schools 4750 young people Reduction in Youth Offending from % to % Main – fare dodging (53%), hurting with need for medical attention (42%), property damage (39%), graffiti (33%), stolen in school (33%) 16% mobile phone violent pix, 22% offensive message Significant reduction in worry about being victim of crime

Young people’s views - a changing story 127 Pupil referral units in E+W 916 young people % “ I have been a victim in last 12 months” – 64% say “I committed a criminal offence in the last year” – stable Increase in likelihood of being caught – 82% 61% Damage to property 59% threat or assault 57% shoplifting Significantly more likely than general population to be involved in ASB, theft, threat, drug related ( mean 22 purchases in 12 months)

Serious Youth Violence Dangerous People, Places, Times Place matters The age profiles of SYV and homicide offenders in London are changing There is racial and gender disproportionality of homicide victims Overwhelmingly victims and offenders of all homicide are male; Of 10 – 19 year olds killed in London in 2007 and 2008, 91% were male; 90% of victims were BME; 77% of offenders were BME; 52% of victims were British born; 74% of offenders were British born. Transitions : Attendance : Information YOT to Sch/College Girls Voice in Violence

Key issues for the death of 10 – 19 year olds Gang related* offending (territory, revenge attacks, ‘disrespect’); Gang related* offending (territory, revenge attacks, ‘disrespect’); Personal conflict (spontaneous fight; simmering dispute; disrespect); Personal conflict (spontaneous fight; simmering dispute; disrespect); Participation in illegal economy (robberies within the drug and other illegal markets). Participation in illegal economy (robberies within the drug and other illegal markets). * Not all groups of young people are gangs. Sometimes the issues of serious youth violence and gang related killings over overlap, sometimes they don't.

Preventing Violent Extremism: the contribution of schools Understand the extremist narrative Understand the extremist narrative Prevent harm to pupils Prevent harm to pupils Support vulnerable individuals Support vulnerable individuals Build resilience Build resilience Allow grievances to be aired and model conflict resolution /citizenship Allow grievances to be aired and model conflict resolution /citizenship

Inter-community separation Seductive ideology Isolation & anger, leaders remote and ineffective Group dynamics Signal events & crimes Declining social control Indoctrination Intra–community separation Opposing groups. Focus on differences ‘Single narrative’ explains the collective condition of social group Social bonds & attachments provide meaningful social identity PULL PUSH Differential association FOUR CONDITIONS FOUR CATALYSTS Background Foreground PUSH FACTORS Those that ‘loosen the social bonds that people feel in respect of their attachments to normal society. PULL FACTORS Attract decoupled individuals to a more radical and extreme viewpoint FOREGROUND ISSUES Those immediate and visible events that act on an individual that contribute to changing their attitudes, beliefs or behaviour. BACKGROUND ISSUES Place individuals and groups in conditions where they are more susceptible to technologies of persuasion 

targeted activities related to preventing violent extremism Universal actions promote ECM outcomes, community cohesion, equalities and wellbeing implement effective anti-bullying policies focus on narrowing the attainment gap for all groups promote pupils’ wider skill development in teaching and learning, e.g. SEAL encourage active citizenship and pupil voice links with families and local communities, including through extended schools use curriculum to challenge extremist narratives allow space for debate and increase staff confidence in discussing controversial issues understand local issues and tensions with help from local authority and police develop network of community contacts and links with mentors and role models provide effective pupil support processes raise staff awareness on key issues form good links with police and other partners to share information access external support from statutory or voluntary organisations Support to individuals

Core aims for SSP Improve the safety of pupils, staff and the school site Improve the safety of pupils, staff and the school site Early intervention, support and challenge of pupils at risk of offending Early intervention, support and challenge of pupils at risk of offending Help for young people to deal with the risk of becoming victims and support for those who are Help for young people to deal with the risk of becoming victims and support for those who are Improve standards of pupil behaviour and attendance Improve standards of pupil behaviour and attendance Improve relations between young people and the police/wider community Improve relations between young people and the police/wider community Help deal with issues beyond the school that impact negatively on pupil safety and behaviour Help deal with issues beyond the school that impact negatively on pupil safety and behaviour

Restorative Approaches Evidence : process and outcomes RAiS Bristol (Restorative Solutions) RAiS Bristol (Restorative Solutions) 608 staff trained inc 86 to facilitator level 608 staff trained inc 86 to facilitator level 300+ Conferences 300+ Conferences 40% involved pupils who would have been excluded previously 40% involved pupils who would have been excluded previously 96% of the conferences produced agreements 96% of the conferences produced agreements 93% of those agreements have resulted in no repeat of the incident with the pupil harmed 93% of those agreements have resulted in no repeat of the incident with the pupil harmed

Safety and Cohesion Award Programme Aims to help schools in : Aims to help schools in : Keeping young people safe Keeping young people safe keep young people out of trouble keep young people out of trouble recognise the positive contribution young people make recognise the positive contribution young people make Partnership audit and action plan Partnership audit and action plan

Safety and Cohesion Framework OfSTED Categories Descriptors of ‘Outstanding Judgements by Staff ’at risk’ and partners Action Plan Priorities for SIP and partners Pupil Outcomes e.g. Safe travel Local tensions, Outstanding, good satisfactory, unsatisfactory Develop links with anti gang work. Provision Curriculum, Safe site Leadership and Management Collaborative Work with partners Information sharing Outcomes for Individuals and Groups Effective work with,most at risk to achieve better outcomes

System Leadership : NCLSCS Collaboration to deliver personalisation –. One explored methods of reducing the numbers of young people not in education, employment or training (NEET), Collaboration to deliver personalisation –. One explored methods of reducing the numbers of young people not in education, employment or training (NEET), Collaboration rather than competition – some schools pooled budgets to jointly commission work-based learning for vulnerable and disaffected young people. Collaboration rather than competition – some schools pooled budgets to jointly commission work-based learning for vulnerable and disaffected young people. All-through schooling –, while others adopted whole-town strategies to deliver the five outcomes of Every Child Matters (ECM). All-through schooling –, while others adopted whole-town strategies to deliver the five outcomes of Every Child Matters (ECM). Community engagement –. Another project developed a community alliance to deliver multi-agency services for local families. Community engagement –. Another project developed a community alliance to deliver multi-agency services for local families. Next Practice in System Leadership