Transcript Slide 1

Integrated and
Locality Working
1st November 2007
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consultancy
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Les Hossack
Safer School Partnerships Consultant
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An SSP:
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Partnership between the police, school and
other agencies
Early intervention and prevention
Different models
Police Officer operationally focused
Identifies, supports and works with C&YP at risk
of victimisation, offending and social exclusion
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SSP Aims
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Reduce crime, anti-social behaviour &
victimisation
Provide a safe & secure school community
Engage with young people, challenge
unacceptable behaviour & develop a respect
for their community
Ensure that young people remain in education
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Background
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Origins in United States
Piloted by Thames Valley and Met Police
Adopted by DfES in 2002
100 police officers in 100 schools in selected
Street Crime Areas
Four became ACPO/YJB fully funded projects
National SSP Steering Group
Ministerial support
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SSP Models
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Enforcement / holistic / school liaison
FT or PT Police Officer / PCSO / Civilian
One school or a cluster of schools including
work with primary schools
YJB/ACPO pilots – SSP Project Worker
Linked into neighbourhood policing
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SSP – Wider Context
LAAs
YJB/YOT Prevention Strategies
Every Child Matters
Prevent & Deter
School Standards
Community Safety Strategy
Children’s Trusts
National Drugs Strategy
Children and
Young
People’s
Services
Youth Matters
SSP
Crime
Prevention
Police Youth Crime Strategy
School Prevention Initiatives
Building Schools for the Future
Police National Intelligence Model
Individual School Improvement Plan
Extended Schools
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Neighbourhood Policing
Respect Action Plan
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Darlington LAA - SST/SSP
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LAA (Local Area Agreement)
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SST (Specialist Support Team)
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Children & YP with behavioural problems
SSP (Safer School Partnership)
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C&YP at risk of offending and victimisation
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Local Area Agreements
Local Area Agreements (LAAs) are made
between central and local government in a
local area. Their aim is to achieve local
solutions that meet local needs, while also
contributing to national priorities and the
achievement of standards set by central
government.
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Local Area Agreements
Seek to:
 provide intelligent and mature discussion between
local and central government, based on a clear
framework and shared understanding of national and
local priorities
 improve local performance, by allowing a more
flexible use of resources, to achieve better outcomes
and devolve responsibility
 enhance efficiency by rationalising non-mainstream
funding and reduce bureaucracy to help local partners
to join up and enhance community leadership
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Darlington LAA – SST/SSP
Project Purpose –
Multi-disciplinary team targeted at young
people who are not succeeding within the
education system and at risk of offending
behaviour for whom outcomes may be poor if
intensive support is not offered to the young
person or their family. Intervention will be
offered based on assessed need
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Darlington LAA – SST/SSP
Approach –
It is envisaged that this approach will help to deliver
and improve the identification of children and
families requiring the service, streamline the
response times for delivery of the service and
ensure that the right service can be deployed at the
right time without having to pass through numerous
and complex routes that ultimately delay the support
and intervention.
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Darlington LAA – SST/SSP
Performance –
The drive to improve these support services will
influence key performance targets throughout
not only Children’s Services but also teenage
pregnancy, NEETs, exclusions, attendance,
attainment, ASB and health
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Darlington LAA – SST/SSP
Performance Target Areas –
 Core assessments within 35 days
 Reduction in half day absences
 Reduction in days lost to fixed term
exclusions
 Reduction in permanent exclusions
 Pupils who are drug/alcohol users
assessed by YPs’ substance misuse team
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Darlington LAA – SST/SSP
Performance Target Areas –
 Take up and engagement in parenting
groups/classes/support
 Eligible pupils remain positively engaged in
mainstream education
 PRU pupils reintegrated into mainstream education
or acceptable alternative
 Reduction in First Time Entrants to Criminal Justice
System
 Reduction in re-offending rates
 Perception of safety in and around the school
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Darlington SST/SSP
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Team Manager
SSP – Police Officer and Project Worker
Education Welfare Officer
Parent Support Officer
Social Worker
Peer Mentors
Admin Support Worker
Education Psychology
School Nurse (PCT)
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Darlington SST/SSP
Close working relationships with:
 YOS
 CAMHS
 DAAT
 CONNEXIONS
 LOCALITY SERVICES particularly around parenting
 YOUTH SERVICE
 SUBSTANCE MISUSE SERVICES
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Darlington SST/SSP
Work of the team:
 YP at risk of offending behaviour
 Domestic violence
 Substance misuse
 Parental mental ill health
 Emotional and developmental problems
 Physical ill health within the family
 Poor literacy levels within the family
 Environmental difficulties
 Barriers to attendance
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Darlington SST/SSP
Concentrating on:
 YP permanently excluded
 YP at risk of permanent exclusion
 YP > 15 days fixed term exclusions
 YP at risk of offending behaviour
 YP at risk of victimisation
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Darlington SSP/SST
Primary
Care Trust
Ch Insp. Partnerships
Durham Constabulary
Asst Directors – CS
(Partnerships and C&YP)
Crime and Disorder
Reduction Partnership
Pupil Referral Unit
Team Leader
Child Care Duty Team
Strategic Steering Group
Principal
SSP School
Head - Youth
Offending Service
Feeder Primary Schools
Inspector NPT
Durham Constabulary
Head
Youth Services
Specialist Support
Team
Operational Management Group
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Darlington SSP/SST
Strategic Steering Group
Sergeant NPT
Durham Constabulary
SSP Officer
Specialist Support
Team
Team Leader
Child Care Duty Team
Education Psychologist
SSP Project Worker
Operational Management Group
Education Welfare
Officer
Prevention Manager
Youth Offending Service
SchoolLink (SMT)
SSP School
Pupil Referral Unit
Feeder Primary Schools
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Staying Safe
“Safer School Partnerships, where police are
based in schools, take a joined-up approach
to crime prevention, school safety, behaviour
improvement and educational achievement.”
(Staying Safe: A consultation document – DCSF 2007)
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A new partnership!
“The Government will support the police and services for children
and young people in working more closely together. Safer
Schools Partnerships (SSPs) are a good example: by building a
close relationship between specific police teams and schools, SSPs
have increased the trust and confidence that young people have in
the police, and helped to tackle crime and disorder issues in the
school and immediate neighbourhood. SSPs are already building
close links with neighbourhood policing teams, where these have
been rolled out. The Government is committed to supporting the
development of SSPs and has written to Chief Constables asking
them to consider a further push to develop SSP support for the
schools in the communities which would most benefit from it.”
(Cutting Crime – A new partnership 2008 – 2011 – Home Office 2007)
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Schools in Need
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June 2007 – DfES and Home Office Ministers
wrote to Chief Constables re SSPs
Letter included a list of schools that would
most benefit from an SSP input
Schools identified by:
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Permanent exclusion rates
Truancy rates (unauthorised absence)
Attainment of GCSE A-C grades
Free school meal eligibility (measure of socio-economic deprivation)
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Schools in Need
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DfES analysts applied a weighting factor to the
ranking scores
All schools scoring less than 10000, were
identified for each police force area
The lower the score the higher the need of
support
The following table shows the scores for the
East Midlands and the previously identified
number of SSPs in each of those areas
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East Mids - Targeted Schools
Area
No Schools
< 10000
<5000
Lowest
No of
SSPs (1)
Derbyshire
13
3
1126
0
Derby
5
2
2196
1
Leicester
1
1
833
0
Lincolnshire
19
4
980
0
Northamptonshire
9
5
2399
0
Nottinghamshire
19
3
4000
12
Nottingham
13
9
212
8
Rutland
1
1
4792
0
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(1)
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SSP Mainstreaming
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Significant ad hoc development
No local strategic development framework
Few SSPs with formal objectives and targets
Established SSPs were changing the face of
police/school relations – lack of recognition
Positive evaluation from the University of York
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SSP Evaluation – Key Findings
Impact on educational outcomes:
 Truancy rates fell in 15 intervention schools by
more than in 15 comparison schools
 Overall absence rates likewise
 Exam pass rates rose in YJB/ACPO schools
relative to comparison schools
 Little systematic data on bullying, ASB or
incidence of crime victimisation in schools
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SSP Evaluation – Key Findings
Impact on offending outcomes:
 YJB/ACPO schools reduced offending relative to
comparison schools
 Problems getting good data from YOTs on
offending at school level
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SSP Evaluation – Cost Benefit
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From a police and schools perspective SSPs
should pay for themselves
Minimal prevention costs compared to high costs of
CJS and support for young people not in education
Schools do derive less tangible benefits from
reduced absence and better exam results
Matched funding arrangements and funding support
from other benefiting agencies are worth exploring
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Critical Success Factors
Include:
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Assessing school need and policing priorities
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Overcoming the lack of co-terminosity of agency
boundaries
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Integrating SSPs with Neighbourhood Policing
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Effective information sharing
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Focused interventions targeted by the Police
National Intelligence Model
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Outcome Measures (1)
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Crime and ASB outcomes
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Number of first time entrants to youth justice system
Number of ‘YJB Outcomes’ for pupils
Proportion of pupils as victims of crime by other pupils
Re-offending rates of pupils
Educational engagement
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Proportion of pupils meeting minimal attendance
standards
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Outcome Measures (2)
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Educational achievement
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GCSE pass (5+ at GCSE) rate for school
GCSE pass (5+ at GCSE) record for individual
pupils at risk
Absence
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Absence rate (authorised plus unauthorised)
Absence records for individual pupils at risk
Proportion of pupils self-reporting truancy
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Outcome Measures (3)
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Bullying
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Proportion of pupils self-reporting being victims of
bullying (school survey)
Perceptions of Safety
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Proportions of staff, pupils and parents/carers
identifying their perceptions of safety in and
around the school, and on routes to the school
(Surveys)
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Quotes
“I said I would leave if I had to have a police officer in my
school. Now I would say it is probably the most
successful initiative we have introduced.” (Head Teacher)
“The problems in the school mirror neighbourhood
problems, so need to be dealt with through local multiagency strategies linked to Neighbourhood Policing.”
(Police Officer)
“There is no dividing line between estate life and school
life. People in this area bring all the problems from the
estate into the school” (Head Teacher - Notts School)
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Future Events
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Policing in Schools Survey
Nov 2007 - Delivering Effective Partnerships
for Safer Schools training in London
Nov 2007 – SSP Telegraph - 3rd edition
Seminar - Strategic Development of SSPs
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Contact
Les Hossack
lhconsultancy
07739 885336
[email protected]
www.lhconsultancy.org.uk
lh
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consultancy
Integrated and Locality Working - 011107