School Exclusions and Youth Violence

Debate between Sarah Jones and Vicky Foxcroft

Monday 28th January 2019 Commons Chamber

[Vicky Foxcroft]

I absolutely agree with the hon. Gentleman. Therein lies one of our problems: when kids are seen to be excluded, they are not only excluded from school; they can sometimes feel like they are absolutely excluded from society as well.

To go back to my point about figures and statistics, I believe that this is incredibly concerning, particularly given that the Government’s own serious violence strategy recognises school exclusions as one of the risk factors for involvement in serious violence.

[Sarah Jones (Croydon Central) (Lab)]

I am grateful to my hon. Friend for securing the debate and her generosity in giving way. Analysis was done of 60 serious cases of youth violence in Croydon, and in every case, that child was outside mainstream school. We also have in Croydon a situation that is mirrored elsewhere: some schools seem to exclude huge numbers while others tend not to exclude at all. The disparity makes it clear that something has gone wrong, so does my hon. Friend agree that we need to consider what Ofsted and other organisations can do to try to stop so many exclusions happening in certain schools?

[Vicky Foxcroft]

I thank my hon. Friend for her intervention. The work in Croydon has been fantastic at identifying the need to follow the evidence, and the evidence clearly points to the link between school exclusions and youth violence. It is important that we continue always to follow the evidence.

I know of 10 young people in my constituency who have been killed as a result of youth violence since I was elected in 2015, and we know about those cases only because they have been reported in the press or the families have contacted me. It should not come as a surprise to Members that certain groups of children are more likely to be excluded and end up in alternative provision settings. According to the Institute for Public Policy Research’s 2017 report “Making the Difference: Breaking the Link Between School Exclusion and Social Exclusion”, excluded pupils are many times more likely to come from a vulnerable background compared with the general student population in England. They are 10 times more likely to suffer from mental health problems, seven times more likely to have a special educational need, four times more likely to qualify for free school meals, and twice as likely to be in the care of the state.

What about the outcomes for those young people? The commission’s research has shown that it is difficult to separate out pupil referral units from data on all alternative provision settings, which include those that provide education for children who cannot attend a mainstream school for other reasons. However, the data that we do have makes for depressing reading. In 2016-17, only 4.5% of children educated in alternative provision settings achieved a 9-to-4 pass—an A to C in old money—in GCSE English and maths. By comparison, of the mainstream school population in England, 72.4% achieved a pass in English literature and 70.7% in maths.

Reintegration into mainstream education may also be used as a measure of success. However, the Education Committee’s 2018 report “Forgotten children: alternative provision and the scandal of ever increasing exclusions” suggests that it

“is often not a possible outcome for pupils, with some schools being reluctant to reintegrate pupils.”

Although some PRUs provide support for pupils who are reintegrated, that does not apply across the board. When pupils are reintegrated without such support, schools can struggle to keep them in school, and they are likely to return to alternative provision. Once they leave the pupil referral unit, the picture remains bleak.

A 2012 Ministry of Justice study found that 42% of prisoners reported having been permanently excluded from school, with the figure rising to 63% for temporary exclusions. That provides a stark contrast when compared with the less than 1% of the general population in England who end up in prison. The same Education Committee report found that 94% of year 11 pupils from a mainstream or special school go on to sustained education or an employment or training destination, compared with 57% from alternative provision. That has had the knock-on effect that pupils from alternative provision face limited choices when they leave education.

Of course, it is not inevitable that pupils who have been excluded will go on to become involved in serious violence and crime. However, we cannot ignore the link between school exclusion and social exclusion. Once children and young people are permanently excluded, it is difficult for them to re-enter mainstream education. That means that they are more vulnerable to grooming by criminals and to becoming the victims or perpetrators of violent crime.

What are pupil referral units costing us? The answer is not entirely straightforward. Each place receives £10,000 of central Government funding, but that is topped up by local authorities to varying degrees, depending on each individual’s need. In answer to a written question, the Department for Education told me that it estimates the average per-pupil cost of alternative provision, including PRUs, to be £17,000 nationally. By way of example, the average cost of a place at Abbey Manor College, the PRU local to my constituency, is £18,000, which is £1,000 a year more than the average cost of a place at a private school in 2018, and almost three times the cost of a state secondary school place in the same year.

As part of our research, the Youth Violence Commission held five evidence sessions. At the third of these we heard from experts, teachers, practitioners and, most importantly, young people themselves about the vital role that education can play in the prevention of youth violence, but what shape should that role take? Our interim report made five recommendations in this area. The first, and perhaps the most important, was for a long-term aspiration of zero expulsions from mainstream education and a reallocation of funding away from PRUs towards support and earlier intervention in mainstream schools. In order to achieve that, schools must be properly incentivised to keep pupils on their books.

The launch of Ofsted’s consultation on its new framework for the inspection of schools and colleges offers some hope that things may be starting to move in the right direction. The proposals aim to address concerns that education has become too narrowly focused on exam results, and schools that push out less able children—a practice known as off-rolling—could now risk being punished by inspectors. However, it is clear that a great deal remains to be done if we are to achieve this necessary shift in focus.

The Youth Violence Commission’s report also recommends an overhaul of the way in which careers advice is delivered in schools to ensure greater inclusion, greater emphasis on high-quality sex and relationships education, and better integration of support services such as school nurses, social workers and mental health professionals.

Once we had our recommendations, we needed to test them on the professionals. Earlier this month I met representatives from five teaching unions. I have to admit that I had expected some push-back against the commission’s recommendations. Teaching, as we all know, is already a demanding and stressful job, and I feared that the unions would view the recommendations as putting more pressure on their already overworked members. Well, I am pleased to report that I could not have been more wrong. I learned that there is huge appetite and enthusiasm for teachers to be able to do more to help vulnerable pupils. However, they simply lack the time and resources.

Four main strands came out of our discussion, the first of which is that we need to learn from what worked in the past. In 2002, the Labour Government set up the behaviour improvement programme as part of their street crime initiative. The programme targeted 34 local authorities that had some of the highest crime rates, and worked with two to four secondary schools in each area and their feeder primaries. The programme’s behaviour and education support teams provided a full range of specialist support to vulnerable pupils.

The same Government’s “Every Child Matters: Change for Children” agenda was launched in 2003 to promote the wellbeing of children and young people. Ministers wanted to ensure that every child had the support that he or she needed to stay healthy, to be safe, to achieve economically, to make a positive contribution to society and to enjoy life. That is not unreasonable, as I am sure the Minister would agree.

Healthcare practitioners, social workers, early years practitioners and other agencies shared information about vulnerable children. The child was central to their plans, and partners regularly worked with them in an attempt to achieve the best possible outcomes. Sadly, the coalition Government brought those programmes to an end in 2010.

Secondly, the union representatives suggested that pupil referral units should play a greater part in early intervention and prevention. In the past, PRUs engaged in inreach work with mainstream schools to try to prevent exclusions from happening in the first place. Unfortunately, that is no longer happening due to funding cuts, which mean that PRUs are able to perform only their statutory minimum duty.

I made an intervention on last week’s Adjournment debate secured by the hon. Member for Bolton West (Chris Green) on funding for pupil referral units to raise this point about funding for inreach work. Although the Under-Secretary of State for Education, the hon. Member for Stratford-on-Avon (Nadhim Zahawi), went some way towards addressing it, I hope that the Minister for School Standards might be able to give a fuller response today.

The third point that came out of the consultation meeting was the need for inclusive accountability. It was suggested that schools should be held accountable for every student who walks through their doors in year 7. Although that might cause some problems with schools refusing to take perceived “problem” pupils in the first place, it would address the problem of off-rolling in GCSE years in an attempt to improve results. This clearly links with the proposed changes to the Ofsted framework I mentioned. Finally, the unions highlighted the need to build resilience in young teachers, especially regarding how to cope with behavioural issues and violence. Behaviour management should be a higher priority in teacher training programmes. At present, trainees are given inadequate guidance on how to support and manage behaviour.

In conclusion, I am asking the Department to consider conducting a fundamental review of how funding for alternative provision is best spent. As I stated earlier, the Youth Violence Commission’s findings ultimately point towards achieving zero exclusions, but we note that this is a long-term goal and that smaller steps need to be achieved along the way. Primary school teachers frequently tell me that they can identify which of their pupils are likely to be involved in future violence. The current system is failing too many of those children and simply has to change.

I will finish with a few words from one of the young people who attended our evidence session:

“I didn’t get a lot of support at school. I just got moved from place to place and I didn’t have a mentor to be able to talk about my problems with. I basically grew up in prison—I went when I was 15.”

I hope that the Minister agrees that that is categorically not the outcome we want for our vulnerable young people and that he will be able to address some of the points I have raised.

Public Health Model to Reduce Youth Violence

Debate between Sarah Jones and Vicky Foxcroft

Thursday 13th December 2018 Commons Chamber

[Sarah Jones (Croydon Central) (Lab)]

I start by congratulating my hon. Friend the Member for Lewisham, Deptford (Vicky Foxcroft) on the work she has done on the Youth Violence Commission and on securing this debate against all the odds. I do not know whether she asked for the debate nine, 10 or 11 times—

[Vicky Foxcroft]

Thirteen.

[Sarah Jones]

Thirteen! She was incredibly persistent.

Youth Violence

Debate between Sarah Jones and Vicky Foxcroft

Wednesday 10th October 2018 Commons Chamber

[Vicky Foxcroft]

I thank the hon. Gentleman for his intervention. He is absolutely right. Faith groups play an instrumental role in reducing youth violence. I am thinking of my own organisations, and of a local pastor called Ben Lindsay and the wonderful work that he does in Lewisham. He also gives me wonderful advice on engaging with the faith community. I absolutely agree with everything the hon. Gentleman has said.

Funding challenges have made the sector super-competitive. Local charities with similar aims have little incentive to collaborate because they are all bidding for the same pots of money. Large organisations with professional bid writers are much more likely to get funding than small charities, even if those charities are doing good work on the ground. On top of this, funding is too often allocated for short periods, and core funding is especially difficult to come by. So we are left with an environment that discourages collaboration and reinforces inconsistency.

Now, imagine we have a teenager. He has grown up in a household where he witnesses domestic violence regularly. His mother self-medicates and his father is largely absent, but when he is around he is violent. At school, he is disruptive and as he gets older he is bounced between different services. No one sticks around for particularly long and the services do not communicate with one another or share data. External involvement in this young person’s life is disjointed and inconsistent, reinforcing his belief that no one really cares about what happens to him. A young person like this is crying out for just one adult who cares, and who will stick around in their life for as long as it takes to make a difference. Research from Public Health Wales backs this up, showing that access to a trusted adult in childhood could significantly reduce the negative consequences associated with ACEs—adverse childhood experiences.

[Sarah Jones (Croydon Central) (Lab)]

I congratulate my hon. Friend on securing this debate. As ever, she is making a powerful point, and she is an asset to this House and to all the people she is seeking to help. In Croydon, a review was undertaken of the 60 serious violence cases among young people, and a factor that affected every case was the lack of a trusted adult. Does she agree that not only have youth services been cut, but their professionalism has been massively downgraded? It is difficult to get through to hard-to-reach young people, and we should give what is an incredibly professional sector the attention that it deserves.

[Vicky Foxcroft]

I could not agree more with my hon. Friend, who has been doing excellent work with the all-party parliamentary group on knife crime and has worked closely with the Youth Violence Commission. I know that this issue has been close to her heart ever since she was elected.

ACEs are traumatic experiences in a young person’s life that can have massive repercussions on an individual’s life chances. People who have grown up with four or more ACEs—only 9% of the population—are 10 times more likely to be involved in violence by the time they are 18, compared with the 52% of young people who have experienced no ACEs. Sustainable relationships can go some way to reducing the negative consequences of ACEs.