David Cameron’s call, “men [must] realise that having children is an 18-year commitment - not a one-night stand”.

He went on to say [The Tory leader's speech at Sudellside community centre in Darwen, Lancashire, on youth crime and measures to reduce it - Wednesday August 22, 2007 - Guardian Unlimited]:

“We need to make mothers realise that it's work, not welfare, that offers their family the best future. We need to help couples stay together, not drive them apart with the tax and benefits system. And we need to make society as a whole - that's you and me - realise that we all have duties to our neighbours. These are duties as compelling as the taxes we pay and the laws we obey. They represent a social responsibility. For me the most exciting development that is happening in Britain today is the growth of social enterprises and other voluntary bodies dedicated to social justice.”

And Peter Fahy, chief constable of Cheshire’s comment, “public was right to think that antisocial behaviour was out of control” in The Guardian (Monday August 20, 2007) follows an article the previous week. He argues, “the system [is] failing to tackle the underlying causes of crime ……. [including] family breakdown”.

In an article [16th August 2007] in The Telegraph, ‘Alcohol ban is no answer; proper policing is’ David Green, Director of Civitas, writes: “children are more likely to stay away from crime if both biological parents are committed to their well-being”.

“…. there is no getting away from the fact that children are more likely to stay away from crime and to lead fuller lives if both their biological parents are committed to their well-being during the two decades it takes to grow up. Solving that problem is beyond most of us.”

Now David Cameron has also weighed in with, “More Government support for families and better male role models are the best ways to combat the yobs who are causing “anarchy in the UK” [Telegraph 21st August 2007].

The problem can be solved with determination, the application of the available statutory powers (Fixed Penalty Notices), modern technology (texts to mobile phones, e-mail, Digital TV), and engagement by schools with parents in the social, emotional and behavioural development of the pupils.

One solution available within the UK, brings parents, children and schools together. By using talk2me (www.talk2me.org.uk) schools and families can monitor social, emotional and behavioural development over time by taking the online inventory each year. What is required is the will to bring together the complementary strands of intervention and to treat the issue of family breakdown holistically.

Peter Fahy, the chief constable of Cheshire writes, “a fundamental rebalancing [is] needed for the criminal justice system - away from simply concentrating on punishment towards more rehabilitation and offers of help, backed up by sanctions for those who [refuse] to change their behaviour.”

There is a strong correlation between truancy and future criminality. Local authorities [especially those under Conservative control!] and local crime reduction partnerships could be tackling this problem now with the same zeal that is being directed against the owners of illegally parked vehicles - with FNPs (Fixed Penalty Notices) and clamping.

However, if the main focus is punitive, it won’t work. Follow-up supportive measures are crucial too:

1. An individual re-integration plan for each child picked up during a truancy sweep combined with FNPs (£50 if paid in 28 days, £100 in 42 days) would change the culture of truanting, in some areas, to one of regular school attendance.

2. A whole school approach to measuring change in social, emotional and behavioural development, together with a programme engaging parents in this process – possibly as part of the extended schools programme - would change the culture prevalent, in some areas, from antisocial to social behaviour for all pupils and parents. Targeting a few parents will alienate them. A universal programme will not.

There are now 50,000 truants each school day in the UK and one million pupils who have been truants during the year. There are 16,000 PCSOs (Police Community Support Officers) and strong teams of EWOs (Education Welfare Officers) and other staff in schools and local authorities tasked with combating truancy and antisocial behaviour.

There are schemes such as Truancy Call and Teachers2Parents for engaging with parents. These allow school staff to make first day contact with parents of absentees via automated phone call, text message and email, parents can then respond in the same way.

Examination of data from 2004 shows a strong correlation between average absence levels in schools and their pupils’ attainment. For example:

88% of pupils gain 5 or more good GCSE grades at schools with average absence of 8 days or fewer per pupil. But only 26% at schools with average absence of more than 20 days per pupil; and

86% of pupils reach Key Stage 2 Level 4 Maths in schools where pupils average fewer than 8 days absence a year but this drops to 57% in schools where average absence is more than 15 days.

The 2004 Youth Crime Survey showed that 45% of young people in mainstream education who have committed an offence say they have played truant from school, compared with just 18% who have not committed an offence. It also showed that 62% of 10-16 year olds who have committed criminal or anti-social behaviour have also truanted.

Section 115 of the Crime and Disorder Act 1998 ensures that education authorities have a legal power to disclose information – such as the names of persistent truants - to the police officer/police community support officer for the purpose of a truancy sweep. The requirements of the Data Protection legislation need to be taken into account in exercising this power, and certain other requirements. The best way to ensure these requirements are satisfied is by using carefully drawn up protocols between the education authority and the police.

Where appropriate, EWOs, Connexions Personal Advisors, learning mentors and school pastoral staff should aim to work together to create an individual re-integration plan for each child picked up during a truancy sweep. Police officers/police community support officers have the power to return truants to their school or to a local authority designated place.

Schools using schemes like www.teachers2parents.co.uk can provide much of the intelligence that is needed to make daily or frequent sweeps effective, for example, details of:

- regular non-attenders who are absent;
- pupils who are legitimately out of school; and
- dates of training days and other school closures.

Suresh Patel says, “Schools across the country using www.teachers2parents.co.uk have seen a huge reduction in truancy.”

Seamus Ryan, principal of Dunshaughlin Community College, a mixed school with 930 pupils has commented: “By installing Truancy Call we can manage absences more effectively and encourage parents to notify us about the whereabouts of their child. One of the real benefits of Truancy Call is that it alerts parents immediately, should their child be absent for any reason.”

Mr Ryan continued, “It gives parents the opportunity to inform the school directly of the reason for the absence and the likely duration, reducing the workload for teaching in collecting and recording absence notes.”

Using Truancy Call, the school carries out registration as normal each morning. Once finished, the system automatically calls, texts or emails parents until a response is received. Once a response is received and a voice message recorded no further calls are made, until the start of the next absence.

Using talk2me throughout the school as a regular online survey can enable the relevant staff and all parents to measure changes in social, emotional and behavioural development by pupil, class, and year group, under the headings of the ECM (Every Child Matters) agenda. If parents participate – and in future this should be possible with mobile phones or digital TV - facilitators or mentors can engage with individual pupils and families to enable them to discuss issues important to them, and to evaluate their progress during their time at school.

There is no single programme or intervention that will solve the problem of truancy. But several of these together will have a very significant impact on it. The knock on effects in terms of improved behaviour and better exam results can be considerable.

There's certainly been a dramatic improvement in exam results over a very short period (at Ladymead Community School in Taunton). Ladymead's head, Mark Trusson, ……. says: "Use of ICT and our school management systems combined (including Truancy Call) has been a powerful system for improving school performance, linked to teaching and learning. Our results (children gaining five As to Cs at GCSE) have improved from 54% in 2005 to 64% in 2006."

PSHE and Social Capital - Ofsted says "schools are beginning to realise the inadequacy of much of their assessment"

Time for change? Personal, social and health education

Age group: 11-16
Published: April 2007
Reference no: 070049

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

Alexandra House
33 Kingsway
London WC2B 6SE
No. 070049
www.ofsted.gov.uk
T 08456 404040 Published
April 2007 © Crown Copyright 2007

Extracts from the report [my italics]:

It is important that sufficient time is allocated to PSHE and that good use is made of it. Too many schools do not base their PSHE curriculum sufficiently on the pupils' assessed needs. The area recruits few teachers with directly relevant qualifications to teach PSHE. Three quarters of secondary schools have developed specialist teams of teachers to teach it successfully. However, PSHE is taught by non-specialists in some schools and too much of this teaching is unsatisfactory. Assessment continues to be the weakest aspect of teaching.

Many schools focus narrowly on assessing pupils knowledge rather than determining the impact of their PSHE provision on improving pupils attitudes and skills...........

Schools have, therefore, become aware of the need to improve assessment and have drawn on advice from the Qualifications and Curriculum Authority (QCA). Even so, many schools do not know about this advice and have not yet taken steps to improve assessment..........

The revised standards for the National Healthy Schools Programme (NHSP) have raised senior leadership teams awareness of the importance of strong PSHE provision. The standards require participating schools, through a whole-school approach, to tackle the four themes of the programme:

healthy eating,
physical activity,
emotional health and
well-being

that lead to 'healthy school' status.......

Leadership and management of PSHE are good in nine in ten schools, although monitoring and evaluation remain the weakest aspects.........

Schools should:

• involve pupils in:

− considering how the PSHE curriculum might meet their needs best
− determining what the outcomes should be and how these should be achieved
− improve the assessment of pupils' progress in PSHE by evaluating changes in attitudes and the extent to which pupils are developing relevant skills

• report annually to the governing body on the monitoring and evaluation of PSHE

• improve the monitoring and evaluation of the quality of PSHE provision

• ensure that work at Key Stage 3 takes sufficient account of pupils' learning at Key Stage 2

• develop constructive links with a range of support services through drop-in centres or extended school provision, in order to respond appropriately to the personal needs of pupils and their families..........

At times, it is the school rather than the home that provides the moral code and, in its absence in the home, some children are put under additional pressures. In nearly all schools, the PSHE programme is the vehicle for tackling many of these pressures.............

23. Parents greatest challenge is to set clear expectations, and to be aware of and to accept responsibility for their children's behaviour. Some parents do not rise to this challenge. Pupils look to schools for help hence the importance of high quality PSHE.

27. If pupils are to be able to analyse, reflect on, discuss and argue constructively about issues in PSHE, they need to develop appropriate skills. In good provision, pupils showed:

• communication skills, such as putting forward a point of view and listening to others

• decision-making, so that they could make sensible choices based on relevant information

• the ability to make moral judgements about what to do in actual situations and the potential to put these judgements into practice

• interpersonal skills, so that they could manage relationships confidently and effectively

• assertiveness skills

• the ability to act responsibly as an individual and as a member of various groups.

40. Assessment continues to be the weakest aspect of PSHE teaching. It is sufficiently rigorous in only a minority of schools and unsatisfactory in half. One of the reasons for the lack of even simple assessment strategies is schools belief that pupils enjoyment of the subject is due, in part, to the absence of any assessment framework. This is misguided: teachers need to know if pupils have acquired the knowledge, understanding and skills they intended them to learn. In turn, this should influence planning to ensure that pupils continue to make progress.

41. Most schools focus narrowly only on pupils' progress in developing their subject knowledge and understanding. Relatively few schools attempt to assess changes in pupils' attitudes or their developing skills. Few schools have valid data which might be used to inform planning and, where the data are available, they are not used.

42. Good practice in assessing pupils. current knowledge includes using evidence from evaluations of teaching, assessment data, the outcomes of discussions with pupils, and behavioural surveys.

To improve assessment, schools should:

• make good use of the QCA's new assessment guidance and end of Key Stage statements for PSHE

• determine pupils' current knowledge and understanding before a new topic is taught

• plan assessment as a key element of teaching and learning

• involve pupils in assessing their own progress

• gather evidence on pupils' knowledge, understanding and skills

• challenge pupils' attitudes and raise their awareness of how their actions have an impact on themselves and others.

43. With its focus on pupils' outcomes, the new school inspection framework strengthens the role of PSHE. However, in trying to identify and evaluate outcomes, schools are beginning to realise the inadequacy of much of their assessment. New advice from the QCA is starting to have an impact, although not all schools are aware of it........

48. Planning for SRE also requires an understanding of young peoples' needs. Knowing about aspects of SRE does not, on its own, ensure a young persons personal safety and sexual health. Effective SRE should help pupils to develop the personal skills they will need if they are to establish and maintain relationships and make informed choices and decisions about their health and well-being.

49. An SRE programme is likely to be particularly effective if it enables pupils to:

• communicate a point of view clearly and appropriately, and listen to the views of others

• make sensible choices about what to do in particular situations

• manage relationships with friends confidently and effectively

• act responsibly as an individual and as a member of a group...........

51. Most of the schools in this survey ensure that their aims and values are well known to pupils and their parents, and that they are adhered to consistently. They will often refer to personal morality, the effects of actions and choices, and the nature of relationships concepts very relevant to SRE. However, some of the schools visited need to broaden their coverage of SRE and clarify what they mean by ahievement in this area, so that it includes developing pupils' values and attitudes............

55. Smooth transition is also hindered by inadequate assessment. In particular, work at Key Stage 3 takes insufficient account of pupils' prior learning and experiences at Key Stage 2. This mismatch is all the more stark because of recent changes to PSHE programmes in Key Stage 2.

56. Most PSHE lessons, through the inclusion of discussion and group work, give pupils opportunities to ask questions to clarify their understanding. However, such lessons cannot easily enable pupils to ask for more personal advice that they would not wish to discuss in front of their peers. Although most schools regard the class teacher/form tutor as the key adult to support individual pupils, some pupils find that they have better relationships with a subject teacher. Discussions with pupils during the inspections indicated that they would be reluctant to discuss some personal issues with any member of the teaching staff. This reluctance arises from their concerns about confidentiality and whether the teacher is able to advise them on more sensitive issues, such as sex and relationships.

57. To go some way towards resolving these concerns, successful schools have adopted approaches to support individual pupils which include:

• building pupils' confidence

• always taking seriously all issues raised by pupils

• handling information professionally and confidentially

• ensuring effective liaison with integrated support services

• focusing on a pupil's individual needs and avoiding a one size fits all approach

• trying to bring together the work of mentors, counsellors and external support agencies with individual pupils and, if appropriate, with their families

• not being afraid to admit failure with some pupils; there will be some whose complex needs cannot be met within a school.

63. Schools are required, through a whole-school approach, to deal with the four obligatory themes that make up the 'healthy school' status, to provide evidence against all criteria for each theme and to demonstrate outcomes that have made an impact on pupils' learning experiences and/or behaviour. The four themes are:

• PSHE (including sex and relationship education and drug education)

• healthy eating

• physical activity

• emotional health and well-being (including bullying).

64. With these developments in mind and the concerns about the time currently allocated to this aspect of the curriculum, the on-going QCA review of the curriculum is timely and will address the curricular content and how PSHE outcomes might be achieved. Many schools are already considering how PSHE might support the five outcomes of the Every Child Matters agenda. Schools already recognise the importance of their PSHE programmes in either coordinating the contributions of different subjects or taking sole responsibility for dealing with the Every Child Matters agenda.

65. Care should be taken to ensure that the PSHE curriculum meets the needs of young people. Not all schools or national bodies establish effective ways to gather the views of pupils. Focus groups or school councils might help to shape wider discussions, although they should not be seen, necessarily, as representing the wider school population. The involvement of PSHE advisers and their local authorities would help to broaden consultation and secure access to the views of more young people, in that way helping to ensure that a future PSHE curriculum meets their needs successfully.

End of extracts.

This is a very useful report for all those interested in PSHE. I am pleased that talk2me addresses the issues raised by the report about weaknesses in the current practises of many schools, particularly "in trying to identify and evaluate outcomes, schools are beginning to realise the inadequacy of much of their assessment."

Future posts will explore specific aspects of the report.

"The best chance to grow" by Terry Prendergast in The Tablet

Would that more journals concerned with religious and moral issues could attract writers like Terry Prendergast [The Tablet 3rd March 2007] to dig a bit deeper than most of our politicians on the subject of marriage:

"But take a closer look at the politicians' chief concerns about marriage or the lack of it. When National Marriage Week was launched last month at the House of Commons, the former Conservative Party leader Iain Duncan Smith spoke about his recent report, Breakdown Britain, which highlighted that the cost of family breakdown appears to have risen by about £7 billion in a 10-year period. However, what was most striking about his comments was that he stressed the importance of marriage for the stability of society, never once mentioning the importance for the couple themselves, their health or their well-being.

This is a typical approach for a politician, as government, and would-be governing parties, tend to be concerned more with social stability than with personal and emotional health. And that reflects a clear failure to understand that the former depend on the latter. "

What to do then?

Well, I have suggested in an earlier post that people can write to their MPs [it's easily done, see this page on the right] and to the Odysseus Trust to ask them to support an amendment to Lord Lester's Forced Marriage (Civil Protection) Bill. This would include in the 'guidance' for all couples getting married information about the benefits of undertaking a research-based programme of marriage preparation, including a pre-marital inventory.

There is also an opportunity with the Statistics and Registration Service Bill to insert a clause for publishing a Social Capital Index. There is already a clause [19] to provide for the Retail Price Index. My proposal is:

[20] Social capital index
(1) The Board must under section 18
(a) compile and maintain a social capital index by neighbourhood, and
(b) publish it every year, together with
(c) statistics relating to social and domestic cohesion.

Again, it is a simple matter to write to your MP about it.

There is a further reason for taking action now:

The Statistics and Registration Service Bill "will also establish proper employment status and rights for registration officers (as local authority employees) in England and Wales." Whereas in the past registration officers - not being employees of local authorities - could not be required by local authorities to promote marriage education programmes, it will soon be much easier for a local authority to do this, if it has thought through and published a coherent policy for social and domestic cohesion for its area.

In an earlier debate [4th November 2002] Ruth Kelly said:

In our White Paper, [Delivering Vital Change] the Government explained that the registration service is ideally placed to act as a focal point for information about services associated with births, deaths and marriages, such as ........ marriage preparation...... I believe that there is a genuine opportunity for local authorities to develop those services innovatively to meet the needs of their communities, now and in future. A wider role for the registration service will improve on the current piecemeal approach by local authorities and will be underpinned by the proposed national standards.

Sadly, the proposals - which were contained in a Regulatory Reform Order, not a Bill - eventually failed to come into effect. The conclusion was:

"The Committee reports that the proposal for the Regulatory Reform (Registration of Births and Deaths)(England and Wales) Order 2004 is not an appropriate subject for a regulatory reform order. The proposed order should not be proceeded with."

Fortunately, the Statistics and Registration Service Bill and the Forced Marriage (Civil Protection) Bill together - if passed with the amendments I am proposing - could start to transform the culture in favour of marriage.

But I suspect our parliamentarians will need much 'encouragement'!