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Education

Schools have major role to prevent exploitation

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The ‘Key messages from research on child sexual exploitation: Professionals in school settings’ paper aims to increase school professionals’ confidence to take appropriate action based on the best current research evidence. The paper looks at understanding child sexual abuse and offers best practice in supporting young people affected.

The Centre of Expertise on Child Sexual Abuse is also embarking on a long-term project to look at the scale and nature of child sexual exploitation in England and Wales. It has produced an initial scoping document that assesses the current knowledge of CSE and outlines the breadth of the work it hopes to undertake.

The Centre of Expertise on Child Sexual Abuse is funded by the Home Office, led by Barnardo’s, and works closely with key partners from academic institutions, local authorities, health, education, police, and the voluntary sector. It works on identifying, generating and sharing high-quality evidence of what works to prevent and tackle Child Sexual Abuse (including Child Sexual Exploitation (CSE), and to inform both policy and practice .

WHAT IS CSE?

‘ Child sexual exploitation is a form of child sexual abuse where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator ‘ . (New England definition 2017).

There is no one way that CSE is perpetrated. Grooming is common in some forms of CSE, but it is not always present. Online and offline exploitation can overlap. That children and young people may appear to co-operate cannot be taken as consent: they are legally minors and subject to many forms of coercion and control. These abuses of power are similar to those which are recognised in domestic violence and they may lead to children and young people being unable to recognise what is happening to them as abuse.

Whilst all of the research evidence to date shows that girls and young women are the majority of victims, boys and young men are also exploited. The average age at which concerns are first identified is at 12 to 15 years, although recent studies show increasing rates of referrals for 8 to 11 – year – olds, particularly in relation to online exploitation. Less is known about the exploitation of those from Black and Minority Ethnic (BME) and Lesbian, Gay, Bisexual and Transgender (LGBT ) communities.

There is no ‘typical’ victim. That said, some young people may be more vulnerable than others, and a range of indicators have been highlighted to which professionals should be alert.

These include: prior abuse in the family; deprivation; homelessness; misuse of substances; disability; being in care; running away/going missing; gang-association. It is not known whether these also apply to young people where exploitation begins or wholly occurs online, although some factors appear to be involved in both contexts. It is important to remember that indicators are not evidence that sexual exploitation has taken place. All they suggest is that practitioners need to use their professional curiosity and judgement to explore what is going on with each young person.

Child sexual exploitation can happen to young people from all backgrounds. Whilst young women are the majority of victims, boys and young men are also exploited.

A ‘ WHOLE SCHOOL ’ APPROACH

Creating an educational environment in which there is a ‘whole-school’ approach to addressing gender inequality, sexual consent, and relationships built on respect is crucial in responding to violence and abuse, including CSE. The curriculum, school policies, pastoral support and school ethos all contribute to environments that enable or challenge exploitative practices and the attitudes that condone them.

PREVENTING CSE THROUGH THE CURRICULUM

Work to prevent CSE should be taking place in independent and maintained schools, as well as state-funded schools, free schools and academies (where appropriate) and alternative educational settings, including Pupil Referral Units, Short Stay Schools, colleges and post- 16 training, including from independent providers.

Schools are ideally placed to deliver information to students about CSE and a number of resources exist for them to use in doing so. It is important that this work also challenges attitudes and helps students to develop emotional and social skills. Opportunities to learn about sexual exploitation should be available in age appropriate forms in both primary and secondary schools. Open conversations inside and outside the classroom can help children recognise potentially abusive behaviours, identify trusted adults who they can talk to and offer information about support services.

Some young people may be more vulnerable – those who have experienced prior abuse, are homeless, are misusing alcohol and drugs, have a disability, are in care, are out of education, have run away/ gone missing from home or care, or are gang-associated.

All schools (including alternative educational settings such as Pupil Referral Units and Short Stay Schools, colleges and post-16 training) should assume that CSE is an issue that needs to be addressed.

An educational environment where there is a ‘whole-school’ approach to addressing gender inequality, sexual consent, and relationships built on respect should be developed.

All schools are ideally placed to deliver information to students about CSE through preventative education that delivers knowledge and challenges attitudes.

Staff within the school community should be trained to spot potential ‘warning signs’ of CSE and to feel confident to begin conversations based on their concerns.

Multi-agency links mean that schools can be part of developing a protective community network which holds perpetrators to account.

A SAFE AND SECURE LEARNING ENVIRONMENT

A prevention curriculum should be combined with a safe and secure school environment which promotes positive and respectful relationships between peers, between students and staff, and includes wider parent/carer engagement.

Whilst the school environment can represent a positive space for young people, it may also be a context within which they experience sexual exploitation. Sexual exploitation can also involve peers in complex ways, as facilitators, abusers or bystanders. Grooming and sexual exploitation may take place during the school day, including by gang-associated peers. Some students may introduce other young people to exploiters. Social media may facilitate the spreading of gossip and images around peer groups so that the impact of CSE taking place outside of school may ‘migrate’ back into it.

Every school community should assume that CSE is an issue. In addition to educating young people about CSE, schools need to identify and support young people who are affected. Links should be made with relevant school policies, including those on bullying, sexual violence and harassment and equalities. Young people may not think of themselves as victims and may believe that they are in love. A proactive approach should therefore be taken to identifying victims, distinguishing between disruptive behaviour and early warning signs of exploitation.

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Education

Don’t miss out on help with school essentials

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88% of those eligible have claimed their free School Essentials grant to help with costs like school uniform, shoes, bags, sports kit and equipment. Have you claimed yours?

Children of families on lower incomes who receive certain benefits, those seeking asylum and children in care can claim £125 per year to help with school costs. Because of the extra cost families might face when their children start secondary school, £200 is available for eligible pupils going into year 7. It could also mean extra funding for your school.

There’s still time to check eligibility and apply for this year’s funding now before applications close on 31 May.

You can apply every year for each of your children. Pupils from all kinds of education settings are eligible as long as they are aged 5-16. This applies to pupils in all schools and settings, including special schools and pupil referral units.

Headteacher of Ysgol Gymunedol Trimsaran, Steffan Jones, explained how the grant helps pupils at his school: “You want every child to be treated the same, and you want every child to have the same experiences. These grants do help, so that all children can get involved and enjoy their time at school, not just those who can afford it.”

The grant can be used to pay for:

  • school uniform, including coats and shoes.
  • school activities, like learning a musical instrument, sports kit and equipment for after school activities.
  • classroom essentials, like pens, pencils and bags.

Even if your child already receives a Free School Meal, you still need to check eligibility to access the School Essentials Grant and extra funding for your school. To find out more about the Schools Essentials Grant and to check eligibility, visit Get help with school costs | GOV.WALES

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Charity

Bags of Books returns to Milford Haven and surrounding areas this Easter

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THE INFAMOUS Bags of Books is set to return to Milford Haven and surrounding areas over the Easter holidays.

Milford Haven School who launched the project with Milford Youth Matters over 3 years ago are continuing in their bid to improve literacy skills and encourage a love of reading for pleasure by giving away over 700 books.

Thanks to funding from the South Hook LNG Community grant they have purchased books for young people of all ages and reading abilities and will be hanging them on the fences of the schools in their catchment area.

The community are invited to come and choose a book from the following locations over the Easter holidays:

  • Neyland Community Primary School – Monday 25th March
  • Johnston Community Primary School – Tuesday 26th March
  • Coastlands Primary School – Wednesday 27th March
  • Gelliswick Primary School – Tuesday 2nd April
  • Milford Haven Community Primary – Wednesday 3rd April
  • St Francis Community Primary – Wednesday 3rd April

Milford Haven Secondary School will also hang over 150 books on their fence after the Easter Holidays on Wednesday 10th April for those in our community who cannot attend the other locations.

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Education

Milford Haven School’s Aspire Celebration Evening 2024 

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THIS week, Milford Haven School celebrated the achievements of Year 11 pupils from the Class of 2023 at the Milford Haven School’s Aspire Celebration Evening.

Chair of Governors Dayle Gibby opened the evening by welcoming past pupils, parents and carers and guests from the community as they joined together to proudly celebrate the outstanding achievements of their past pupils. Mr Gibby said “Tonight is a fantastic opportunity to celebrate your achievements academically, and achievements that go far beyond the classroom like sporting, musical, through drama, enterprise, environmental and those that reach into the heart of community. Throughout your time here you have all showed, resilience, determination, and aspiration. With these attributes you have set yourself targets and goals to achieve, manage difficult problems and overcome unexpected events.”

The annual Aspire Celebration evening recognises the exceptional talents, dedication, and hard work demonstrated by these pupils throughout their academic journey. The evening was an enjoyable one that showcased the remarkable accomplishments of the young people, highlighting their academic excellence, leadership skills,and contributions to the school and wider community. Among the many accolades awarded were prizes for outstanding academic achievement, extra-curricular participation, personal development and services to the community.

One of the highlights of the evening was the inspiring address from guest speaker and former pupil of the former Milford Haven Grammar School Ms Makala Jones. Pupils, staff and guests were captivated and inspired by her stories of cold water swimming and how joining the world renowned Blue Tits changed her life and played a big part in her accomplishments of recently swimming the English Channel completely solo. Her motivational speech, insights and personal anecdotes resonated deeply with the entire audience, encouraging them to pursue their passions fearlessly, love themselves completely and embrace opportunities that lie ahead. 

As pupils received their well-deserved awards, there was an overwhelming sense of pride and accomplishment filling the room. Headteacher Ms Morris said “This evening is a testament to the dedication and hard work of our young people. We are incredibly proud of their accomplishments and the positive impact they have made on our school community. I would like to extend my heartfelt congratulations to all the prize winners. I have no doubt that you will continue to excel in whatever task you choose to do next. I am personally proud of each and every one of you and wish you continued success in your future endeavours.”

For more information and a full list of prize winners please visit: www.milfordhavenschool.co.uk/aspirecelebrationevening 

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