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Discover the approaches taken by George Green’s School to address the unique challenges faced by schools on the Isle of Dogs, including tackling racism, supporting pupils, resolving conflicts, and ensuring community safety.
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Approaches for schools Kenny Frederick George Green’s School
Taking responsibility • A full service extended school • A training school • A Humanities Specialist School • Part of a small-action zone • Commissioned to deliver youth services on the Isle of Dogs • An IB World School
All different – All equal “Equal Opportunities is not about treating everyone the the same. It is about meeting individual needs and celebrating and appreciating their individual strengths and weaknesses”.
George Greens School - Location • On the Isle of Dogs, Tower Hamlets, East London • Not an island but poor transport links in the past led to a feeling of isolation • Housing policy led directly to the election of the only BNP Cllr. to be elected in 1994 • Racism is still the biggest issue!
The school population • 1250 boys & girls from 11 - 19 • 100+ pupils with Statements of special need • 60% free school meals • 40% ESW, 30% Bangladeshi, 30% others • 48% with English as an additional language An inclusive comprehensive school that welcomes all pupils who live in the community A full service extended school
A high teaching staff turnover Regular use of supply staff Challenging behaviour in school and outside school A community that distrusts authority &‘sorts things out for themselves’ A community that has very different values from the ones we promote! Lack of support from many parents The issues
Our aims Within a framework of equality of opportunity: • To enable teachers to teach and pupils to learn • To raise standards • To ensure tolerance and respect for pupils,staff and community • To develop citizens rather than tourists… • To develop a community that can support itself
What have we done? • Changing the school culture • Tackling the issues head-on • Encouraging pupils to support each other • Developing our emotional intelligence • Working in partnership with a range of organisations • Modelling behaviour • Employing and training local people • Volunteering programmes
Supporting pupils • Teaching and Learning Support • Education Social Workers • Learning Mentors • School Counsellor • Youth and Community Manager • The ‘Supervisors’ • Safer Schools Police Officer • Social worker and social work students • Behaviour Support Team • Health professional and Family therapist
Pupil participation • The Unity Cru • Peer Mentoring • Millennium Volunteers • Pupil participation – School Council, Anti-bullying committee, Class Meetings, Youth Forum ….. etc
Communication • Tell the truth, share the problems • Ask (pupils) for solutions • Be clear about actions being taken • Conflict resolution and restorative approaches • Revising and extending our rewards system • Anger management, talk time • Positive playgrounds and structured unstructured time!
Problem with parents Many • cannot cope with their own lives • cannot cope with their teenage youngsters • can’t say no to their children • don’t know what boundaries they should set • don’t know how to resolve conflict
Problem with parents Many • are very aggressive • do not value education • have racist views which they express openly • are homophobic, xenophobic etc and pass their views onto their children • Don’t trust anyone in authority
Resolving conflict • Problems are picked up quickly • Intervention is swift • Conflict resolution and restorative approaches and processes as required
Weapons ‘Weapons of mass destruction could be found in my cupboards…’ • We frequently carry out random searches • If we have information about specific people carrying weapons we carry out a ‘random search
Banning mobile phones Mobile phones can be just as dangerous as knives or other weapons. They can be used to summon friends or irate family members to ‘sort somebody out’.
Trying not to panic! Most pupils feel safe at school but worry about their safety on the way home or in the evenings. We need to work in partnership with the police,with tenants associations, with transport police, retailers & other agencies so that our communities are safe for all.
Making our community safe Develop real partnerships: • Local Area Partnership (LAPS) • Safer Neighbourhood Teams • Youth Workers • Housing Associations, Tenants Associations • Primary schools • Voluntary organisations • Parents Real joined up thinking!
Finally….. ‘If an incident happens on a Greek Island on August Bank holiday…. If it concerns our pupils and our staff, we will get involved and follow through.’
Your response What are schools doing in your local area to help young people to stop carrying and using knives? What can they learn from the approaches of George Green’s School?
