The Edinburgh Study of Youth Transmission and Crime
This shows direct links between exclusion and admittance to prison in later life – those excluded at school are five times more likely to end up in prison in later life.
TES Connect, an online resource sharing system for teachers, published this article in February 2013
The article essentially brings up the issue of exclusion rates in Scotland and cites Apex Inclusion as a method of dealing with it.
Datasets on national exclusion rates
While there are numerous problems in analysing data from this source (e.g. two data points, can’t link it to Inclusion model etc), it does show a statistical drop in the Fife Area from 2009 to 2011 from 1984 to 1810 – none of these were permanent exclusions. These are the years in which the Inclusion model has been active.
Articles also exist in the national news:
RE:SET is committed to providing the best possible service to our young people, partners and stakeholders. In order for us to shout about our success we need our data gathering and evaluation practices to be robust and transparent to sustain the test of time and stand up against our competitors. Our triangulated approach covers assessment from a quantitative, qualitative and distance travelled perspective; allowing us to achieve a rounded overview of success on each individual and tailor delivery to their changing needs. Our evaluation and measurement of impact is completed on an ongoing basis to inform the young person, professionals and referring agents of any progress, however big or small. Neither do we discard any lack of success, we use it to shape future delivery and inform practice and experience. Even bad experiences are learned from and it’s important our young people understand this and learn we are consistent and will not walk away from failure, we simply try something different.
21st century education has undertaken revolutionary changes. As we progress through the digital era, it is more important that our young people are: successful learners, confident individuals, responsible citizens and effective contributors. Therefore we understand that not all young people learn the same way and adapt our learning style to address these needs and make our sessions interactive, energetic and forward thinking. Woven through the fabric of our delivery is the theme of choices and consequences. We engage with our young people to highlight that everyone is different and this is not something to be scoffed at. Trust and respect are valuable attributes that are earned, not granted and are important personal, social and employment qualities. We promote young people to embrace change and take on challenges with positive outcomes and use their creativity to get into opportunities as opposed to using it as a means to get out of them. Although a pupil may come into contact with us for negative reasons, through our engagement we can turn this around to a positive outcome and offer a positive alternative to the traditional school sanction, whilst upholding the need to be sanctioned appropriately. It has been difficult to embrace all the additional work Curriculum for Excellence has brought but it has been coupled with success. In the same way, Curriculum for Excellence has the wellbeing wheel, we have our A Positive Future assessment tool for tracking the individual progress of our young people which fits perfectly with the Curriculum for Excellence model: In the same way the wellbeing wheel fits with the priorities of the Scottish Education system, Apex’s A Positive Future wheel fits with this also. The Apex APF wheel also fits with the GIRFEC agenda and how we best support our young people to meet their needs.
In the same way the wellbeing wheel fits with the priorities of the Scottish Education system, Apex’s A Positive Future wheel fits with this also. The Apex APF wheel also fits with the GIRFEC agenda and how we best support our young people to meet their needs.
The work of Apex Scotland fits with the GIRFEC agenda as we develop our approach to undertake the overarching concept of GIRFEC: a common, coordinated approach across agencies that support the delivery of appropriate, proportionate and timely help to all children and young people as they need it.
Our programmes and engagement aims to
- Ensure that the views of young people and experiences are heard in actions which take place to help them – this may be written or oral.
- Reduce the time from the point young people are identified as needing help to the point when they receive it by advocating where necessary on behalf of the young person
- Maximise the use of skills, knowledge and experience to help young people.
- Improve the quality of help that young people receive by tailoring programme delivery to their needs.
Identify and address any other barriers that get in the way of helping young people achieve their potential or put them at risk of harm to their selves or others.
‘Although the Inclusion unit is in the school and part of it, we feel like it’s a separate place as the minute you walk in the room, you just feel relaxed and safe.’
‘I went through a really hard stage, I might never have been here if that Inclusion Unit wasn’t there…..or anything…like not even that deep, but like, what could have happened, the way I was getting bullied…wouldn’t have come to school, wouldn’t have got an education….I really kind of couldn’t do a lot of things if that unit wasn’t there’
‘If we were excluded we would sit at home, lie in our beds, play the computer, watch TV, hang about the street and cause trouble and not do school work. If we are in the Inclusion unit, we get a chance to look at our behaviour, talk about our problems and still do school work so we’re not behind when we go back to class.’
‘We are treated with respect, which makes us treat others with respect.’
“I came out as transgender…and the only reason that I did is because of that Inclusion Unit, they have just helped me through everything…so it’s just phenomenal to feel that you can be you, in a room for 50 minutes. It just is mental and amazing”
‘When we are in afternoon groups with 1st or 2nd years, we can see what we were like at that age. We were cheeky and annoying and never thought about the consequences of our actions or thought about our futures. Since being in the Inclusion unit, we’ve had opportunities to change our behaviour and then help younger ones by telling them what they’re doing is pointless and to not waste their chances in school.’
‘If we didn’t have an Inclusion unit in our school, we would have been excluded or expelled by now – every school should have one.’
‘We get the chance to talk about things that really affect us like drugs, alcohol, crime, prison, fighting, problems at home, etc.’
‘The stuff we do in the Inclusion unit, doesn’t just help us with life in school, it helps us when we’re out at night and at the weekend, with our friends and families, helping us to make better choices.’
‘There is an obvious positive relationship between staff and pupils’
‘There is a ‘safe’ aspect of the unit and its staff’
‘The honesty of the pupils to staff was quite remarkable. There was a willingness to give information that regular teaching staff would not be privy to.’
‘There is a trusting relationship between pupils and staff that has built up through the right approach and consistency.’
‘Staff has an innovative and creative means of engaging with pupils and their use of language used to convey messages.’
‘The adaptability and flexibility of the set up of the unit (approach, referrals) is excellent.’
‘The articulate nature of the young people when expressing themselves was commendable; particularly when these pupils are considered so ‘hard to reach.’’
‘I am a social worker based at Rosyth, Children & Families.
Over the years I have been supported by the staff within Dunfermline High School and enjoyed collaborative working, whilst supporting young people and their families, I felt that I must make you aware of three members of your staff who went above and beyond whilst working with a young person from Dunfermline High who was being brought into care.
The HSLO and the two ladies from the Inclusion unit, not only engaged well with social work but they also supported the young person to make the transition from home to care. I am clearly of the opinion that without their dedication and support that the whole experience would have been much more difficult for all involved, particularly the young person.
In a climate when people are often too quick to complain, I feel that such commitment should be highlighted.
May I take the opportunity to thank all of the staff involved and to you for encouraging a culture within the school where individual needs are promoted.’
“I believe inclusion is the way ahead and I would like to see more such units in schools where they are dealing with such children.”
– Brigadier Hugh Monro, former HM Chief Inspector of Prisons
- Apex Inclusion services within Kirkland and Lochgelly High Schools were awarded Kingdom FM Local Hero Award winners for the Best Community Initiative.
- The Apex Inclusion unit appeared on BBC’s Reporting Scotland for the excellent work it was delivering in Fife schools
- The One Show – The BBC were so impressed by what they witnessed in their news feature, they asked for our services to form part of their schedule on The One Show. This was an excellent transmission featuring a visit to one of our local prisons and the impact it has on our young people.
- Apex Scotland’s Inclusion unit, within Dunfermline High School, was shortlisted in the Partnership Category at the Scottish Charity Awards.
- The Apex Inclusion service was awarded a ‘highly commended’ second place at the UK Wide Community Education Awards Ceremony held in London, hosted by Esther Rantzen. The Apex Inclusion service was nominated for the Allianz tackling Anti-Social Behaviour Award and was the only Scottish Charity to be nominated.
- The Apex Inclusion unit in Dunfermline High School won the Best Community Initiative at the Kingdom FM Local Hero Awards.