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Education

Schools have major role to prevent exploitation

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NAHT CYMRU has welcomed the publication of key messages for education professionals from the Centre of Expertise on Child Sexual Abuse

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

Aber academic’s exhibition of theatre architecture and performance space

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AN ACADEMIC from Aberystwyth University has been appointed to the international artistic team behind the world’s largest exhibition of theatre design and scenography.
Dr Andrew Filmer from the Department of Theatre, Film and Television Studies has been appointed to curate the Performance Space Exhibition for the 15th Prague Quadrennial of Performance Design and Space which takes place from 8–18 June 2023 at the Pražská Tržnice in Prague, Czech Republic.
Established in 1967, the Prague Quadrennial (PQ) brings the best of design for performance, scenography and theatre architecture together to be experienced by professional and emerging artists as well as the general public.
Dr Filmer will be one of the PQ curatorial team which is responsible for offering the festival’s participants a fresh look at the artistic production of our times in performance design and scenography.
The PQ 2023 theme is ‘Rare’, and will take into consideration the strange and precarious world of uncertainty we live in.
Scenographers, set designers, spatial artists, architects, theatre designers, and performers from over 90 countries will use their imagination and creativity to help people envision what the world and theatre could look like in the post-pandemic future.
Dr Filmer, a Senior Lecturer in Theatre and Performance, said: “It’s a great honour to take on the role of curator of the Performance Space Exhibition for the PQ in 2023. The PQ is an inspiring event that brings people together to experience and discuss the richness of performance design and scenography. My hope is that the Performance Space Exhibition in 2023 will offer an expanded sense of what performance space can be in a variety of settings, environments and cultures.”
Dr Filmer’s appointment extends a history of involvement by staff from the Department of Theatre, Film and Television Studies in the PQ.
Professor Simon Banham, the current Head of Department, was PQ Commissioner of the Weather Exhibition in 2015 and part of the UK Gold Medal winning exhibition in 1994.
Mr Richard Downing’s work was displayed as part of the UK exhibition in 2007 and he was invited to lead a Space-Lab Workshop in 2015.
Both were invited to design and curate the PQ SharedSpace Symposium in 2014.
Originally from Sydney, Australia, Dr Filmer joined Aberystwyth University in 2008.
His research explores the sites of encounter between performance and architecture.
He is currently working with National Theatre Wales on the Ever After Project<https://eur02.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.tandfonline.com%2Fdoi%2Ffull%2F10.1080%2F23322551.2020.1856304&data=04%7C01%7C%7Cc54248e7523c4c3e8ee908d94080c335%7Cd47b090e3f5a4ca084d09f89d269f175%7C0%7C0%7C637611744029985411%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=7EE6DuZVF2kOnTZlBpJ3QkZn546ZVxe07TwaK6G607g%3D&reserved=0> which is exploring theatre and performance in the era of COVID-19, and considering how the processes of theatrical production and theatre aesthetics might be reconfigured in the light of the conditions imposed by the pandemic and in the post-pandemic future.

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Education

Aber to teach nursing in boost for NHS in Wales

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ABERYSTWYTH UNIVERSITY will offer nursing qualifications for the first time, after new healthcare investment plans were given the go-ahead.
Health Education and Improvement Wales has awarded a contract to Aberystwyth University to educate both adult and mental health nurses until the end of this decade.
The first nursing students will arrive for their studies at Aberystwyth University in September 2022.
The decision has been hailed as a major boost for the health service, especially in mid Wales.
The new degree courses will also offer students the opportunity to study up to half of their course through the medium of Welsh.
Reacting to the announcement, Aberystwyth University Vice-Chancellor Professor Elizabeth Treasure commented:
“This is excellent and exciting news for everyone here in Aberystwyth. A big thanks goes to everyone who has been a part of developing our plans. We are very grateful for the consistent support of our partners, including the local health boards and Ceredigion County Council, without whom this exciting development would not be possible.”
“Supporting the community needs, in close co-operation with our partners, is central to our civic mission; and establishing nursing education here will be an important part of that. It will benefit the local recruitment and retention of nurses, as well as the potential to inspire new models of healthcare delivery which will be of benefit to everyone. Our plans will also make an important contribution to enhancing mental health and Welsh-medium provision locally and beyond.”
“During the pandemic, the hard work and commitment of our nurses, and that of other NHS and care workers during this turbulent time, has been nothing short of extraordinary. It is a great honour that Health Education and Improvement Wales has put its trust and investment in us, so that we can deliver on our exciting plans to educate nurses here.”
Professor Treasure added:
“Over the years ahead, our ambition is to play an even bigger role in educating healthcare professionals. Given everyone’s experiences during the pandemic, there is perhaps no more important time to prioritise investing in the next generation of talented young people who will be responsible for the welfare of us all.”
Chris Jones, Chair of Health Education and Improvement Wales said:
“This has been a huge piece of work reflecting the importance of high quality healthcare education and patient care in Wales. The approaches to widening access and grounding training in our communities will equip our students to serve well the needs of the population going forward.
“Thank you to everyone involved including stakeholders who helped shape the contracts and in turn the future of healthcare education. We’re looking forward to working with Universities and Health Boards to bring this modern approach to life and equipping students with the skills, knowledge and experience to embark on successful and fulfilling careers.”
The proposals to establish nursing education were developed by Aberystwyth University in co-operation with a number of partners including the Hywel Dda, Betsi Cadwaladr and Powys local health boards as well as service users and carers.

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Business

University to host industry summit online

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SUPPORTING industry’s recovery from the impact of the pandemic is a key priority for the University of Wales Trinity Saint David (UWTSD).

The University has a track record for working with industry through knowledge transfer, research innovation, workforce development and by providing a ready pipeline of skilled students and graduates, in partnership with employers.

In addition, UWTSD’s MADE Cymru initiative was established to support manufacturing industries in Wales to adapt to the challenges of Industry 4.0.

The initiative, funded by the EU via the Welsh Government, aims to support the economic recovery of manufacturers in Wales by offering part and fully funded training to businesses to upskill staff, as well as research and development that improves processes and products to reduce waste and costs.

In addition, UWTSD and MADE Cymru have organised an Industry Summit to be held online between June 8-10 to inform, engage and inspire businesses during this critical period of post-Covid recovery.

Expert speakers will be sharing their insights including James Davies from Industry Wales, Carol Hall, Regional Investment Manager, Development Bank of Wales, Chris Probert, Innovation Specialist, Welsh Government and Geraint Jones, Knowledge Transfer Adviser at KTN.

The line-up also includes Welsh manufacturers who will be sharing their own experiences, including Tim Hawkins, Managing Director, Markes International, Julia Chesney-Roberts, Commercial Manager, Riversimple, Angus Grahame, Founder of Splosh and Jacques Bonfrer, Co-Founder and Team Lead, Bot-Hive.

There will be guest talks from circular economy expert Eoin Bailey and lean author Daryl Powell and an opportunity to find out about the range of services offered by the University.

Graham Howe, Executive Head of the MADE Cymru project at UWTSD says: “This Industry Summit aims to explore issues and challenges facing manufacturing in Wales so that we can work together with employers to find solutions. 

“We always start with asking a manufacturer what their biggest problem is today and look at how we can help them with it.

“We aim to unravel potentially confusing challenges like these. Our approach begins by looking at what companies need to increase their productivity and competitiveness.

“We aim to lead the businesses we work with through a journey of continuous improvement – a journey that makes the most of Industry 4.0 technologies and their ever-growing digital capabilities to help solve the specific problems faced by each company.

“All of the feedback we receive from businesses shapes our curriculum – we want to produce employable, digitally literate graduates who can contribute to their workplace from day one”.

Alison Orrells is CEO and Managing Director of Safety Letterbox and has been one of the organisations participating in the MADE Cymru initiative.

She said: “It was important to keep innovating and investing to set us apart and come out stronger. It’s been intense but we had a game plan – now it is all about business future-proofing, being agile, collaborations and being adaptable.”

Covid-19 has affected every part of a business and shifted the focus from production to survival.

UWTSD recently led a round table discussion with Welsh manufacturers about the future of manufacturing in Wales.

That discussion found that their outlook is positive about the future.

Manufacturers accelerated their adoption of new technologies to enhance and optimise production.

With many employees on furlough, managers took the opportunity to rethink and invest in better IT, particularly communications, training and diversified into new product areas. They looked to local colleges and universities to help shift perceptions of jobs in manufacturing and demonstrated the career opportunities and pathways available.

They also loosened their reliance on overseas imports and looked for suppliers in the UK to minimise future risk of disruption.

All sessions of the Industry Summit are free to attend and places can be booked on the UWTSD website: https://uwtsd.ac.uk/made/made-cymru-industry-summit/

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