Education

Schools have major role to prevent exploitation

Published

9 years ago

July 28, 2017

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.

Education

New classroom for Pembrokeshire Ysgol Brynconin school backed

Published

22 hours ago

July 14, 2026

Bruce Sinclair - Local Democracy Reporter

A CALL to replace a Pembrokeshire village school classroom that had reached the end of its life with a modern facility has been given the go-ahead by county planners.

In an application to Pembrokeshire County Council, the local authority itself, through agent Williams-Architects Ltd, sought permission for the erection of a new modular classroom building at the site of Llandissilio’s Ysgol Brynconin Welsh Medium 3-11 school, along with the demolition of the existing modular classroom building.

A supporting statement said: “In addition to the main school building, some classroom and library facilities are located in a prefabricated hut within the school grounds constructed under the historical HORSA programme.

“Despite various upgrades over its lifespan including insulation and new windows, the building is no longer fit for purpose, and a replacement is required to ensure the school can continue to provide its pupils with modern, suitably equipped and compliant facilities that enable high quality education.”

HORSA buildings were originally designed as temporary structures, typically constructed using prefabricated concrete, timber, and steel to facilitate rapid assembly.

Although intended for short-term use, many HORSA buildings have remained in operation for decades. Over time, these structures have surpassed their intended lifespan, leading to significant structural issues, such as weakened frames, deteriorating roofs and external facades.

The statement added: “The primary use of the replacement building will remain as currently; it will include a single classroom alongside a multifunctional space which will be used as a library, staff and group room as required. It will also include an additional toilet, new accessible toilet, a cleaners’ store and formal classroom storage.

“The intention of the proposed building is to replace an existing classroom facility which is no longer fit for purpose, and whilst a simple replacement will significantly improve the day-to-day experience of the staff and pupils who currently use this building.”

An officer report recommending approval said that, while the proposed replacement building would not result in any greater impact on the visual amenity in terms of its design, scale and overall appearance, the proposal includes the demolition of an existing building which could have an impact on the local amenity during the demolition process.

It said that, since local concerns were raised, a Demolition and Construction statement has set out the proposed demolition methodology and construction process, including details of the sequence of works, hours, and anticipated timeframe, and it is considered that the proposed demolition and construction “will have no significant detrimental impact upon the locality amenity”.

The application was conditionally approved.

Back in July 2025, members of the council’s Cabinet backed approval for a new modular building at Ysgol Brynconin, members hearing that “the external structure has rapidly declined, with the render board failing and allowing water ingress into the areas of external wall insulation”.

Education

Haverfordwest High closes early after heat raises safety concerns

Published

2 days ago

July 13, 2026

Tom Sinclair

HAVERFORDWEST VC HIGH SCHOOL has closed early today after extreme heat affected wall-mounted soundproofing boards around the building.

The school said several of the boards, including some positioned at height, could become unsafe and fall from the walls.

Pupils were initially moved to safe areas and placed under supervision while the situation was assessed by the school’s site management team and Pembrokeshire County Council maintenance officers.

Following discussions, a decision was made to close the school early so the boards could be removed safely.

School buses were due to arrive at 1.15pm to transport pupils who normally travel home by bus. Children attending a trip at Scolton Manor were expected to return to the school by 1pm.

Parents and carers who usually collect their children were asked to do so from 1.30pm.

Pupils who normally walk home were only permitted to leave after receiving parental permission. Parents could provide permission by sending their child a text message to show their form tutor or by contacting the school reception.

The school said it expected the affected boards to be removed today, allowing the school to reopen as normal tomorrow, Tuesday, July 14.

Parents will be updated through ParentMail if the work cannot be completed as planned.

Education

School leaders in Wales warn of action after recommended pay rise rejected

Published

2 days ago

July 13, 2026

Tom Sinclair

SCHOOL leaders in Wales could consider industrial action after the Welsh Government rejected an independent recommendation for teachers and headteachers to receive a 4.25% pay rise.

NAHT Cymru condemned the decision as “fundamentally wrong-headed” after Education Minister Anna Brychan announced that ministers would instead consult on a 3.5% increase from September 2026.

The union said it would now consult its members over its next steps and would take “whatever action is appropriate” to defend school leaders, teachers and pupils.

Unqualified teachers would receive a larger 5% increase under the Welsh Government’s proposals.

Additional funding has been promised to councils and schools to support the award, although the government has not yet published details of how much money will be provided or whether it will cover the full cost.

The Independent Welsh Pay Review Body had recommended that all teachers’ salaries and allowances rise by 4.25%.

However, Ms Brychan said the recommendation was not affordable within existing budgets and that the government had been forced to balance financial constraints against the need to recognise and reward the education workforce.

NAHT Cymru said the rejection raised fundamental questions about the purpose and credibility of the independent review process.

Rob Kelsall, the union’s assistant general secretary, said: “The Welsh Government’s decision to depart from the recommendation of the Independent Welsh Pay Review Body is deeply disappointing and fundamentally wrong-headed.

“The review body was established to provide independent, expert advice based on the evidence presented to it about recruitment, retention, workload and the wider challenges facing the education workforce.

“If ministers are prepared to disregard that advice when it becomes inconvenient, then it is entirely reasonable to ask what the purpose of the process is.”

Mr Kelsall said ministers could not claim to value independent scrutiny while ignoring the conclusions of the body established to advise them.

He added: “Doing so undermines confidence in the integrity of the system and risks reducing the entire process to little more than a political exercise.”

The union said teachers and school leaders had submitted evidence to the review body in the expectation that its conclusions would carry genuine weight.

It argued that the Welsh Government should provide a detailed explanation if it believed the independent recommendation was incorrect.

Mr Kelsall said: “Simply setting aside its recommendation damages trust and raises serious questions about the credibility of future pay reviews.

“At a time when schools are facing significant recruitment and retention difficulties, this is precisely the wrong signal to send to the profession.”

‘Perfect storm’ facing Welsh schools

NAHT Cymru also warned that the pay dispute came as schools faced growing pressure from staff shortages, rising workloads and what it described as a crisis in additional learning needs provision.

The union said demand for ALN support was increasing, while the needs of children entering the system were becoming more complex.

It claimed years of underfunding had left schools struggling to provide adequate support for some of Wales’s most vulnerable pupils.

Mr Kelsall said: “The reality facing schools is that we are experiencing a perfect storm.

“Demand for ALN support continues to grow, the complexity of need is increasing, schools are facing workforce pressures, and years of chronic underfunding have left provision stretched to breaking point.”

He said teachers and school leaders remained committed to supporting every child, but warned that goodwill could not compensate for insufficient funding.

NAHT Cymru has called for at least £100m in additional investment to begin addressing pressures within the ALN system.

It also expressed concern about proposals to divide additional funding equally between councils and schools, arguing that money intended for frontline provision did not always reach the pupils it was meant to support.

Mr Kelsall said any additional investment should be transparent, accountable and directed towards the areas of greatest need.

He said: “Schools are best placed to identify need and provide support quickly and effectively.”

Union to consult members

Paul Whiteman, NAHT’s general secretary, accused the Welsh Government of treating education as a peripheral concern.

He said: “Consistently diverting funds earmarked for education away from schools and now deliberately underpaying the very professionals that equip and inspire the next generation for the challenges of the future is a reckless recipe for disaster.

“We will now consult members on next actions and the NAHT will do whatever is appropriate to defend the education of young people and the rights of those that deliver it.”

The union has not yet said what form any action could take.

The Welsh Government’s proposal remains subject to consultation, which is expected to begin when schools return in September.

Ministers have also announced plans to consult on a single pay scale for classroom teachers, which would allow annual progression, and changes intended to protect the weekends and holiday periods of school leaders.

Funding will also be offered to support a doubling of the period during which teachers receive full maternity pay, provided councils and unions agree to amend employment contracts.

Ms Brychan said: “I am mindful of the difficult financial circumstances affecting schools and colleges and the implications that unfunded pay awards would have on budgets and staff numbers.

“In coming to my decision, I have had to balance the available budget with the need to recognise and reward our workforce.”