ABOUT US
OUR MISSION
Disrupting the playground to prison pipeline through inclusive alternative education.
What is the playground to prison pipeline?
The playground to prison pipeline is a social phenomenon that refers to the way some children experience the education system in such a way that it could almost be seen as preparing them for prison.
Black Caribbean boys are 5 x more likely to be excluded. (the criminalisation in some schools of cultural norms such as greetings and hairstyles contribute to these rates.
Excluded children are 4 x more likely to be imprisoned in adulthood.
Children who are excluded are 7 x more likely to have a diagnosed or undiagnosed additional learning need, and half of all prisoners in the UK have the literacy level of a primary school aged child.
The punishment system in schools mirrors the punishment system in prisons.
Some schools have seconded police officers or PCSO’s on-site. This presence alone sends a punitive message. Police officers are trained to deal with crimes, not to identify the subtleties of children whose behaviour is often as a result of a range of intersecting and compounded factors that are out of the control of the child.
Stats/facts on exclusions and the correlations
with socio-economic factors
Children from the poorest communities are disproportionally overrepresented amongst the numbers of children who are excluded.
Children who receive free school meals are 4 x more likely to be excluded.
Of children who are excluded only 1% go on to achieve 5 GCSE’s, putting those children at a huge disadvantage from accessing further education, and limits opportunities for work.
SENMH & Developmental Trauma
Every day the equivalent of one whole classroom full of children are permanently excluded.
Children who are excluded are 7 x more likely to have SEN.
Of the approximate 35 children per day who are excluded, it is estimated that 75% have a diagnosed or undiagnosed additional learning of mental health need.
There are an increasing number of children who are now being diagnosed with developmental trauma as opposed to ADHD – this is a huge improvement, as early trauma and its impacts are becoming increasingly recognised as a risk factor. This means children are starting to receive the correct support.
We see the child not the label.
Our Responses
Early intervention - work with pupils and schools, developing strategies and coping skills early in life.
Prevention – working with schools to offer support to pupils before the child receives an exclusion.
Including families and carers – informing parents, consulting the family means we an work holistically as a team.
Wider contextual responses – offering extra-curricular activities to keep children safe after school. Hot spot times 3pm-6pm (supervised time in the centre - gym, football, pool, social time).
Normalising and acceptance – an environment where pupils feel seen and accepted no matter what. No exceptions. No othering.
Using our links in the community to support the whole family – mental health, poverty, adult education and opportunities for employment, social justice.
A safe space – children can talk to us about anything, without fear of judgement.
Advocacy – liaising with all agencies around the child to ensure the child’s voice is heard, and that their rights are at the centre of all decisions that are made about them and their future.
Accountability and transparency – we have an open-door policy, carers and professionals are welcome to visit us.
Partnerships and sharing resources – working closely with other providers to ensure we provide a diverse and holistic service that meets the needs of all children.
Supporting children- through tough times (separation from family, involvement with the criminal justice system, SEN assessments).
Lived experience – peer support and learning from others who have had similar experiences.
