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  • John Wakeham – 2022 Tribute to HM Queen Elizabeth II (Lord Wakeham)

    John Wakeham – 2022 Tribute to HM Queen Elizabeth II (Lord Wakeham)

    The tribute made by John Wakeham, Lord Wakeham, in the House of Lords on 9 September 2022.

    My Lords, I have only recently come out of hospital, so I hope I can hang on to my stick and keep straight. I particularly wanted to come to this debate, not to say anything very remarkable but to listen to the speeches. The standard of the speeches that I have heard is as high as any that I have heard in this House over many years.

    I think I am the Leader of the House of Lords from the longest ago—I was not Leader of the House of Lords the longest, but it is longer ago that I was Leader—and I have very much enjoyed what I have heard today. I will not go into my share of reminiscences. Listening to the debate, I wanted to say just one thing, which I think has not been sufficiently emphasised. Many of us who have been Ministers in the Government have been the slaves of their red boxes for years. I do not know whether it was for 10 or 15 years that I had to deal with my red boxes. I cannot imagine how I would have dealt with them for 70 years, but it was 70 years for which she did that.

    A lot of what she succeeded in doing in her life was because she was so well prepared for every event. She was not only well prepared; she knew how to put that across in a way that did not reveal that she might have views of her own. Importantly, she put things across in an impartial way. In the excellent debate that we have had, the thing that I thought had not been emphasised enough was just what a lot of hard work she had to put up with over 70 years.

  • Jonathan Evans – 2002 Speech on US Tariffs on Steel

    Jonathan Evans – 2002 Speech on US Tariffs on Steel

    The speech made by Jonathan Evans, the then Conservative MEP for Wales, on 13 March 2002.

    This week in Barcelona the European Council will gather to seek to build upon the Lisbon Process. At that meeting, we will be pressing for more action to be taken on deregulation, and for more liberalisation, ensuring that we learn the lessons of employment flexibility. There are those of us who have felt, ever since we have arrived in the European Parliament, that there is a lot of rhetoric in this place about free trade, but also a great deal of protectionism with Member States here in Europe.

    The entire agenda in Europe of taking forward a uniform competition policy and bearing down on state aid is geared towards ensuring that we have free trade. In these circumstances, those of us who count ourselves as the best friends of the United States are hugely disappointed by the action that the US President has taken. It is not putting it too strongly to say that, in a sense, we feel betrayed by it.

    I do not link this to our support for the United States following the events of September 11. The events of September 11 were so horrific that they should not be linked with any sort of agreement in any other policy area. But for those of us who have been pointing to the United States as an example of a deregulated and liberalised economy, it has been a shattering blow to see the way in which President Bush, faced with the difficulties that his steel industry is encountering, has gone for protectionism.

    What is even worse is to read in the Financial Times today a justification of this action from Robert Zoellick, the US Trade Representative. I feel sorry for Mr Zoellick, whom again we would regard as a friend of British Conservatives, because I must say that article destroys any credibility that he had in terms of discussion of trade issues.

    The US representatives watching this debate need to know that, while we may have heard from the usual suspects in terms of anti-Americanism, those of us who are friends of the United States feel very badly let down indeed.

  • Michael Ancram – 2002 Speech on Europe and America – Not Europe or America

    Michael Ancram – 2002 Speech on Europe and America – Not Europe or America

    The speech made by Michael Ancram, the then Shadow Foreign Secretary, at the Conservative Foreign Affairs Forum on 13 March 2002.

    Some weeks ago I spoke about the benefits of building partnerships of sovereignty rather than supranational structures. Tonight I want to pursue that debate in terms of its implications for our relations with Europe and with the United States of America.

    The end of the Cold War and the fall of the Berlin Wall, even more than September 11, represented a fundamentally important turning-point in international affairs. These events launched a process of change in which many cherished old assumptions perished. The era of the great countervailing blocs, of two great superpowers balancing against one another with a mix of military and economic might, ended. The solidity it offered was replaced by a fluidity last seen in the nineteenth century. This time, however, there was the added dimension of the “rogue state” complete with weapons of mass destruction – and unlike the blocs in the Cold War with no compunction about using them. This is a new challenge calling for new responses and new forms of relationships.

    At the heart of this new geopolitical environment stands America. America is in relative as well as in real terms probably the greatest superpower the world has ever known. It is the predominant force in the world today, and its predominance continues to grow. Count up the aircraft carriers, the aircraft, the frigates, the battle groups and the conclusion is inescapable. As we have seen in Afghanistan, its military power and reach are awesome.

    Nor is America’s strength merely military. Its technology leads the world. Its universities are the most advanced, its Nobel laureates the most numerous, its production now back to almost thirty percent of the entire global output. America is in every sense of the word a superpower. It is on its own not a bloc, not a supranational institution but a very big sovereign nation, jealous of its sovereignty and its independent rights of self-determination. In fact America with her flag, her sense of allegiance, and the clear values which underpin her nationhood is the epitome of the modern sovereign nation state.

    Yet like all great powers throughout history the USA gives rise to strong reactions and mixed feelings. These range on the one hand from the downright hostility of certain countries and regimes towards America, to feelings of great kinship and shared friendship in the face of common threats on the other. Between these, there has always been a danger that feelings of jealousy or inferiority, the instinctive envy of the ‘overdog’, could grow in the breasts of European integrationists as much as antagonism will grow in the hearts of those who have always seen American capitalism as the antithesis of the socialist utopias in which they still believe. The European Union official who was recently quoted saying that “it is humiliating and demeaning if we feel we have to go and get our homework marked by Dick Cheney and Condi Rice” was showing early symptoms of those feelings.

    Our Foreign Secretary’s ill-judged accusation that the US President’s foreign policy was motivated more by domestic politics than by international security considerations was a further manifestation. References by senior Europeans to American foreign policy as simplistic and absolutist in contrast to the sophistication of European foreign policy, only serve further to fan the embers of anti-Americanism and to set Europe against America. It is a misguided trend which stems from a false belief that a United Europe should somehow counterbalance the United States.

    What all this does, however, is to pose the choice – Europe or America. It infers that there are no realistic options outside this choice; and by inference that the wise will opt for Europe. It is a false choice because there is another. The Nations of Europe and America; the one I strongly support.

    Over the coming months the first option will be played out in the chancelleries of Europe as well as in our own British Cabinet Room on the delicate subject of Iraq. Already we have seen many of our European partners raising the flag of non-involvement in any future action to deal with Saddam Hussein and his weapons of mass destruction. Already we have heard senior Europeans striving to exculpate the regime in Iraq from accusations of ‘evil’. Once again the inference being created is ‘Europe against action in Iraq, US for action in Iraq.’ Again it is a false choice.

    The real option is the sharing with America of the evidence of real threats to international security stemming from Iraq and other similarly ‘rogue’ states, and the shared determination to deal with the problem. Europe and America rather than Europe or America.

    The Europe or America proposition is a dangerous one, particularly when it is posed with anti-American sentiment. Hostile rhetoric is an easy game for some Europeans to play. But it plays straight into the hands of those in the US who rejoice in what they see as their ‘unipolar moment’ and believe that they can go it alone. The truth is that Europe needs the US, and that the US needs Europe. The first because Europe is many years away from having the military resources required for its security and needs American intelligence and manpower. The second because September 11 demonstrated to America that it is now vulnerable and that it needs us and our European partners.

    Which leads directly to the Nations of Europe and America proposition, a partnership not of superpowers but of shared interests and shared objectives. With our close relationships with both, we are ideally placed to help build and secure this proposition. It will require a less introverted and bureaucratic Europe and a sense of shared values around which a renewed Atlantic Charter can be formed.

    It is an opportunity that our current Government cannot grasp. Mr Blair is publicly tholed to the building of a superpower Europe with all that that entails. A common foreign policy, that of the lowest common denominator. A common defence policy whose military capability will not even be fully and effectively operational for a decade. A single currency with the loss of economic self-governance and even greater harmonisation. This superpower Europe would find little to share in partnership with the American superpower with whom it would be designed to compete. It would be Europe or America – and Europe would be the loser.

    Europe and America is an opportunity we should grasp, but to do so we need to redirect the purpose and nature of the European Union. There could be no better moment. Europe, in preparation for the IGC in 2004, is examining its future structures, partly through the Giscard d’Estaing Convention, but more widely as well.

    Too often in the past this process has been caricatured as a fight between those who seek a more integrated and centralised Europe –with the New Labour firmly among them – and those who seek to see Britain withdraw from Europe. The Conservative Party adheres to neither of these positions.

    Where New Labour integrationists look for a pooling of sovereignty in Europe and where the anti-Europeans want no part in any European arrangements, we look for a partnership of sovereignties. We believe we are part of Europe, but that the relationship within the EU must be one in which our sovereignty is not ultimately dissolved by ‘pooling’ or rendered meaningless by a legally binding Euro-constitution.

    Where the New Labour centralists want ever closer monetary union, and ever greater regulation, and where the anti-Europeans want straight-forward divorce, we look for the strengthening of the single market, whilst retaining our own fiscal and macro-economic management.

    We believe that influence comes not from coercion or centralisation or harmonisation, or from hang-ups about single currencies or common foreign policies or European Armies, but from cooperation and mutual understanding. We are neither of the above. We are Constructive Europeans working within a Europe of Sovereign Nation States.

    We understand the present malaise that is afflicting the European Union. We can understand the erosion of democracy and legitimacy that has been allowed to occur. We know that enlargement, which we totally support, is opening up new divisions and in turn making the total reform of the entire Union, its structures and its methods, both essential and unavoidable. This is where from our Conservative European standpoint as Constructive Europeans within a Europe of Nations we have a significant role to play.

    It is our chance in the months ahead to develop and present a raft of new ideas for making EU institutions more accountable to national parliaments in order to strengthen democratic accountability. A Europe Minister based in Brussels but reporting back regularly to Parliament; committees of Parliament shaping the Commission’s agenda; and much earlier and more effective systems of scrutiny of matters European in the national parliaments.

    We should not be afraid to urge the re-opening of the treaties to bring Europe up to date with the modern world. We should seek constructively to reverse its centralising tendencies. We should challenge the aquis and urge repatriation of large parts of agricultural and foreign aid policy. We should be prepared to revisit those areas that have not worked. We would find surprising allies in Europe in so doing.

    We can show that the Lisbon Process is not working. The facts are that unemployment in Europe is still rising, and that the ‘competitive knowledge-based Europe’ simply isn’t happening.

    We can respond. Our constructive plans for European economic reform should be tied to low taxation, to enterprise, to innovation and above all to light regulation.

    All of these can help to lay the foundations for a genuine partnership of interests with the US. By creating a European Union which is genuinely a partnership of its member nations, which does not demand conformity of approach on international relations or in response to American initiatives, where there can be different layers of enthusiasm and participation. By encouraging a common understanding of the importance of America to us and the contribution we can make to America. By building the base of a lasting partnership in which there is competition rather than rivalry and admiration rather than envy; and where advice and consultation occur naturally and mutually from within the partnership rather than as hostile comment shouted from the sidelines.

    As Constructive Europeans who believe in the importance of the sovereign nation state we would be ideally placed to develop even closer relations with the most powerful sovereign nation state of all, the US. Yet to do so we must look at how, as America’s friend and partner, we can best influence how that power can more effectively be deployed to advance the concept of Europe and America.

    The old tried and tested if unwritten formula of the Atlantic Charter– partnership, not subservience – was right, and it still commands the overwhelming support of informed British opinion. We are the colleague and partner who offers advice in the spirit of greatest friendship and well-meaning. This is the basis of our ‘special relationship’ with America, greatly revived since September 11, which I would like now to see strengthened and entrenched as a durable feature of international relations in this new Century. That means not standing aside from America, but being actively involved with her; not indulging in the US-bashing so beloved by the Left, but participating in the delivery of a higher moral responsibility which has fallen upon the US precisely as a result of the overwhelming might which she possesses.

    But America cannot carry forward these responsibilities on her own. Nor can that spirit of openness and freedom, so crucial to American life, be protected by unilateral action. That openness can best be preserved and strengthened by America deploying her undoubted wealth and might not in the style of imperial mastership but in new and imaginative ways. It was President Theodore Roosevelt who identified the need for America to speak softly and to carry a big stick. Never has that advice been more relevant or more difficult to deliver. The big stick is present in unprecedented measure. But there needs also to be a spirit of international partnership and support, well presaged in the international coalition brought together in pursuit of el Qa’eda and the Taleban. America knows only too well that terrorism can never be defeated, or even contained, within the US itself; hence the international campaign against the scourge of international terrorism. Nor however can it be finally defeated from the decks of America’s gigantic carrier fleet. It can be ‘degraded’, if not physically destroyed, by military action; but it cannot be eradicated from the hearts and minds of those who are recruited to terrorism by threat or use of the big stick alone.

    The conditions in which terrorism can flourish and which terrorism seeks therefore to promote must be responded to as well. Terrorism is criminal but it feeds on the society in which it finds shelter and support, and on the prejudices and hatreds and fears and inadequacies of that community. As well as the big stick, this is where the soft talk and imaginative deployment of resources has a role to play, and where we can help America play it.

    Last December I visited Washington and had talks with senior members of the Administration. There was no arrogance of power, there was no desire for American hegemony. There was, and still is, a very clear appreciation of the awesome responsibility that has fallen to the United States through the way in which international events have developed in the last decade. The knowledge that history will judge them by their response is clear in their minds.

    They were examining every option, analysing every nuance, evaluating every possible consequence of every possible action or initiative. They left me very reassured that whatever courses of action are chosen they will be based on some of the most fundamental and comprehensive analyses of the facts and the options ever carried out. The fundamental truth is that being so powerful America is relied upon by much of the world. Often she must act in ways others cannot, and this unfairly attracts the stigma of arrogance. To the contrary, in my view American foreign policy is grounded in realism, with a well-honed understanding of the limitations of their role, and the extent of the world’s expectations of them.

    And that is why we can as America’s friend and partner advise her to look even more widely. The areas for soft talk are numerous and growing. Let me set out a few of those that I see to be most urgent.

    To work with Muslim moderates everywhere, but particularly in the Middle East and especially in Saudi Arabia where efforts to balance Islamic populism with Western values is a cause of potential dangerous instability. And while on the Middle East to help Israel down the difficult road of accepting a viable Palestinian state on her borders in return for guaranteed security for the democratic state of Israel.

    To help Russia overcome its current sense of exclusion by extending the hand of genuine cooperation on security, on internal terrorism and on economic development. Bringing Russia into the big tent and according her the respect and status she should enjoy is an important element of the agile partnerships of nations we should be seeking to create.

    To develop new thinking on global economic development in place of outdated and unsuccessful aid doctrines, especially in Africa, understanding that the keys to development lie in good governance, respect of property rights, the removal of trade barriers and acceptance of the rule of law.

    But most immediately and urgently to work together, and to seek regional support in so doing, to control and remove weapons of mass destruction and their delivery systems currently in the hands of unscrupulous regimes which threaten the stability not only of their regions but of the wider international community as well.

    And alongside this we should support the Americans in pressing our European partners in NATO into serious increases in defence expenditure. In the most diplomatic way the US should find the means of explaining to the European Union that the ESDP is an absurd distraction and duplication within the European theatre, and that its real timescale itself indicates that it is both a cover-up for inadequate defence budgets and a faintly pathetic attempt at Euro-machismo. ESDP is symptomatic of a wider malaise, a growing anti-Americanism and introspection. ESDP can be interpreted as advice for too many nations in Europe “to get America off our backs” and a disguise for inaction. America should join us in pressing for a strengthened European capability within NATO, just as NATO has backed America in the global anti-terrorism campaign.

    These are some of those areas which together amount to a powerful agenda of involvement and of partnership that can mobilise America’s wealth and strength in a way which will unite the world rather than divide it. It contrasts starkly with the tone emanating from EU institutions with their talk of a rival currency, of a balancing of superpowers and of challenging American hegemony. This is the language of confrontation, of Europe or America.

    I conversely have sought to set out a path for the nations of Europe and America. A Europe which in terms of the relationship with America is not a rival but a complement, not a critic but a counsellor. We here in Britain can lead the way, bringing America and Europe closer together on the basis of the common interests which we epitomise. A partnership of true friends. Europe and America together, with us at the hinge. A partnership for freedom, prosperity and peace.

  • Oliver Letwin – 2002 Speech to Conservative Mainstream

    Oliver Letwin – 2002 Speech to Conservative Mainstream

    The speech made by Oliver Letwin, the then Shadow Home Secretary, on 19 March 2002.

    The Frontline Against Fear: Taking Neighbourhood Policing Seriously

    Introduction

    In this speech I intend to set out a vision for the future of policing. But before I describe that vision, I want to say something about our overall philosophy on law and order.

    The neighbourly society – Beyond the causes of crime

    Back in January I delivered a speech at the Centre for Policy Studies, in which I set out a framework for Conservative thinking on law and order.

    The opposite of crime

    I called the speech Beyond the Causes of Crime, because the central thesis was that – just as in economic policy we need to direct ourselves towards identifying and promoting the causes of wealth-creation rather than the causes of poverty – so, in the field of law and order, we need to direct our efforts towards dealing not with the causes of crime but with the causes of the opposite of crime – in other words, all those assumptions, attitudes and actions that make for what I call the neighbourly society.

    Overcoming crime

    The neighbourly society is the most important defence we have against crime. A neighbourly society is built upon strong and supportive relationships within families, between neighbours and throughout the wider community. A united, concerned and vigilant community not only guards against the depredations of the established criminal, but also prevents the development of criminality in its young people. A neighbourly society is self-sustaining because its responsible, adult members provide their young with a proper start in life and, thereby, a cycle of responsibility which sustains the neighbourly society from generation to generation.

    The frontline against fear

    Crime against community

    But there can be no neighbourly society without community, by which I mean the human networks that make a neighbourhood out of a physical network of streets and houses. And there can be no community without security, by which I mean, principally, the safety of the shared spaces of a neighbourhood where community takes root.

    The unequal struggle

    We need to understand crime and community as two opposing forces, one of which will overwhelm the other. In this struggle, crime has powerful weapons at its disposal: above all, violence and the threat of violence. In the face of such violence and intimidation, the peaceful community can only retreat, ceding more ground to the criminal, exposing young people to values wholly opposed to those of the neighbourly society. If crime wins the struggle and criminals take possession of the streets, the cycle of responsibility is thrown into reverse, with the result that neighbourhoods decay; the young are corrupted; people who can, get out; and people who can’t, live blighted lives. All this, because decent people are afraid.

    Crime in the real world

    The cause of this fear isn’t just the headline offences of rape and murder, or even the more common offences of mugging and burglary. It is also all the other crimes and near-crimes that affect the quality of life, conveniently filed away under the term social disorder: graffiti, vandalism, petty theft, fly tipping, drug dealing, intimidation, bullying, racial abuse, the corrupting influence of gangs, and the underlying, but entirely viable, threat of violence against anyone who stands up to the wreckers. Yes, of course, people do fear the headline crimes, but in many neighbourhoods there is another kind of fear, closer to despair, born of the knowledge that we must limit our lives or become victims; that the street is owned by the criminal, not by the citizen; that vandals can do what they will, even if everyone knows who they are; that thugs may torment their neighbours with only retaliation guaranteeing a decisive police response; that the gang is a stronger influence on our children than the school; that in the frontline against fear no one is on our side; that we are right to be afraid.

    Taking back the ground

    I have spoken of the struggle between crime and community. It is a struggle that the community is losing and the evidence of defeat can be seen most starkly in Britain’s poorest neighbourhoods. There is something desperately wrong with our society when the people we put in the front line against fear are those least able to stand up to the thugs – the poor, the very old and the very young. They need some one to fight for them, not just holding the line against fear, but taking back the ground lost to the forces of disorder.

    The role of the police

    Conventional policing

    Who will take on this role? In my view it should be the police. But the conventional view is that the proper role of the police is to confront serious, organised crime through the discipline of criminal intelligence.

    The strength of conventional policing is the development of high-tech, intelligence-led methods that seek out connections and pursue them to the criminals at the other end. But its strength is also its weakness – the targets are now so selective that the police can confront crime without engaging with society. Conventional policing in the UK has, I believe, ignored the deeper connections that lead back to the frontline against fear.

    The one-legged police force

    Do you remember the Peter Cook and Dudley Moore sketch about the one-legged man who auditioned for the lead role in a Tarzan film? The casting director tries with great diplomacy to tell the aspiring actor that he is unsuitable for the part. Accentuating the positive he tells him that he likes his left leg: “it is a great leg, I have nothing against your left leg… the trouble is neither have you”.

    I have nothing against conventional policing methods. Indeed, I believe that they are integral to the vision of a neighbourly society. We need a combination of high-level policing, criminal intelligence and tough sentencing to take out the organised criminals whose interests are wholly opposed to the creation of the neighbourly society. But however intelligent the criminal intelligence, however tough the tough sentencing, high-level policing will never be sufficient on its own. And as long as it is on its own, we will only have half a police service.

    Community policing

    Whether crimes occur singly or in some organised fashion, they do not arise out of nothing – nor do they return to nothing after the recorded event is over. For every crime there is a criminal, and for every criminal there is a personal history of unchallenged anti-social behaviour degenerating into a lifetime of crime. For every crime scene there is a neighbourhood, and every neighbourhood has its story too – one in which social disorder is allowed to multiply and feed upon itself as it feeds upon the community. In terms of both people and places, every crime is the product of a complex web of events, decisions, relationships and conditions – stretching back for years, even generations.
    This is a view of crime that defies conventional attempts to record, but any one of us would recognise the phenomenon in a neighbourhood that just isn’t safe anymore. The corollary is a view of policing which regards social engagement as necessary and inevitable.

    To distinguish this role from conventional policing, the catch-all term of community policing is often used. But this term is woefully insufficient, and the activities it represents are nothing like the serious engagement which I have in mind. At its best, community policing can involve worthwhile activities like harm avoidance education in schools. At its worst, community policing can amount to little more than putting PR consultants in epaulettes. But both forms of what we have come to call, in the UK, community policing suffer from an overwhelming deficiency. Just as conventional policing in the UK confronts crime without engaging with society, community policing engages with society, but without confronting crime.

    Neighbourhood policing

    What I want to talk about is distinct from conventional policing. It is also much more than what is commonly understood by community policing.

    I want to talk about something that is currently being practised only in small areas or for brief periods in the UK – something that, if practised universally, would constitute a virtual revolution in British policing. This is a type of policy that relates to real lives, led in real homes, in real neighbourhoods. I am going to call it neighbourhood policing.

    Neighbourhood policing is distinct because it both engages with society and confronts crime – and can do so because it operates within a tangible geographical area. Neighbourhood policing is integral to the Conservative vision of a neighbourly society.

    Fundamental reform – the extent of change

    We must view conventional and neighbourhood policing as two halves of a whole. Of course, this is a simplification; the conventional and neighbourhood methods of policing are not mutually exclusive and there are many overlaps. Nevertheless, the emphases are very different: One deals with specific crimes, the other with general disorder; one targets major offences, the other minor offences; one is reactive and remedial, the other proactive and preventative.

    I don’t think that anyone could reasonably claim that these respective emphases form two halves of a whole in today’s police service. Neighbourhood policing can only be restored to its rightful position through fundamental reforms that transform the police service from top to bottom. What I am proposing is the biggest change to policing since the foundation of the police service by Robert Peel.

    Returning to the root

    Appropriately it was Robert Peel who enshrined the ideal of neighbourhood policing in his nine principles of policing. For instance, the first principle is about prevention: “The basic mission for which the police exist is to prevent crime and disorder.”

    And the ninth principle sets out the ultimate objective of neighbourhood policing: “The test of police efficiency is the absence of crime and disorder.”

    Whatever happened to neighbourhood policing?

    These are not just the words of a long dead politician, but the basis of a system of policing that endured into living memory. So whatever happened to neighbourhood policing? The simplistic answer is that policing has moved on, because crime has moved on: There is more crime than ever before; it is more sophisticated than ever before; it is more brutal than ever before. But some things never change – it is still the case that failure to deal with minor crimes will create the conditions from which major crimes arise. We must continue to advance those conventional policing methods that deal most effectively with the major crimes, but unless we return to the roots of the police service we will never effectively deal with the roots of crime.

    Moving Forward to neighbourhood policing

    How are we to achieve this effect?

    I do not believe it can be done by re-visiting our own past. Circumstances, when we last took neighbourhood policing seriously in Britain, were too different from those we face today. We cannot go back to Peel.

    Instead, I think we need to invoke Peel’s near-contemporary, Canning. We need to call “the New World ……to redress the balance of the old.” It is American cities that have shown, over the past decade, how a true combination of conventional policing and neighbourhood policing can be used to crack crime.

    The achievement of the NYPD

    Two weeks ago, I was in New York as the guest of the NYPD.

    What did I see there?

    I saw policemen walking the streets.

    I saw patrol cars, which patrol small areas on a continuous, 24-hour basis.

    I saw the teams available to move in behind the beat-cops and the patrols to tackle crime on the street.

    I saw how the NYPD provides transparent diagnosis of street crime and forces policemen at all levels to produce strategies for dealing with it through the so called Compstat which is much more than just a matter of comparative statistics.

    I saw how the Police Department and other agencies tackle quality of life issues as well as crime.

    I saw a criminal justice system which exhibits vitality and a sense of urgency at all levels.

    The lessons of New York

    It is difficult to convey the full extent of the difference between what I saw and heard in New York and what one sees and hears in Britain. Let me try to illustrate some of the differences.

    Let me start with what we would call “the bobbies on the beat”. Every policeman in New York starts by walking the streets. A policeman typically has about four blocks to walk. There are no set hours. The beat-cop is regarded, from the first day, as a professional, entrusted with a task – the task of accumulating low-level intelligence that will enable the NYPD in his Precinct (and, if necessary, on a wider scale) to trace disorder and crime. If that beat-cop needs to deal with specific circumstances that require unorthodox hours, that is his or her decision.

    I also rode along with a patrol car. We moved, very slowly, up and down the narrow area, patrolled day after day by the two cops in the car, in one of three shifts, providing 24-hour surveillance of a small area. Drivers showed no surprise at seeing the slow-moving police car – it was evidently a sight with which they were fully familiar. Passers-by joked with the officers at traffic lights (perhaps it is significant that some of these passers-by were black and the cops, in this case, white; perhaps it is also significant that many of the policemen I saw in the Precinct Headquarters in North Harlem were black). As we went along, the patrolmen pointed out to me individuals with specific criminal histories: they knew them by sight. When I asked how long it would take to reach the scene of a reported crime if one came through on their radio, they said “a couple of minutes.” I assumed this was hyperbole. I was wrong. A call came through; a couple of minutes later, without even the need for a siren, we were at the scene.

    Back in the Precinct – and in other precincts – there were groups of policemen, some specialist, some generalist, ready to move in, or taking proactive steps to prevent crime and disorder identified by the beat-cops and the patrolmen, or through wider intelligence. Nowhere did I see evidence of a divide between conventional, high-level intelligence-led policing and neighbourhood policing. The two were interdependent. Neighbourhood policing was understood to be an intelligence-accumulating activity as much as any other – the focus of crime and disorder was specific and local – but the specific and local was tied into the fabric of general intelligence.

    At Borough Headquarters, I sat through a Borough compstat meeting. This was exactly as described in the literature. A Precinct Commander, whose precinct showed increases in particular types of crime over the previous week, was being subjected, in front of the other Precinct Commanders in the Borough and in the presence of representatives of other agencies, to a cross-examination by the Borough Commander and other senior officers, on the basis of statistics and maps showing the particular crimes committed on particular streets in that precinct over the previous week. The Precinct Commander and his two senior assistants were having to give (and were giving) a detailed account of the specific measures they were taking to apprehend the villains in question and to prevent recurrences of these types of crime in these and other nearby streets. To appreciate the full force of this experience, one needs to understand that the Borough Commander – who had spent a good part of the previous week, he told me, as in every other week, studying for this session – was in charge of 2,300 policemen and was therefore equivalent to a Chief Constable of a mid-sized UK Police Force: he ranked as a “2-star Chief” broadly equivalent to an Assistant Commissioner at the Met. He himself feared that, at little or no notice, he might be subjected to a similar demand for explanations from the Chief of the Department (broadly equivalent to the Deputy Commissioner at the Met).

    The transforming effect of a few simple statistics available and published on a weekly basis, transformed into maps showing exactly the hot-spots, and allied to a system of open and accountability was evident. Right from the top to the bottom of the NYPD attention is focused on crime, where it is occurring, when it is occurring – and on what is being done to stop it.

    I saw this same phenomenon played out at the lowest level when I met officers in the North Harlem Precinct, who had donned plain clothes in order to mount a immediate operation to deal with a specific form of crime that was occurring in a small area within the precinct. When I asked if this was because that form of crime had shown an increase in the compstat statistics, they explained to me that it had not because it had only occurred in the last couple of days. Their intention, they explained, was to stop this becoming the cause of an increase which would embarrass their Precinct Commander the next week in the compstat meeting.

    Neighbourhood policing – in the sense of directly addressing crime on the streets of New York and other American cities – is not an idea or a theory: it is a reality which has focused the attention of policemen at every level of the force on crime and on stopping crime, in real time.

    But the neighbourhood policing I saw in New York goes beyond attention to episodes of crime. New Yorkers have their equivalent of our 999 number – 911. But they have something we don’t have: they have a 311 number, for citizens to make complaints about quality of life issues. These are not regarded as unimportant, insoluble or low priority. The broken windows theory which governs policing in New York and many other American cities today – and which has very often been misrepresented as aggressive “zero tolerance” – stems from the progressive and liberating idea that citizens do not need to tolerate low-level disorder and that in order to reclaim the streets for the honest citizen from the criminal or low-level disorder needs to be tackled with the same energy that is applied to dealing with episodes of crime. Once again, I did not find any of the NYPD regarding low-level disorder as something separate from crime. I met police officers at all levels who saw these phenomena as intrinsically intertwined with one another, and who understood very well that low-level intelligence, derived from street-cops and continuous patrolling was intrinsically related to an understanding of the location and causes of low-level disorder.

    Finally, I saw something that would have warmed the cockles of the heart of the Commissioner of the Metropolitan Police. I spent time in the District Attorney’s office, and I talked to police officers responsible on a daily basis for arrests and for taking people to court. The sense of co-operative effort and of urgency was unmistakable – and very different from the pattern obtaining in the UK. The aim of the system as a whole, from the moment of arrest, was to achieve speedy justice. I stress both elements of that proposition. There is a deep and fine tradition of civil liberties in the United States and perhaps the strongest concept of due process in the world. The aim of the system is to deliver justice, not arbitrary punishment. But the aim is to deliver speedy justice. And that is just what happens.

    In timescales that would seem impossible in Britain, arrests are turned into arraignments, summary justice, or indictments and plea bargaining, or trials. The police have not given up on the courts, and the prosecutors and the courts have not given up on the citizen. There is a sense of common purpose to identify, comprehend and convict the guilty.

    Does all this mean that, in New York and other cities such as Philadelphia, Boston, San Diego as well as other municipalities on a much smaller scale, such as Lowell in Massachussetts, the result is unpleasant, aggressive, intolerant policing? The mythology on this side of the Atlantic would often have it so. But that was not my experience in New York. You will recall the black officers of whom I spoke: the NYPD has a record of employing black officers of which we would be proud in the UK and which we have yet to achieve. I spent instructive time in the Community Affairs Department – I was told of activities mirroring the best practice in the UK used to establish and maintain appropriate relations built between the police and the communities they serve. New York, unlike some English cities, has not seen riots in recent years.

    The cities I have mentioned where the model first initiated by William Bratton has been implemented are cities in which policing is conducted very largely by common consent. You have only to walk the streets of North Harlem, or drive with the cops at night, to see, as I saw, a city in which the police benefit from far higher public esteem than our own.

    Does it work? The figures speak for themselves. Over 9 years, murder in New York has reduced by 80%; robbery, burglary and car theft by over 70%; theft by just under 50% and rape by just under 40%. Across these crimes as a whole, the reduction is 60% since the new methods were introduced. New York is now noticeably a safer and more pleasant city to live in than London. The city is cleaner; there is less low-level disorder. The morale of the ordinary policeman is far higher. Ordinary New Yorkers report vast improvements. The crime surveys show a trend that matches those of the official figures.

    Are we dealing with cause and effect? New York and other American cities have seen the reinvention of neighbourhood policing and, with it, the prevalence of transparency and accountability throughout the force – together with the provision of low-level, continuous, timely intelligence allied to the 311 reports. Has all this been responsible for the significant decrease in violent street crime? No doubt this will be debated for many years to come. But in a ground-breaking study produced last December by the Manhattan Institute, Kelling and Sousa subjected the disaggregated New York statistics to rigorous analysis – using the fact that the various precincts have significantly differing social compositions – to eliminate non-predictive variables. Their work deserves intense study from anybody interested in such analysis. Its results can, however, be summarised in one sentence: “the average NYPD precinct during the 10-year period studied, could expect to suffer one less violent crime for approximately every 28 additional misdemeanour arrests made.” If anyone needed to put a nail in the coffin of scepticism about the effectiveness of the broken window thesis and of properly organised neighbourhood policing, that does it.

    How do we apply the lessons in England?

    Let us, then, turn our attention from the United States to our own little island.

    What do we need, here in the UK? We need that same virtual revolution in policing which American cities began to undergo a decade ago.

    What does it take to foster such a revolution?

    Let me start with what it does not require. It does not require – and, indeed, it cannot be achieved by – Clauses 5 and 7 of the Police Reform Bill, which give the Home Secretary the power to intervene at every level of the police force and, in effect, seek to run the police forces of this country from a desk in Whitehall. I know of no reason to suppose that an effective revolution in policing methods can be delivered by the Home Office, which has given us an Immigration and Nationality Department that cannot process applications in a timely fashion, an asylum system that is, by the Home Secretary’s own admission, in a state of chaos, a prison system whose recidivism rates, particularly for young people, are the envy of criminals everywhere.

    I do not believe that a revolution can occur in any way except through enthusiastic sponsorship and initiative by the Chief Constables and their senior officers, supported and enthused by Police Authorities. Such enthusiasm will not occur if efforts are made to achieve this virtual revolution through bureaucratic imposition.

    Nor will this virtual revolution be brought about by trying to achieve neighbourhood policing on the cheap through community support officers with limited training, limited powers and limited duties. I see no reason to suppose that such people can properly do the job of the policeman on the beat. But, beyond that question, lies the far deeper question: How can our police forces be expected to take neighbourhood policing seriously if it is plastic policemen who are to carry it out? On the contrary, if neighbourhood policing is to be taken seriously in the UK, as it is in American cities, the very best people entering our police forces will need to see the accumulation of low-level intelligence, the provision of rapid response and the taking of effective action against localised crime as part of the essence of good policing, and will need to see training in such activities as fundamental to the achievement of the glittering prize of the policeman’s profession. To be taken seriously by policemen, neighbourhood policing needs to be policing by policemen.

    What the virtual revolution for which I am calling does require is a fundamental cultural change in our police forces, led from the top, achieved by consent and pursued with enthusiasm. I have no doubt that the Home Office will need to play its part in increasing transparency and accountability – perhaps through its own version, on a national scale, of real-time compstat. I have no doubt that the Home Office will need to provide better means of opening up to public and professional view examples of good and bad practice. I have no doubt that the Home Office and the Lord Chancellor’s Department will need to look at serious changes in the methods employed by our criminal justice system. Very possibly, we may need to look again at the internal structure of our Police Authorities to see how they can be provided with the means to hold Chief Constables to account.

    All of these questions – and many more beside – will need to be addressed if we are to create and then to sustain the virtual revolution that I have described. But I am sure that, so far from moving towards the establishment of a single national police force in the way prefigured by the Police Reform Bill, we should expect to see, and we should welcome, the blooming of many different flowers. In the United States, there are about 20,000 police forces. We have less than 50. There is every reason to suppose that we shall see 50 different models emerging – and every reason to suppose that the virtual revolution will be best achieved in 50 different ways, each responsive to the differing configuration of the area and population served by the police forces in question.

    I argue for common aims: a level of attention to neighbourhood policing not seen in this country for many years; a level of attention to the timely identification, analysis and effective resolution of street crime and disorder not witnessed in our police forces today, and a sense of urgency to address crime and disorder through the criminal justice system which we do not have today. But I do not argue for uniformity of method.

    There is one enemy. But against that enemy many battles must be fought on many different turfs under many different generals. Victory will be achieved only by the implementation of tactics suitable to each turf.

    Unless we begin to achieve that victory, we will never reclaim our streets for the honest citizen. We will never recreate a neighbourly society for Britain. We will fail this generation and the next. We cannot let that happen. This is a war we have to win.

  • PRESS RELEASE : Government response to Lord Bew key stage 2 review published [July 2011]

    PRESS RELEASE : Government response to Lord Bew key stage 2 review published [July 2011]

    The press release issued by the Department for Education on 18 July 2011.

    The government has published its response to Lord Bew’s independent review of testing, assessment and accountability at key stage 2, accepting all the recommendations in full.

    Education Secretary Michael Gove said:

    These changes represent an educationally sound approach and substantial reform. The system in future will be fairer for teachers and pupils. It will give parents the vital information they need and will hold schools accountable.

    Key changes to the current system will include:

    • replacing the current writing test with teacher assessment of writing composition from 2013 to ensure that pupils can be more creative and will overcome the dangers of teaching to the test. This teacher assessment will make up the larger part of the overall writing judgement
    • introducing a test of some of the essential skills needed to become fluent, confident writers – spelling, grammar, punctuation and vocabulary. This will be trialled in 2012 so that it can be introduced in 2013
    • publishing more data in the 2011 performance tables onwards, including new three-year rolling averages from 2012, to give a rounded picture of a school’s performance
    • placing a greater emphasis on progress made by pupils
    • giving secondary schools teacher assessment judgements before test results, from 2012. This will mean there is more weight attached to them and allow longer for them to inform year 7 teaching and learning
    • primary schools providing more information on pupils’ performance to secondary schools so year 7 teachers know right from the outset children’s attainment and the areas where extra work is needed. This will start in summer 2013
    • trialling in 2012 of an extension to the testing period, so that pupils who are absent (eg due to illness) on the day of a test will have a week in which to sit it, rather than two days

    The review panel was chaired by the cross-bench peer Lord Bew and consisted of headteachers and education experts. Michael Gove set up the review last year. He said external accountability at key stage 2 was vital because it was shown to drive up standards, but agreed the current system was flawed and could be improved.

    Lord Bew said:

    I am pleased that all our recommendations have been accepted. This is a complex area and many conflicting views were presented to us. But this package will lead to a better system, one that will do the jobs everyone wants it to do and which will have the confidence of all parties involved.

  • PRESS RELEASE : EIB Group starts disbursements from €1.59 bn EIB Ukraine Solidarity Urgent Response package [September 2022]

    PRESS RELEASE : EIB Group starts disbursements from €1.59 bn EIB Ukraine Solidarity Urgent Response package [September 2022]

    The press release issued by the European Commission on 15 September 2022.

    • The first payments of €500 million of immediate assistance to Ukraine have reached the country to address its most urgent needs.
    • These funds are part of the second €1.59 billion package of the EIB’s Ukraine Solidarity Urgent Response developed in close cooperation with the European Commission.
    • The first emergency support package of €668 million was fully disbursed within a month of the beginning of Russia’s unprovoked war of aggression against Ukraine.

    Yesterday, the European Investment Bank (EIB), the EU bank, disbursed the first tranches of the €1.59 billion package of the Ukraine Solidarity Urgent Response, supported by an EU guarantee.

    The disbursed financing of €500 million will help the Ukrainian government cover priority short-term financing needs, ensure urgent repairs of damaged road, bridges and railway infrastructure. It will also support strategic state-owned companies — Ukravtodor, Ukraine’s roads agency, and Ukraine rail company Ukrzaliznytsya. Repairs of the train network, roads and bridges will help Ukraine keep people, goods and grain moving. With Ukraine being one of the biggest exporters of grain in the world, these vital interventions will help its economy recover and improve connectivity with the EU.

    The €1.59 billion package of support under the EIB Ukraine Solidarity Urgent Response, backed by guarantees from the EU budget, consists of two blocks of interventions:

    • €1.05 billion of immediate assistance, of which half a billion was fully disbursed today. Further payments are scheduled for the coming days.
    • and €540 million for resuming EIB-financed projects in Ukraine where the EIB continues its support to Ukraine by funding its existing projects as they progress.

    Valdis Dombrovskis, European Commission Executive Vice-President for an Economy that Works for People, said: “This first disbursement from the EIB’s recently approved €1.59 billion support package – backed by EU guarantees – will have a real impact on the ground in Ukraine. It will help Ukraine to address its most urgent funding needs and repair key road and railway infrastructure damaged by Russia’s aggression. This support is vital for Ukraine’s people and economy. This first €500 million payment is a testament to the EU’s unwavering commitment to support Ukraine – and more will follow in line with that commitment this month.”

    EIB President Werner Hoyer said: “Alongside our EU partners, our support and solidarity with Ukraine remains undimmed. We have disbursed €500 million under our second €1.59 billion Ukraine Solidarity Urgent Response package. This emergency package was prepared jointly with the European Commission, to assist Ukraine in facing urgent investment needs, from infrastructure networks to the delivery of basic services to the population. We are working closely with the government of Ukraine to ensure that the country can keep and resume its most critical functions in the face of such enormous challenges and suffering.”

    Sergii Marchenko, Minister of Finance of Ukraine, said: We are grateful to the EU and its bank, the EIB, for standing with Ukraine. Your continued support is crucial for the people of Ukraine, Ukraine’s economic stability, and the overall resilience of the country. The first tranches from the €1.59 billion EIB support package, received today, will help the country repair the most essential damaged infrastructure, including road and rail transportation.”

     Since Russia’s war of aggression started, EU Member States and EU institutions have been united in their unwavering support to Ukraine as part of a coordinated Team Europe response.

  • PRESS RELEASE : New standards raise the bar for teachers [July 2011]

    PRESS RELEASE : New standards raise the bar for teachers [July 2011]

    The press release issued by the Department for Education on 14 July 2011.

    • More focused on classroom skills and expertise
    • Behaviour management and subject knowledge vital

    All teachers will be expected to meet new standards of competence and conduct from September 2012, following an independent review of the skills that teachers should possess. They are a key part of the Government’s ambition to ensure the status and quality of the teaching profession continues to rise.

    In March this year, the government asked Sally Coates, Principal of Burlington Danes Academy in West London, to lead a review of standards for teachers. The standards place a sharp focus on the key elements of teaching – including subject knowledge, managing behaviour and teaching pupils with a variety of special needs – and will set a clear and unambiguous benchmark for teachers, regardless of whether they are newly qualified or have been in post for many years.

    The government has today accepted the review’s recommendations including:

    • Improving the rigour of teaching standards and ensuring they focus more on the essential teaching skills required in the classroom.
    • Recommending a single set of standards for all teachers, replacing the current duplication of different standards issued from different bodies – reducing them to just eight standards for teaching from 33 standards for QTS and 41 for Core and to just three standards for personal and professional conduct from the eight principles in the GTCE Code.
    • Setting a clear expectation that teachers must not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.

    The government launched the review because the existing standards are not fit for purpose. More than a third of teachers do not feel they provide a good definition of teacher competence and 41 per cent believe they do not make any difference to the way they teach.

    In place of the old ambiguous and vague system, the new standards are practical and clear about the competencies that all teachers should have.

    They will:

    • help headteachers assess teacher performance
    • provide clear requirements on teachers having skills to tackle bad pupil behaviour
    • make sure that teachers are able to teach the core basics of reading and writing, including understanding systematic synthetic phonics.

    Sally Coates, chair of the review, said today:

    Nothing has more impact on a child’s achievement than the quality of teaching they receive and in the new standards for teachers we have prioritised the importance of classroom practice and subject knowledge.

    I hope the review’s recommendations will ensure the benchmark for entry to the profession is rigorous and firmly based in teaching. I want every teacher to consider these the standards of expectation and build upon them in their career.

    Michael Gove welcomed the recommendations:

    The old standards placed a premium on bland statements and platitudes over practical use for teachers and they had to be improved. Sally and her team have produced a new set of standards with real teeth. They set clear expectations about the skills that every teacher in our schools should demonstrate.

    They will make a significant improvement to teaching by ensuring teachers can focus on the skills that matter most.

    Review panel member Roy Blatchford, Deputy Chair and Director of the National Education Trust, commented:

    The new Teachers’ Standards give an unequivocal message that highly effective teaching is what matters in this profession.

    The Review Group has seized the opportunity to raise the bar for current and future teachers. Our nation’s children and young people deserve no less.

    Greg Wallace, Executive Principal of the Best Start Federation of schools in Hackney, said:

    We’ve been using synthetic phonics as our primary ‘learn to read’ strategy for the last decade. Over that period I’ve consistently seen synthetic phonics serve children with a very wide range of needs incredibly well.

    Given what we know about the effective teaching of reading, the expectation that all primary teachers should know how to use this method expertly is long overdue. I am thrilled to see the use of synthetic phonics enshrined in the new national standards for teachers because all children have the right to be taught to read as early – and as quickly – as possible.

    The second phase of the review, starting this month, will look at the standards required for advanced skills teachers and excellent teachers.

  • PRESS RELEASE : Persistent absence – government changes definition to deal with reality of pupil absenteeism in schools [July 2011]

    PRESS RELEASE : Persistent absence – government changes definition to deal with reality of pupil absenteeism in schools [July 2011]

    The press release issued by the Department for Education on 12 July 2011.

    • Over 430,000 children miss a month of school lessons a year
    • Government to change definition of persistent absence in school performance tables from 20 per cent to 15 per cent absenteeism

    The Department for Education is changing the definition of “persistent absence” to deal with the reality of pupil absenteeism in schools and its impact on their learning.

    Latest figures show that while 184,000 pupils miss 20 per cent of lessons, more than 430,000 pupils miss 15 per cent of lessons a year – the equivalent of having a month off school a year.

    The Department is reducing the threshold at which a pupil is defined as “persistently absent” to 15 per cent, down from 20 per cent now. Some schools tend to take action to intervene when pupils near the persistently absent threshold, but nearing 20 per cent is too late. Lowering the threshold will ensure that schools take action sooner to deal with absence. Ministers will continue to look at the possibility of further lowering the threshold over time.

    The new threshold will be published in statistical releases from October 2011 onwards, with the old threshold being published alongside it. In addition, the Department for Education will also be releasing national figures showing the numbers of pupils who miss 12.5, 10 and five per cent of lessons, although we recognise that pupils could reach this level with relatively minor illnesses.

    Ofsted will continue to take into account the number of pupils over the ‘persistently absent’ threshold when looking at a school’s performance on attendance. They will explore ways of taking this new threshold into account in the 2012 framework, which is due to come into effect from January 2012.

    Persistent absence is a serious problem for pupils. Much of the work children miss when they are off school is never made up, leaving these pupils at a considerable disadvantage for the remainder of their school career. There is also clear evidence of a link between poor attendance at school and low levels of achievement:

    • Of pupils who miss more than 50 per cent of school, only three per cent manage to achieve five A* to Cs including English and maths.
    • Of pupils who miss between 10 per cent and 20 per cent of school, only 35 per cent manage to achieve five A* to C GCSEs including English and maths.
    • Of pupils who miss less than five per cent of school, 73 per cent achieve five A* to Cs including English and maths.

    Charlie Taylor, the Government’s expert adviser on behaviour in schools, said:

    As a teacher, I know how the poor attendance of pupils can disrupt their own learning and that of other pupils. Quickly these children begin to fall behind their friends and often fail to fill in gaps in their skills or knowledge – sometimes in basics like reading or writing.

    Over time these pupils can become bored and disillusioned with education. These pupils are lost to the system, and can fall into anti-social behaviour and crime. That is why it is vital schools tackle absenteeism.

    Schools Minister Nick Gibb said:

    We know that children who are absent for substantial parts of their education fall behind their friends and struggle to catch up. By changing the threshold on persistent absence, we are encouraging schools to crack down on persistent absenteeism.

    We will be setting out over the coming months stronger powers for schools to use if they wish to send a clear message to parents that persistent absence is unacceptable.

    In secondary schools there has been consistent progress made to improve pupils’ attendance and over the last four years absence rates have been falling. However, in primary schools the picture is not so positive. Whilst the overall rates of absence and persistent absence are lower than in secondary schools, the rates of absence in primary schools have not shown the steady improvement seen in secondary schools.

    Primary schools seem to be more reluctant to challenge poor attendance than secondary schools. On average, they allow twice the amount of time off for holidays than secondary schools do. Evidence shows that pupils who are persistently absent in secondary schools have had poor attendance levels in primary school.

    Ofsted allows for flexibility around the inspection of attendance and the individual circumstances of pupils with good reason to be off school will not affect the final judgement. For example, there are pupils who are off school for long periods of time for medical reasons and it is important that the government is not being seen to be heavy handed with these families going through difficult times. Nor should schools be penalised for the absence of genuinely sick children.

  • PRESS RELEASE : School discipline – new guidance for teachers [July 2011]

    PRESS RELEASE : School discipline – new guidance for teachers [July 2011]

    The press release issued by the Department for Education on 11 July 2011.

    • More than 600 pages of guidance slashed to just 52 pages

    Today the Department for Education has published the final, clearer guidance for teachers on how they should deal with bad behaviour. This guidance will be used by schools from the start of the new academic year this coming September.

    Behaviour in good schools is not a serious problem but overall it remains a big concern for parents. Evidence shows there is much to do. For instance:

    • Nearly 1,000 children are suspended from school for abuse and assault every school day.[1]
    • Persistent disruptive behaviour accounts for nearly a third of all cases of permanent exclusions in secondary schools.[2]
    • Major assaults on staff have reached a five-year high with 44 having to be rushed to hospital with serious injuries last year.[3]
    • False allegations have been made against one-in-four school staff by a pupil. One-in-six have had an allegation made by a member of a pupil’s family.[4]
    • Two thirds of teachers say bad behaviour is driving professionals out of the classroom.[5]
    • One in four children have been bullied at school and one in five have been victims of bullying outside of school.[6]

    Previous behaviour and search guidance was more than 600 pages long. It left teachers confused about their powers under the law. It also made it much harder for schools to have clear and effective discipline policies.

    The Government’s new guidance is 52 pages long and now reflects feedback from teachers, teacher unions and local authorities. It clearly sets out the roles and responsibilities for governing bodies, headteachers and teachers regarding behaviour and discipline. It unequivocally restores adult authority to the classroom. It makes clear:

    • Schools should not have a ‘no touch’ policy. It is often necessary or desirable for a teacher to touch a child (e.g. dealing with accidents or teaching musical instruments).
    • Teachers have a legal power to use reasonable force. They can use force to remove a pupil who is disrupting a lesson or to prevent a child leaving a classroom.
    • Heads can search without consent for an extended list of items including alcohol, illegal drugs and stolen property.
    • Heads have the power to discipline pupils who misbehave outside the schools premises and outside schools hours.
    • Schools must have measures in place to deal with bullying both in and outside of school.

    The guidance also protects teachers from malicious allegations:

    • Heads can temporarily or permanently exclude pupils who make false allegations. In extreme circumstances, they can involve the police if there are grounds for believing a criminal offence has been committed.
    • Schools should not automatically suspend teachers accused of using force unreasonably where other alternatives exist.
    • All but the tiny number of the most complex cases should be resolved within three months and the vast majority should be resolved in four weeks.
    • Malicious, unsubstantiated or unfounded allegations should not be included in employment references.

    The new Education Bill currently going through the House of Lords will also:

    • Extend teachers’ powers to search pupils for any items that have, or could be, used to cause harm or break the law, and for items banned by school rules.
    • Stop appeals panels sending excluded children back to the school from which they were excluded.
    • Give teachers anonymity when facing allegations.
    • Remove the requirement on schools to give parents 24 hours notice of detention.

    Schools Minister Nick Gibb said:

    This new, clear and concise guidance removes the red tape that has stopped teachers from being confident in maintaining discipline in the classroom. It will also help schools promote good behaviour.

    We know that the majority of pupils are well-behaved and want others to behave well too. The role of the Government is to give schools the freedom and support they need to provide a safe and structured environment in which teachers can teach and children can learn.

    Charlie Taylor, the Government’s Expert Adviser on Behaviour, said:

    For far too long, teachers have been buried under guidance and reports on how to tackle bad behaviour. The new guidance will help teachers to be able to do their job without lessons being disrupted and schools to feel confident when they address behaviour issues.

    Andrew Fielder, Principal at Sandy Hill Academy in St Austell, said:

    The clarity that this document brings will help to reduce uncertainty in schools. It more clearly highlights rights and responsibilities. What we needed was concise, easily accessible support and guidance, not huge policy documents filled with copious amounts of prescriptive and largely irrelevant text.

    Whilst that may have ticked boxes at the centre, it provided absolutely no help to the schools grappling with some of the most extreme behaviour problems imaginable.

    Peter Barnes, headteacher at Oakgrove School in Milton Keynes, said:

    Reducing the bureaucracy surrounding school behaviour policies allows schools to control their own agendas and apply what works for them in their individual contexts. It is about placing decision making in the hands of those people best placed to make those decisions.

    Dame Yasmin Bevan, headteacher at Denbigh High School in Luton, said:

    Uncertainty and confusion create bureaucracy. We need to clear the decks because we’re currently drowning under the weight of all the guidance an d regulations. If heads were able to have a clear list of what they have to do and read it would make the job much more attractive. Just hearing about the raft of things you think you need to do can be very off-putting for an inexperienced head.

    [1,2] Department for Education, Permanent and Fixed Period Exclusions from Schools in England 2008/09, 29 July 2010.

    [3] Times Educational Supplement, 19 November 2010.

    [4] 2009 ATL survey

    [5] NFER, Teacher Voice Omnibus June 2008 Survey: Pupil Behaviour, June 2008.

    [6] Tellus 4 survey, February 2010.

  • Nick Gibb – 2011 Speech to Stonewall’s Education for All Conference

    Nick Gibb – 2011 Speech to Stonewall’s Education for All Conference

    The speech made by Nick Gibb, the then Education Minister, on 8 July 2011.

    Thank you very much, Ben, and thank you everyone at Stonewall for your kind invitation. It is always a pleasure to work with Stonewall, and I am delighted to be here today.

    I’m also very happy to be here with Gok, who is doing excellent work on body image in schools. Although, talking of body image, I have to admit that sharing the stage with a style expert has made me feel slightly self-conscious – I’ve never spent longer picking out a shirt and tie…and yet I still chose this one.

    Today’s conference is addressing a hugely important topic. Tackling poor behaviour and bullying are top priorities for this Government, and we are supporting schools to take action against all forms of bullying, particularly prejudice-based bullying and homophobic bullying.

    Pupils have the right to come to school and focus on their studies, free from disruption and the fear of bullying. Schools should be happy and safe places for children to learn, and parents expect nothing less from our state education system.

    But the 2009/10 Tellus survey found that 28% of children had been bullied in the preceding school year, 21% had been bullied outside school, and 17% had been victims of cyber-bullying.

    Overall, just under half (46%) of pupils have experienced bullying at school at some point in their lives – and Stonewall’s research has found that two thirds of lesbian, gay and bisexual pupils have been victims of bullying, one of the highest figures for any particular group of children.

    We need to send the message that homophobic bullying, of any kind and of any child, is unacceptable. No child should have to suffer disruption, victimisation or fear as a result of bullying, whether on or off school premises.

    But I believe bullying can be tackled. Successful schools have clear policies, developed with pupils and parents, so that pupils understand what is expected of them.

    The best schools have gone beyond that to create an ethos of good behaviour where bullying is less likely to occur in the first place…

    …Where pupils treat each other, and staff, with respect; where teachers proactively talk to pupils about social and cultural differences, and what behaviour is acceptable; where pupils understand the impact that their actions can have on others.

    That culture extends beyond the classroom into the corridors, the canteen, the playground, and beyond the school gates.

    The schools and local authorities taking part in Stonewall’s Education Equality Index are making real strides towards this kind of culture, and Stonewall is, I believe, playing an important part in encouraging and promoting best practice.

    One issue which I find particularly concerning is the casual use of homophobic language – for example, using the word “gay” in a pejorative sense.

    We shouldn’t underestimate the impact of language in our society, and already, Stonewall has found that 98% of young gay pupils hear the word “gay” used as a form of abuse at school.

    Even when this language is used pejoratively without thinking and without intended homophobic prejudice, it is still offensive and still unacceptable. We have to show that this use of language is as unacceptable as racist slurs in our schools and in our society.

    Teachers have a huge role to play in changing how language is used within a school. There’s a school in the East of England, where behaviour was generally good and homophobia and transphobia weren’t a problem, which identified that the unthinking and derogatory use of words like “gay” was widespread.

    They sought specialist support from an outside organisation, Gendered Intelligence, to work with groups of secondary boys on issues of identity and gender. As a result of this work, the school removed the stigma from gender-related terms so that pupils could use language without embarrassment or negative association.

    I know that there may be some here may be thinking, “this is all very well, but how is the Government going to make a difference and what is it actually going to do?”.

    Well, we know that we can’t just set a target, order an inspection or pass a law and expect all homophobic bullying to disappear. There are some things that can’t be prescribed from the centre. If we could, we or the previous Government would already have done it. Unfortunately, there are no short cuts or silver bullets.

    But we will use all the tools at our disposal to send a clear and unequivocal message that homophobic bullying is unacceptable. That means hammering home our message at every opportunity.

    Whether in speeches like this to specialist organisations and people working in the front line, in detailed discussions with Parliamentary committees, in wide-ranging speeches to teaching unions or political Party conference set pieces; week in, week out, year in, year out, education ministers in this administration will keep saying that homophobic bullying is not acceptable in our schools.

    We are working with schools in a new way, by putting more trust in teaching professionals to find the best solutions for their schools, rather than dictating from the centre what they should do.

    That also means a change to the way in which schools work with organisations like Stonewall, EACH and the Anti-Bullying Alliance. This is a real opportunity for specialists in this area to work with schools and give teachers the benefit of their experience.

    When it comes to homophobic bullying, for example, the Government is not the expert. Stonewall is, and so are other LGBT organisations working directly with school staff and young people every day.

    Our role in Government is to help schools to find and use these expert organisations – not just Stonewall, but also groups like Schools Out, EACH and Gendered Intelligence.

    The role of schools is to concentrate on their core business – educating children to become knowledgeable, responsible adults who make a positive contribution to society.

    The role of organisations like Stonewall is to help schools, and help us, to create one of the most inclusive education systems in the world.

    Schools have a specific legal duty to tackle bullying and we know that schools need clear anti-bullying policies and procedures. Teachers need to feel confident about using the powers available to them to tackle bullying both on and off school premises.

    But I think Government does need to be careful in prescribing to schools and local authorities exactly what to include in their anti-bullying policies. Different schools across the country will need different approaches, and teachers should feel empowered to find the right solution for their pupils and their school.

    We believe that anti-bullying strategies need to be led and initiated by staff, rather than relying on the courage of individual children to make the terrifying admission that they’re being picked on. By its very nature, bullying often happens in secret, so teachers need to gather intelligence about what is going on in their schools, how and where.

    It’s also vital that pupils feel they can report bullying, and the most successful schools are developing creative ways for children to do this.

    Bradley Stoke Community School in South Gloucestershire is what we call a lead behaviour school – rated outstanding by Ofsted. Realising that children can be reluctant to report bullying in person (and even a “bullying box” for pupils to drop notes into is too conspicuous), they have developed a new online reporting system. Anonymous messages like “there’s going to be a fight at the shops after school tonight”, or “I’ve seen someone being bullied on the playing fields”, will mean that bullying can be addressed without identifying which child is being victimised and which child has made the report.

    While individual schools are developing their own strategies to tackle bullying, there are important changes that we need to make in Government. The last thing we want is for teachers, for example, to waste their valuable time wading through pages of overlapping and repetitive government guidance.

    We have already issued new and clearer guidance to help teachers to tackle poor pupil behaviour, cutting more than 600 pages of guidance down to 50. Anti-bullying guidance has been reduced from 481 pages to less than 20, including shorter, sharper advice on schools’ legal obligations and powers to tackle bullying, the principles underpinning the most effective anti-bullying strategies, and further resources for school staff to access specialist information on different types of bullying. I would like to take this opportunity to thank Stonewall for their valuable input and advice during the development of this document.

    Our Education Bill, which is currently making its way through Parliament, will give heads and teachers a range of powers to put them back in control in tackling bad behaviour and bullying.

    These powers are not mandatory, and we do not want to create a punitive culture in schools – but we want teachers to be able to use their judgement, and to have wider powers available when they need them.

    To measure the impact of all these changes, we are creating a sharper focus in Ofsted inspections on behaviour and bullying. Ofsted will now look at behaviour as one of only four important core areas, rather than as one of 27 different and equal headings in the inspection framework at the moment.

    So we are working more closely with experts, empowering teachers and school staff to take the lead in anti-bullying strategies, and stripping back the cumbersome bureaucracy.

    But Ben, if there is any message that leaves this conference today, I hope that it is this.

    That while Michael Gove and I are Education Ministers at the Department for Education, the education world should be clear that it is our express intent that the use of the word “gay” as a pejorative adjective is as unacceptable in our schools as any racial slur. And we expect teachers and head teachers to react to it as they would to the use of any of the worst racial slurs.

    Thank you very much.