Violence in school

At a time when such headlines are becoming almost commonplace, ordinary citizens are wondering just what is happening to our schools. Angela Kelly asked the influential figures at Sharples, one of the affected schools.

"LIKEN a school such as ours to a hospital. We are given a small number of terminally ill individuals and expected to cure them. How can we?"

Cllr Hilary Fairclough is responding to the aftermath of one of the most violent weeks in Bolton's education history.

She is chairman of governors at Sharples School, and she is angry.

Her feelings are not so much directed at the 1000 pupils, but at the circumstances which have led to yet more unwelcome headlines.

But, make no mistake about it, the problems that are being widely publicised at just two schools this week could just as easily be at almost any other local secondary school next week.

At Sharples, an expelled teenager and a friend walked into a lesson and attacked two 14-year-olds, one suffering a broken nose.

Shortly afterwards, 15 teenagers at Smithills School, including current and former pupils - were involved in racist violence.

Incidents of assault and disorder at Smithills have, according to police, rocketed in recent weeks following "playful fighting" when snow fell a fortnight ago. Sharples has also suffered "a number of incidents" including one in October when two youngsters were injured after fighting which led to two arrests and 12 more pupils being suspended.

But, while communities look towards the schools for fault, the finger may be more fairly pointed much closer to home.

Headteacher Mr Kevin Clarke says Sharples has "a total zero tolerance on unacceptable behaviour - if a pupil is violent in this school then I will exclude him or her. It is that simple."

As a result, he adds, "exclusions have increased (eight since November). But this sends out a very clear message to disruptive pupils about the consequences of unacceptable behaviour, and allows the vast majority of our pupils to get on with their education undisturbed."

Cllr Fairclough adds: "What we would really like to see is zero tolerance of this behaviour by parents. But this is just not the case.

"Only a short time ago, we expected problems from Year 10 and 11 pupils (14 and 15 year-olds).

"Now they are coming in at Year 7 and 8 (11 and 12) with an attitude.

"Some children think there is nothing wrong with telling their mother to their face to F off.

"And this is the attitude they bring in to school.

"We are also seeing this kind of thing more and more in primary schools where very young children are rude and aggressive. But even by then it is too late.

"Parents must be prepared to take responsibility for their children's behaviour, to give them boundaries and discipline from the age of two and three."

Mr Clarke, a father of two, is quick to agree. "Children actually need boundaries.

"We see this in school when the teachers who impose discipline, but are consistent, are popular with the pupils.

"It is always inconsistency and apathy that children respond to badly."

He believes that school setting makes a difference to how disruptive children are handled.

"In a primary school there is the opportunity for help on a one-on-one basis, but in a secondary school a child may have 10 or 11 different teachers," he says.

At Sharples, they are constantly trying to find ways to keep youngsters interested, and acknowledge that not all pupils flourish within the current National Curriculum.

Instead strategies there include "a radically alternative curriculum for some pupils to meet their particular needs, which includes a focus on basic literacy and numeracy skills and an extensive programme of extra-curricular acivities".

The school is also introducing a wide range of courses.

Mr Clarke says: "These focus on preparing students for the world of work.

"We are, if you like, going back 20 years to practical lessons in motor mechanics and hairdressing at the old secondary moderns.

"This is unlike today where we are catering for a wide spread of achievement and more vocational subjects. It is a matter of finding the appropriate balance for each pupil."

Another factor in possible disruption in secondary schools is geographical.

"It is important to look at the areas from outside the immediate school vicinity where some of these pupils are coming from," says Cllr Fairclough.

"And what facilities may be lacking there which have helped create problems. Do we need more input there from the youth service, for example? It is a matter of ownership of the school."

Racial tension, too, may also be down to individuals and situations which have started outside school coming into it.

"We really are only talking about a small number of individuals. The vast majority of pupils will have gone through primary school with each other and got on, or not, as they will," states Mr Clarke.

But, again, behaviour is often fostered at home. "We know that for some children there is a racist attitude in their own backgrounds."

The school tries to combat such ignorance by teaching pupils about all religions, about the celebrations and lifestyles concerned.

Teaching parents how to be parents is, however, another matter. "We need them to acknowledge what their children are doing and to take much more responsibility for them," says Cllr Fairclough.

She is also on the town's schools exclusions panel and often sees parents at the end of their tether with children.

"There are some parents who are not so much unsupportive as ineffective," she says.

"I've got two sons myself, I know what it's like to be a parent.

"But things have definitely changed over the last few years. They have got worse and schools cannot cure it all.

"Society may think it's all up to teachers, but parents must stop taking the easy way out and start taking the blame.

"And they must take steps to change things themselves."