Decision Maker: Director for Police, Crime, Criminal Justice and Fire, GM Deputy Mayor, Treasurer GMCA
Decision status: Recommendations Approved
Is Key decision?: No
Is subject to call in?: No
The reasons for the decision are:
This GBV project is based on the views offered by local voices,
young and old. Their message speaks in union about the value of the
GM GBVS. For these people, as well as colleagues in the VRU, it is
all about building trust, confidence, and respect amongst
pupils.
Working together, we are keen that young people recognise the
consequences of what they say and do, as this impacts upon how
others feel. This means that this project will support positive
interactions between groups of pupils – no more so than with
those pupils who have special educational needs and/or
disabilities. This is relevant too for some individual pupils, who
report feelings of isolation or exclusion, often because of some of
the comments their peers may make. Throughout this proposal,
reference is made to the voice of pupils, teachers, school leaders
and those supporting the work in schools across Greater Manchester.
Their voices have informed the levers and drivers behind this
project. Elements of this project will specifically involve
engagement with faith schools, creation of an education strategy to
tackle misogyny, and work to support female teachers in relation to
channelling negative behaviour of boys when they engage in
gender-based dialogue.
The relationship between the VRU/ the GBV Board, schools, their
personal development curriculum, and Ofsted.
Headteachers want this approach to professional development. School
leaders have responded well to the prospect of this project. The
success of a school's personal development curriculum is not just
about highlighting risk, recognising risks, and knowing how to
avoid these risks. The personal development curriculum is also
about drawing on local context issues and showing how the
school’s delivery of lessons promotes a strong culture of
personal development. Schools that have engaged in content linked
to personal development, equality, diversity, and inclusion issues,
as well as issues linked to gender-based violence have been written
about positively in their Ofsted inspection. This is because their
inspection grade for personal development will cover how well
pupils, especially those with SEND, are prepared now for adult
life. No headteacher ever delivers any curriculum for Ofsted.
Indeed, Ofsted want to report on those areas that matter to
parents, especially how well a school prepares a pupil for adult
life.
The overall grade includes other factors such as careers and advice
guidance, compliance with the Baker Clause and how well-prepared
pupils are for the next stage in their education, employment, or
training. There are strong examples of how VRU funded work in
addressing concerns about knife crime has enabled schools to engage
pupils to be responsible, aware of their surroundings and others
and able to make good choices.
The Deputy Mayor agrees a funding allocation
of £246,300 to commission a Partner to co-ordinate an
18-month project that will involve a minimum of four primary /
secondary schools across GM and in order to develop a transferrable
curriculum that will address prevention of Gender Based
Violence.
Publication date: 12/05/2023
Date of decision: 10/05/2023