tv Victoria Derbyshire BBC News February 26, 2018 9:00am-11:01am GMT
hello, it's monday, it's nine o'clock, i'm victoria derbyshire, welcome to the programme. this morning, in a tv first, we're broadcasting live from a primary school for children who've been excluded from or can't be taught in mainstream education. it's called a pupil referral unit. no, no! well, i did really bad stuff like pushing on people and punching some people and sometimes kicked them. i don't...! that's kayden. this morning, we'll see how children like him are given the help to turn their behaviour and their lives around. and we'll meet some of their parents. it's hard to accept that your child is not actually that lovable. erm, so i used to say like i love him, but how the hell is anyone else going to love him or even like him? almost every child here successfully returns to mainstream school — so how do the teachers do it?
the stigma is that it's a place for naughty children. they're not naughty children. they're wonderful, bright, intelligent, just amazing children, but they've made poor choices, and that's a big, big difference. this morning, we've been given incredible access to this school, some of its pupils, some of their mums and dads and to the teachers here. and the reason we're here is because we can exclusively reveal that there's been a big rise in the numbers of primary school children being educated in pupil referral units. morning, welcome to hawkswood primary pupil referral unit in waltham forest, north east london.
we're broadcasting to you live here all morning. this is where children come when they're kicked out of mainstream school or in danger of being kicked out. it isa it is a pretty small screw, this is the main corridor, the main thoroughfare, a0 pupils, and it is at capacity, and this is a place where children come when they have been kicked out of mainstream education, or where they are in danger of being kicked out of mainstream education. children as young as four come to this pupil referral unit, or pru, as it is known. 0ften referral unit, or pru, as it is known. often they children have emotional problems, a history of aggressive or violent behaviour towards siblings, parents, teachers and other pupils in their class. we have been given exclusive access to this cool to meet the pupils and the staff whose job it is to turn around of the children here. —— the school. as you'd expect, we very much
want your input too. does your child go to a pupil referral unit? did you go to one? tell us your own experience. we will be concentrating on prus throughout the week, and tomorrow we will be taking your calls on this subject. so do get in touch in the usual way. first, the news with john. —— joanna. jeremy corbyn will set out labour's position on brexit this morning after months of demands that the party clarify its plans. in a speech later, he'll say the uk should negotiate a bespoke agreement with the eu on a customs union, and a strong new relationship with the single market. the conservatives say his proposals would breach promises made at the last general election. you can watch mr corbyn‘s speech on this programme. it's expected at about 10:30. four people have been killed in an explosion in leicester, which destroyed a building in the middle of a parade of shops. another four people remain in hospital, one with serious injuries.
emergency teams are still searching through the wreckage in the hinckley road area of the city. andy moore reports. the immediate aftermath of an explosion that destroyed a shop and a two storey shop above it. police say there were four confirmed fatalities and four people remain in hospital, one with serious injuries. the search and rescue operation continued overnight for any more victims. police say there may be other people and accounted for. —— unaccounted four. we still think this is a rescue operation, we using shoring techniques to try to rescue anyone who may be alive in the building. local people spoke about the force of the explosion and the fierceness of the fire that followed. we heard a low explosion, and it felt like a tremendous shock through the house, like it was going
to bring the ceiling down. through the house, like it was going to bring the ceiling downlj through the house, like it was going to bring the ceiling down. i live here, i rang the police, 999, and they said what services, i said everything you can send. police say they don't know what caused the blast, a joint investigation with the fire service will get under way once the site has been made safe. there's been a big rise in the number of primary school children being educated in pupil referral units, according to a freedom of information request by this programme. children are referred to the units when they've been excluded, or are close to being excluded, from their mainstream school. over the last four years, a third more children in england are being schooled in the units. new legislation to cap poor—value energy tariffs and save consumers money is being introduced to parliament later. the government says it will protect 11 million people from higher bills. the industry has warned the cap could stifle competition. nigeria says it's deploying more airplanes to assist in the search for the girls missing after an islamist attack on their school last week. more than 100 girls are feared
to have been abducted by boko haram militants in yobe state in the northeast. the authorities said police and security officials had been sent to schools there to deter new attacks by the insurgents. parts of the uk will feel colder than the arctic circle this week with widespread snow and bitterly cold winds. rail companies in east anglia say their services will end early tonight. c2c and greater anglia have also cancelled services on tuesday and wednesday. they urge customers to check before travelling. that's a summary of the latest bbc news. now the sport with hugh. good morning. manchester city have won their first trophy under manager pep guardiola with a comfortable 3—0 win over arsenal. city captain vincent kompany was on the scoresheet as the premier league's runaway leaders secured the first domestic title of the season. afterwards, guardiola thanked the club for its support during his trophy—less first season. a good win too for the red
half of manchester. united came from behind to beat chelsea 2—1 at old trafford in the premier league. after willian‘s opener, united striker romelu lu ka ku levelled things before crossing in for substitute jesse lingard to nod in the winner which takes united back into second place in the table. chelsea, though, slip out of the champions league spots. six nations rugby say they'll investigate an alleged melee before scotland's calcutta cup victory over england on saturday. as the teams returned to the dressing rooms after warming up, england back 0wen farrell and scotland forward ryan wilson appeared to clash. the six nations said it would be writing to the unions to request clarification on what happened in the tunnel. that is all the sport for now, victoria, back to you. good morning, hello, welcome to our programme. this morning, we're broadcasting live from a pupil referral unit or pru in waltham forest in north east london.
it is the first time a live tv programme has come from a school like this, a primary school in north—east london, a0 pupils between the ages of four and ii. this is where they come when they are kicked out of mainstream education or are in danger of being kicked out. 351 prus across england. aspiration is really important in this particular school, have a look at this, some artwork on one of the wars, martin luther king had a dream, and the children are photographed holding up their own posters — i have a dream, ifi their own posters — i have a dream, if i could make a difference and become pm. i have a dream i could save millions of dogs, cats and animals in the world. the reason we are here today is because we have discovered there has been a big rise in the numbers of primary schoolchildren being educated in places like this, in prus. the question is, why? that is what we are going to explore this morning. inafew are going to explore this morning. in a few minutes, we are going to show you an incredible film which
shows you the kind of techniques that they used here. after you, if you want to go through. the kind of techniques that they use here, including restraint, that help turn a child's life around. they have given us such transparent, open access,itis given us such transparent, open access, it is a real insight. first, i have been told it is ok to go into one of the lessons, so this is ms mwaniki's class one. hello! good morning, ms mwaniki, how are you? good morning, everybody! morning! thank you for having us in your lesson, don't let me interrupt, go on, carry on. so we know what happened to him, what did he do? and then what else? what did we learn in
that story? yes? he was on the hard could change it and say ampadu you could change it and say ampadu do the felt off the wall... stop there, remember, what do we have to do...iam there, remember, what do we have to do... i am going to pause you, if that is all right, just so we can have a chat. this is obviously a literacy lesson, can we take a seat here? hi, how are you, iam victoria, we have met before. hi, andrew, jacob, how are you? thank you very much for allowing me to interrupt your literacy lesson, take a seat, of course. what is it like here? what it is like here is that
you are very caring people around you are very caring people around you who really help you, so ms mwaniki, because she helps most of the children here, and they kind of get that you are in a safe environment, and it helps mentally and physically, basically, because it helps you integrate into mainstream school, because when, say me, when i was of age to be in a mainstream school, i used to keep coming out and getting excluded, but this cool gives you extra help, it is helping me understand how it is better to go into andrea tiberi. —— this school. andrew, what is it like for you? it is nice and safe, and it has helped me a lot, when i first came here, i didn't like it, but now
ido, and came here, i didn't like it, but now i do, and especially ms mwaniki, she has helped me through everything, and it is a very disciplined school. and that is good, is it? yes. jacob, how long have you been here? about a year, and when i first started here, i was having trouble behaving and making loads of wrong choices... that is what you use to be like? yeah, but now if there is somebody, like, annoying me or something, yeah, but now if there is somebody, like, annoying me orsomething, i will just like, annoying me orsomething, i willjust ignore them. and i would just stay away from them if i know they are going to create trouble or something, and if one of my friends is trying to tell me to do something wrong or something like that, i would ignore him and say no, i know thatis would ignore him and say no, i know that is the wrong thing and i shouldn't do that. and that is the
kind of thing you can teach them? and this is your last week, isn't it? yes. you are going back to your old primary school? yes, monday is my last day. how does it feel? i am a little anxious, but i have come very far, and i have worked hard to reach this point. we are going to talk more in a moment, thank you very much for having me in your classroom, i really want to urge you to watch this film. do you know why you came here? because i was being bad at my other one...school. i think there is a stigma attached to pupil referral units.
he pinched me! nicholas. the stigma is that it's a place for naughty children. good boy, nicholas. screaming. i mean, i don't like that terminology at all. no, no! i used to swear a lot. i used to be mean to the teachers a lot. did you have a good weekend? no. you do get really attached to them. the time you spend with them, the things you go through together, it'sjust... there's nothing like it, really. they're not naughty children. they're wonderful, bright, intelligent, just amazing children but they've made poor choices, and that's a big, big difference. it's a big day for kayden.
his first with a new class at hawkswood pupil referral unit. he's only six, yet he is in danger of being permanently excluded from his mainstream school. well, i did really bad stuff. like pushing other people and punching some people and sometimes kicked them. kayden, you are very good at that. he's recently, from what we understand, been on a reduced timetable, so he wouldn't be in class all day. do you know why you did that? i don't know. i think they got me in a really bad mood. people do that sometimes. so our aim would be to get him back into a mainstream classroom
where he can be there all day and accessing the curriculum like all of his peers. he's in a class with four other children in the same boat. today's the first time they've all been together. 0k. hey! that's it. when they all first came in, i think they were a bit bubbly and a bitjumpy because theyjust needed to feel secure in this space and they needed to feel secure with me. and the new environment is testing one of kayden's triggers. noise. she called me a baby! no, ididn't! yes, you did. liar, liar, pants on fire. nicholas. you don't like noise, do you? no. your hands to yourself, and you were hurting people. that's why i have got the ear defenders, to block off every single noise. you need to speak nicely to your friends and if you can't do that... scared by the noise,
kayden has started to act up. kayden, we're going to move you out of this area. look what you've done. what do you want me to do? look what, you made me... show me. no, no! are you done? wait there. come here. leave me alone! i just want to be left alone! kayden, i can take you to the blue chair. i want to just be left alone. why can't i be left alone? you want to be left alone? it's not safe for me to leave you here. i want to. i can leave you alone, but not here. yes. here is not the place. i can leave you alone inside the classroom on the blue chair. i don't...! you know you're not allowed to hit me. i don't even care! 0k, well, i do care.
i don't care! it's not nice for me. kayden, why are we here on the floor? are you able to use your words and tell me what's happened? ok, that's fine but this isn't a very safe place to be, in the middle of the corridor. i don't care! oh, you don't need to care. you just need to know that we do. i would say it distressed him and then that led on to undesired behaviour. i know that he wanted a little bit of peace and quiet to calm down. yeah. kayden, can we go to a safer place than the corridor where it's a bit quieter? he was kind of stuck in the moment. and so you try a few different tactics. can i show you something before we go? i'm going to show you something. in here. and i said, "oh, have you seen our new library? do you want to go in?" and that was it. he came right out of it. and that's my favourite book. oh, no way! that's your favourite book? are you serious? oh, my goodness, right. that's lego batman. do you know what we're going to do?
that was distraction. in that moment, that's what brought him down again. kayden's one of a0 pupils at hawkswood. some are as young as five. they all have different needs but they are all here because they've struggled to manage their behaviour. a typical intervention is approximately 15—20 weeks. it's really important that we build attachments with the children from a very early stage and we do that via utter consistency. for the juniors, the first lesson's pe, every single morning. she said scientifically, when you do pe, it helps your brain work properly. and i don't know if that's true or not but if it's scientifically, then count me in. at my old school, yeah, i was spitting, i was punching, i was hitting and i was throwing chairs about. it was really bad.
the worst time was when six or seven people had to hold me down on the floor. i spent eight months without being in school. it wasn't good. it wasn't good because it made my brain hurt. i didn't even learn anything. my sister had to teach me. do you know, nursery, nursery, nursery, four add four, two add two, yeah? she had to learn me that. why do you thinkjo was kicked out of school? because she was naughty? do we say naughty? no, bad. what do we say? do we say bad? no. what do we say? she made what? the wrong choices. she made the wrong choices. we teach the children that they have a choice when they feel frustrated, they have a choice when they feel anxious or angry and we teach them that they are in control of those choices. well done for doing the right thing. she broke it. jamal, hands in your lap. but miss! if you interrupt me again, kayden, you're going to go on the time out
chair to think about it. and i don't want that. but you need to make a good choice and we're not interrupting when i'm speaking, do you understand? good boy. we've got two minutes till lunchtime. strict rules are always enforced. nicholas is refusing to wash his hands before lunch. nicholas, you need to hurry up and wash your hands. don't do that, nicholas. you'll be on the time out chair. is he going to the time out chair or is he going to go and wash his hands? he's going to come to the time out chair. ok, that's fair enough. come on, nicholas. no, no! you have to, nicholas. at times, occasionally, that can lead to a physical intervention, to keep the child safe. well done. you know the meaning of restraining? basically, when they hold you down because you're being unsafe. i understand it here because they explain it in a more specific way. no, i have to to make sure everybody's safe. we need to teach them from very early on that we can keep them safe, we can keep them emotionally and physically safe and that undesired behaviours won't be
tolerated but positive behaviours will be rewarded with attention or incentives or whatever that may be. excellent. well done, nicholas. that's fine... that's ok, but you have to stay on the chair. it's basically, like, if you're being unsafe, like, say if i came into this room and i threw the table, then one of the staff, miss gentles would call assistance and they will start holding me down because i'm being unsafe. no, no, no! nicholas, we're going to hold you again because we need to make sure you are safe. no, no! and you're staying on the chair. no, no! screaming. didn't we, nicholas? do you remember? yes. stop it. i've seen it before, while i'm in class, some children have been held. i don't know the reason why. it's none of my business. i've just kept staying out of it. you know, we need to wash our hands before we have our lunch. if we had said, oh, never mind, hey— ho, after five minutes, then the next day, when it came
to wash his hands, he could have potentially showed us that same behaviour because he would have learned that that behaviour got him out of washing his hands. some of the children, potentially their families are struggling with housing, and are in quite cramped living conditions. some children have come from a background of some form of abuse but not all children have and i think that's really important to stress. that's a slight misconception, that all the children who attend the pupil referral unit have come from an abused home and that is incorrect. the majority of parents are working, trying really hard to provide for their children but somewhere along the line, something's gone slightly wrong. it's home time now and we've
collected these items out of two of the new pupils' pockets. but this isn't completely uncommon and we find that children who have got attachment issues and they are trying to form new attachments with the staff here, they need to, or feel that they need to take something from here and take it home with them so they feel connected to here, a place where they felt safe and contained today, and take it back home, to another place where they feel safe and contained. but there's another issue for staff. it's spitting. for the staff who weren't here yesterday, we discussed... the child in katie's room and spitting. something amazing happened. sit back on your bottom, please.
i don't like it. mrs tubridy, i'm so sorry to stop your lovely story. would you ask miss sinclair to come and support me, please? anaya is five years old. she's currently in reception but has been permanently excluded from her mainstream setting. where did the parcels go, anaya? it's quite unusual for a reception child to be permanently excluded but it does happen. this behaviour is not acceptable. no! and we won't be having that tomorrow. no! anaya, anaya. do the right thing. oh, dear. that's a shame, isn't it, because you started off so well this morning. she had the best morning. we think that she's probably spitting because it's a habit. she knows that adults will repel from that so as hard as that is for us, we need to make sure that we don't pull away or whatever it may be when she's doing that. you had then started to spit in my face and on my clothes and on my arms and that's
not appropriate behaviour. no, no. if we need to hold her securely, we're holding her securely, putting your hand, one hand at each side on the child's face. if you continue to make that choice, you will stay here. but we really want you to come back into class. katie and i did that and she was spitting still on katie's hand. but we talked about the fact that katie needed to not, you know, put her head back or whatever it was because what did she say to you when you put your head back? i know you're moving your head away but i can still get you. yeah, 0k. until this afternoon, this little blip, she has been such a superstar so it would be really nice to... i'm taking my hand away because i know you can control your spitting. you have an apology to make to me and the children for spitting in our classroom and when you've done that, you've got ten minutes of payback. when you've done that payback, you can join everybody else for after—school club. we cannot wait to play with you. careful.
kayden lives with his nan and grandad. sometimes we do family game night. what do you play on family game night? we play jenga and pie—face, the new one. you play better than grandad. grandad? yes. next, after this, when i win... when kayden came into our life, then i realised there were more issues going on than just a typical little boy. the darkest point i think for us was knowing that he was having really bad meltdowns in school and the school was unable to manage that. he was climbing up on furniture. he was lifting up tables, throwing objects around the classrooms. it was just really disturbing for other children to see. we never had family game night. so he's been in education for two and a half years
and still can't read and write. he would never have done that. he can just about write his name and maybe single words but that's only since he's been at hawkswood. there's been a drastic change in kayden. he can sit down now for at least five or ten minutes and actually play a game. he can do a little bit of reading with us now. he can sit, you know, and just eat his dinner. wow, it sounds like you had lots of fun at school today. we don't take kayden out very often. we struggle with the fact that we're worried that kayden's going to run off or he has meltdowns and then we've got to try and explain that to parents or people that are staring and looking and i think that's the hardest thing is to try and explain to someone that actually, i'm really sorry that my child has done this to your child or done this to you or whatever, but you can't label a child. kayden is not diagnosed so until that diagnosis has been made, i will not put a label on him. 0k, lovely, lovely. well, we'll see you on wednesday.
0k, bye. 0k. who's that? that's the father of a potential new referral. dad did not want initially, did not want his son to come here. they can be very, very resistant, and to be fair, it's completely understandable because when your child starts school, you don't expect for them to be referred to a pupil referral unit. can go up as high as the 35 degrees? they think they are going to walk in and there's children fighting in the corridors and all sorts, and then they walk in, it's really calm, they go into the classrooms, the children are working. so, baz, what's your place? japan? once we found this school, it was just a big impact. now i'm in school, now i'm learning and now, if i keep behaving, i can reintegrate back into a mainstream school. is that what you want?
yeah, and it will happen. kayden's been here six weeks. in a couple of months, if all goes well, he'll be back at his mainstream school full—time. you may choose something from the prize pot. i'm so proud of your behaviour for the last few weeks. all my favourite stuff is in here. all your favourite stuff in there! remember when we were on the carpet this morning, when you were doing beautiful sitting and you said to me that you love coming to this school? because i do. so tell me some of the things that you do when you're making good choices. like, i'm tidying up my room at home. you do but thinking about what good things do you do at school? 0h, 0k. i do good writing. very good writing. where did we go on a special trip last week?
the mime! the pantomime, good boy! now, that's something that could have been quite tricky, couldn't it? yeah, do you know what made me laugh in there? what? that wicked witch. yeah, that made me laugh. she turned into a baby! she did turn into a baby, didn't she? kayden, normally, when you go to places like theatres and cinemas, what do you need to use to help you? the ear defenders. your ear defenders. did you need them at the theatre? no. no way! because it wasn't noisy. well, actually, it was really noisy. yeah, but i didn't even need it. you didn't. because ijust ignored it. you did ignore it. give me a high ten. i love that word. very, very proud of you, and i'm really proud of the teachers that he's got there. knowing the difficulties we are still going through and they are still supporting us. there's a light at the end of tunnel. good girl. anaya had her best day.
she made good choices. she managed her own behaviour but primarily, she was just so proud of herself and i think that rubs off on everybody. it was just a happy buzz all day. a really, really good day. this is for kayden. applause we boost children's confidence. we show children what they can do. you've got your certificate today for that amazing writing last week. yes. so if we do more amazing writing, more certificates. we teach them that they can have aspirations and they can think big. i just want to be a vet when i'm older. i love animals, and i love taking care of them and making sure they are healthy. today actually, funnily enough, we have been learning about mammals, amphibians, reptiles, insects. there's this special word for a jellyfish. i don't know what it is. so i picked a leopard because they are just, they are just my spirit animal,
really. what do you want to be? police. you want to be a policeman? yeah. kayden. nice hands, because you're a nice police officer. because they catch people that are doing really bad stuff. and we sometimes come to arrest you. we need to work as a team with the firefighters because we're friends. well, as you saw, that film gave a real insight into daily life at this school and into how they manage to turn round pupils. deputy head and classroom teacher leah mwaniki, and some of her pupils — barrington, age ten, andrew, age nine,
and jacob, who is also nine, are still here. turn! sorry, ten! almost turned. and lam turn! sorry, ten! almost turned. and iam11. turn! sorry, ten! almost turned. and i am 11. zero points for! natalie on facebook — my daughter spent sometime in a pru last year after a permanent exclusion. she is now in a specialist behavioural school and she's slowly improving. she has complex behavioural issues, awaiting a complete diagnosis and support. the children are not always naughty children. anonymous text — there's your answer straightaway, small class sizes! trying to teach a class of 30 plus children at the same time is impossible. it's been like this for decades now. i think what is really clear from that film, you are absolutely consistent with the rules, and i could hear, and ifelt that myself,
pa rents could hear, and ifelt that myself, parents are bad than the country going, that is the answer, you have to keep doing the same thing. —— up and down the country. what ever you are doing, you have to follow it through, and we give them a routine, and we give them the choice of following instructions or face the consequence, and we have to repeat that over and over again until a child understands this is the expectation. whatever i am expecting the child to do, however long it ta kes, the child to do, however long it takes, that child will eventually do it, so we are very consistent with our boundaries, very tight and firm boundaries, as well as the principles of nurture, because we fully understand behaviour is communication, so whenever a child behaves in a particular way, they are trying to communicate something. so we follow the natural principles, and we believe every child, i am so
passionate about every child, every child must have an opportunity to progress. if they have been kicked out of school, where the teachers could not control them, whether they are not making progress, but most of the children, 98%, after intervention, they go away, having made accelerated progress in their learning and their behaviour as well. jacob, how do you think the teachers here help you make the right choices, good choices? well, sometimes i am having trouble or something. they would help me... sometimes, when i first came here, they would sometimes take me out of class and help me calm down. but now i don't really need that any more,
but i used to have to be taken out of class sometimes. what about you, barrington? how do teachers help you make the right choices? how long have you been here, by the way 30 months. 13 months? well, all the timel months. 13 months? well, all the time i have been here, by the time i first came here, i was in mr milligan's class, my first class with andrew, and a few other kids, andl with andrew, and a few other kids, and i was the sort of kid that sometimes, throughout the weeks, i kind of slipped into bad behaviour, ke pt kind of slipped into bad behaviour, kept on slipping. but at first i really like the school, because i felt i was safe in this kind of place, and it was much better than my other schools, my past schools. and i made a lot of friends, and the
first friend was andrew, he is my best friend. he is smiling away at that! you two are best friends?” was in the first class with him. and when do you hope to go back to either your old school or another mainstream primary? well, now! am in yearsix, my mainstream primary? well, now! am in year six, my family, i am going to go toa in year six, my family, i am going to go to a secondary school, and that school is going to be a mainstream school. is that important to you? very important to me. why? i ca re to you? very important to me. why? i care a to you? very important to me. why? i ca re a lot to you? very important to me. why? i care a lot about my future, work, i ca re care a lot about my future, work, i care more about my education, because education, someone said to me, education is the key and you need to follow it, because if you don't, and you are missing out on
your learning, it is really bad. so say before i was really missing out oi'i say before i was really missing out on my learning, i kept being pulled out of the class, and i was missing a whole bunch of learning. and all the other kids were learning, but i wasn't, i was outside the classroom. you said in the film that your sister was having to teach you. can i ask you, ms mwaniki, if it is all boys here? it is not all boys, but the majority of boys. we do have girls, and that the minute i think we have... three. no, two. three girls at the minute, but the majority of them is boys. but as the year progresses, especially around july, we will be having more kids. but at the minute, the boys are the majority. listen, thank you very much for having me in your class and interrupting your literacy lesson, very good to see you again,
barrington, andrew, jacob, and good luck when you go to your old primary on monday. what you say to victoria? thank you, victoria! and the people at home? thanks for watching! thank you so much, bye. schools like hawkswood are becoming increasingly important, because we can reveal for the first time this morning that the number of younger children attending units like this one across england has significantly increased over recent yea rs. many — including this one — are operating at full capacity as demand increases. we've also found similar schools in other areas even have a waiting list, because there aren't enough places for excluded students to go. we're about to meet the school head teacher, marie gentles. the success of this school is, in no small part, down to her and the methods she's introduced. hi! hoops, hang on, i need a fob,
don't i? how are you? thanks so much for having us here, take a seat, i am telling you to take a seat in your own office! i am getting above myself! how are you? i am very well, thank you. was it a big decision to let us in? yes, a very big decision, because what we do is so precious to us because what we do is so precious to us and to the area, what we do here, and we have worked long and hard with the schools here to build up our reputations, and it is very important that the right message is sent across, which is these children are amazing, we just need to understand what behaviour is and what it means. i have got a text from a chap called simon, who says,
quote, they are not naughty children, they have just made quote, they are not naughty children, they havejust made bad choices, he says, are you serious?! 0k! lk, interesting. children are children. they are so young, so mouldable, we have got to give them a chance, this is ourfuture generation, so we cannot write children off at primary school—age, ido children off at primary school—age, i do not think that is right or fair. we not saying their behavioural choices are ok, but we are saying they need help and additional support, and that is what we do for them. and once they have affected change, they need to have the chance to be able to be part of society, the same way every other child has that chance. is there, in your view, always an explanation for poor behaviour? yes, there is. so there are many reasons. we say there is always a trigger, behaviour is
communication, so there is always a reason why. the reasons may not be seen as reason why. the reasons may not be seen as desirable to people, but there is always a reason. like what? it could be a learning need, it could be that they are on a spectrum and not yet diagnosed, it could be a pa rental and not yet diagnosed, it could be a parental issue, something that has affected their home life. there are some in the different issues, but we need to drill down to what is going on for this child, for these children, and try to help and support them. and notjust children, and try to help and support them. and not just them, their parents. absolutely, absolutely. you must come across some sad stories. we do, many sad stories, but actually that just motivates us to work harder. we cannot write these children off, we cannot write these children off, we cannot give up on them. we are supposed to be a community, notjust a school, but as a borough, as a country, you know, we have got to come together and support each other. how many children in care are
in your school? at the moment, not many. we have got one coming up at the moment currently. and that is out of a0? and how many children live with just one parent? probably about half the pupils.“ that relevant? yes and no. some people assume that it is and it may not be. you could be the most fantastic single parent or you can bea fantastic single parent or you can be a fantastic single parent who need additional support. either way, it is neither here nor there. how do you react to the figures that show that there is a rise of a third of primary school age children now being educated in pupil referral units across england over the last four years? i am not surprised. there is so much pressure on schools at the moment. financial restraints. so much pressure on schools.
actually i can talk for the schools and waltham forest, and the primary schools we work with, the majority of them are doing an amazing job. if they have a pupil or pupils who they have tried many techniques with, but they are not able to manage their behaviour, that is when they call upon us, and that is when we step in and support them with this intervention. do you think politicians should worry about this right? yes, in the sense that we need to send more support to schools. what else can we do to make sure that more educational professionals have the skills to be able to support these children? what else can we do to support notjust the mainstream schools, but schools like ourselves, to make sure that just as it is happening and waltham forest, we have this rolling programme so that people come into intervention and then successfully integrate back into mainstream schools? your success rate is 9696. not all prus are like that. the
picture across england is inconsistent from our investigations, anyway. why are some think laurel not successful at helping children reintegrate?” think there are number of issues. each borough has a number of issues. in waltham i can say confidently that we have an amazing system. an amazing referral panel. a great understanding of what we do in waltham forest with this pupil referral unit and so everybody buys into it so it is used as it should be used. i think that could potentially be the difference. let me read the messages for you. this tweet from scott. i am watching the work of teachers and staff at the pupil referral unit. it is an eye—opener. what is the definition ofa eye—opener. what is the definition of a hero these days? i would say these teachers fit the brief,
especially in this tricky environment. larry says the pru staff are angels. and carrie says well done to the pupils and teachers in your referral unit on the programme today. the teachers have shown how much hard work it is that how rewarding the job is as well. it shows that if the bin, consistency and being calm during different difficult situations and what it can create. i take my hats off the teachers and well done to everybody involved. wow. you used to work in a mainstream school. what made baited you to work here? when i was in a mainstream school, a select number of children would be sent to my class, many moons ago, and i always used to wonder why. when they came to my class they behaved differently, better. istarted to my class they behaved differently, better. i started to realise that maybe there was something within me. maybe i had something within me. maybe i had some natural skills that needed to
be honed a little bit to be able to work with children who just need a little bit more. i am very passionate about children anyway. i loved the previous schools i worked in but! loved the previous schools i worked in but i wanted to do something that will challenge me a little bit more. even though it is a challenge, i know that at the end of the day we have made a significant difference to day. i want to ask you about the cost. to be educated in a mainstream state school costs from £a000 to £5,000 per pupil per year and there are 30 in a class, as we know. in a pru there are seven or eight in the class and the cost varies. in kirklees in yorkshire they have told us kirklees in yorkshire they have told us it costs £a8,000 per pupil per year. that is nine times the cost of a mainstream state school per pupil. like as it is £12,000 per year and in nottinghamshire it isjust under £7,000. -- in in nottinghamshire it isjust under
£7,000. —— in lancashire it is £12,000. some people might ask why children who make poor decisions deserve this money being spent on them when good kids get so much less ? them when good kids get so much less? i don't agree that good kids get so much less. but i have read you the figures, they do, it costs less. but in terms of what they are getting as a whole school experience, it isn't less. those children who remain in mainstream primary school, who can regulate their emotions and manage their behaviour, they have a very rich curriculum in the school and they are receiving quite a lot. however these children are not able to. this is our future generation, our future children. if we don't invest in them now, and we don't help them now, the government will still need to spend later on to support these young people if we don't do it now. there is an incredible statistic from an exclusion experts that we have spoken to. 6500 pupils were permanently excluded last year. there organisation has calculated that they will go on to cost the
state £2.1 billion in extra health costs, criminal justice state £2.1 billion in extra health costs, criminaljustice costs, welfare and education, throughout their lifetime. 0k, thank you. shall we go round to class five? we are going to talk more about the techniques that you use for controlling and ultimately changing children's behaviour. i came here a few weeks ago and i met quite a lot of the children and we had lunch together. after you. it is worth saying that they were so polite. so polite! so articulate as well. this way? it is important because we are trying to teach them life skills. it is important that they are able to be part of society. class five. hello. hello, everybody. let me grab a chair. thank you. thank you, barrington. thank you so much. where
are you going to sit? hello. let me introduce lots more people. you already know andrew, jacob, barrington, mrs gentles. and jane harris. she is headteacher at edinburgh primary school. kerry scott is headteacher at ainslie wood, both based in nearby waltham forest. and actually ijust mentioned your incredible fact that 6500 children excluded last year will cost the state over £2 billion over their lifetime. incredible. i wonder if you could just talk us through behaviour. please don't go through behaviour. please don't go through the restraining techniques and why you use them? restraint is a last resort. if a child becomes a danger to themselves or somebody else, we have all been trained in
positive handling to handle them in a safe way. if it is used appropriately, which it is here all the time, then it can be extremely effective. it helps children to feel emotionally and physically safe. could you ever use restraint in a mainstream school? yes, if you are trained but not all staff are. at my school, only a couple of members are trained to use restraint. i don't wa nt trained to use restraint. i don't want people using it in the wrong way. if a child needs restraint, and it would be very unusual for a child to need to be restrained, they would call me or somebody else who has been restraint trained and we would go and break the decision about whether they need to be restrained. —— make the decision. whether they need to be restrained. -- make the decision. if a primary school age people comes to a pupil referral unit, does that mean the mainstream primary school has failed them? it has and if the mainstream school then works in partnership with the pru. 0ne
school then works in partnership with the pru. one of the really, really significant things about hawkswood is that it is to do with partnership with the mainstream school. there used to be an ethos that by going to a pru, even in waltham forest a few years ago, that that child was being sent away and would never be seen again. but in waltham forest, where the practice is best, and in most schools it is best, the child goes back to the same school. there is a very strong communication. we come up to the pru and visit throughout the child's time in school. parents and people wonder how a mainstream primary school can be excluding permanently children as young as four. it is rare for them to be permanently excluded. the children here are not permanently excluded mostly. it is a process whereby they are referred by afairer process whereby they are referred by a fairer access panel which we are
members. temporarily excluded then, a four —year—old? members. temporarily excluded then, a four -year-old? add a question we are always asking on the fairer access panel is whether the school is doing everything to support the child. this is the panel that refers the child or not? yes. we can sit and look. there can be times when a school is thinking too rigidly and the child is not fitting into that. that is when it is our responsibility to say you are not thinking about the child here. let's but other techniques in place before we would move the child onto the pru. let's talk about the effect of exclusion on a child as they grow up and their life chances. it is clear that here there is some brilliant work going on which means that students can be re—integrated back into mainstream and be really successful. the reason i started my charity is because i am concerned about the majority of people that don't get reintegrated. we know that increasingly more and more students
don't return to mainstream school and their long—term outcomes are really poor. the children who finished their secondary school education in a pupil referral unit, how much likely to get the gcse is that they need to access further education and one in two are immediately unemployed after school. that is the frightening statistic because everybody deserves their chance to get their dream career. we need to reduce the numbers are permanent exclusion and increase the partnership working, the effective early doors referral, when you recognise there is something that the school needs extra help with, and you ask a brilliant pupil referral unit to help you do that. but as we have discussed they are not all brilliant. the costs vary in terms of how much it costs per pupil ina pupil terms of how much it costs per pupil in a pupil referral unit and the length of stay varies. it is an average 15 weeks in bury and in camden it is just over two years, so that doesn't make sense, doesn't it? maybe the mainstream school won't ta ke maybe the mainstream school won't
take the child back. that can happen. it can do. in waltham forest we have great partnerships with the schools but yes, it can happen, absolutely. we all need to work together to work out what the best next step is for that child. is a fresh start best? i think it happens when leaders don't know what the sta kes when leaders don't know what the stakes are. it is easy to think it isjust one stakes are. it is easy to think it is just one pupil stakes are. it is easy to think it isjust one pupil but over the stakes are. it is easy to think it is just one pupil but over the whole country it is more and more students every year and the cost can be so awful personally and as you mentioned earlier £2.1 billion over the lifetime of the population who are excluded last year. that is a huge cost nationally. we need more leaders who are sensitised to the risks of permanent exclusion who know how to stop it from happening and are passionate about taking on these children. but how can we do that? there are pressures on headteachers and when we get caught
up headteachers and when we get caught up in the my school, my results, league table situation, there is huge pressure coming down on headteachers. that squeaky wheel can bea headteachers. that squeaky wheel can be a huge threat to the school. however when you have got a good partnership and there is an excellent pru doing excellent work with the children, then we can be confident that what is coming back to us isa confident that what is coming back to us is a child that is ready to reintegrate into mainstream education and wants to. and just remember that no child wants to behave like this. they need the intervention to support them and ultimately what we want is to have them back. shalli read you ultimately what we want is to have them back. shall i read you some comments from people watching you around the country is mark linda says hats off to the wonderful staff there. tasman says that barrington is amazing. yes, he is! brilliant programme on prus. amazing work. we wish all the tools and all the best
and a brilliant future. a tweet from jane. if all the people i have met in prison had experienced this amazing care and patience they would not be in prison. more investment in fantastic teachers who need to be trained will stop and this one, watching hawkswood primary pupil referral unit. what an inspirational place and inspirational staff. these people need better pay and more respect. the behaviour was distressing but let's support these people and offer the children hope. very briefly before we get the weather forecast which is important because it has been snowing all morning but now it has stopped, i know what you want to be when you grow up. we were talking about life chances. you want to be a vet. what about jacob? i don't really know because i have all my life ahead of me to choose. absolutely. and what
about you ? me to choose. absolutely. and what about you? a footballer. who is your idol? my favourite footballer? paul pogba. he isn't getting on well with his manager at the moment! thank you so much. it is really good to see you. much more from this pru in the next hour of the programme. at first order of the weather. good morning. you are quite right. it has been snowing in london and other parts of the uk as well. this week we have disruptive snow on the cards from tonight. it wins, and a wind chill that you will notice, and frost and icy conditions. —— bitter winds. we have showers coming in across the east, not all of seeing them, and drifting across to the west, which will remain largely dry. very cloudy with the odd sunny spell. temperatures between freezing and plus three in towns and cities and lower than that in rural areas. 0vernight we have this line of snow
showers coming in through east anglia and kent and the channel islands, and significant snow in eastern scotland and north east england, and it will be called tonight with a widespread frost and a risk of ice an untreated circuses. —— cold tonight. through the early hours of tuesday and into tomorrow there is an amber weather warning for snow. this is where those areas are, the north east and the south—east. hello, it's monday, it's ten o'clock, i'm victoria derbyshire. good morning, in a tv first, we're broadcasting live from a pupil referral unit in london. it's where primary school children come when they've been kicked out their mainstream school. we've discovered there's been a big rise in the numbers of young children being educated in prus, up 3a% in england in the past four years. when i used to be in my mainstream school, i used to keep coming out
and getting excluded and stuff, but now i am in this special school, it gives you extra help, it has helped me more to understand how it is better to go back into a mainstream type of school. the children who come here are as young as four and often have emotional problems and a history of violent and aggressive behaviour towards teachers and other pupils. children are children, and they are so young, so mouldable still, we have got to give them a chance, this is our future generation, so we cannot write them off at primary school—age. the aim of these schools, of course, is to turn that challenging behaviour around, so that kids can go back to their mainstream schools and hopefully go on to have a happy and successful education. when i first started here, i was having trouble behaving, and i was making loads of wrong choices. that
is what you used to be like? yeah, but now if there is somebody, like, and oil in me or something, i will just ignore them. —— annoying me. and i would just stay away from them ifi and i would just stay away from them if i knew they were going to create trouble or something. we've heard lots from the teachers and pupils here, but there's another group of people whose feelings are often overlooked in all this — the parents. no parent ever thinks their child is going to be the one that's excluded from mainstream school. he has made life difficult, notjust for me, but for himself, for whole family. but try and do everything you can, but you often find nothing is enough. we'll hear the experiences of a group of parents with children here at hawkswood. and as you'd expect, we'd welcome your experiences — does your child go to a pupil referral unit? did you go to one? get in touch in the usual ways. just let me read a couple of
comments from you, this is from ian, what a lovely school for these japan, caring staff much needed to give children a good start, so heart—warming. —— for these children. and says, what an amazing head teacher, her compassionate sta nce head teacher, her compassionate stance is amazing, incredibly article at and sincere in her words. and this one, students and staff at hawkswood pru are on my hero list, finding a way to engage is key, no child is bad at heart, if they are failing, it is because we are failing. much more of that to come, let's bring you the news withjoanna jeremy corbyn will set
out labour's position on brexit this morning, after months of demands that the party clarify its plans. in a speech later, he'll say the uk should negotiate a bespoke agreement with the eu on a customs union, and a strong new relationship with the single market. the conservatives say his proposals would breach promises made at the last general election. you can watch mr corbyn's speech on this programme. it's expected in about half an hour. four people have been killed in an explosion in leicester, which destroyed a building in the middle of a parade of shops. anotherfour people remain in hospital, one with serious injuries. emergency teams are still searching through the wreckage in the hinckley road area of the city. andy moore reports. the immediate aftermath of an explosion that destroyed a shop and a two—storey shop above it. police say there were four confirmed fatalities and four people remain in hospital, one with serious injuries. the search and rescue operation continued overnight for any more victims. police say there may be other people unaccounted for. we still think this is a rescue operation, we're using shoring
techniques to try to rescue anyone who may be alive in the building. local people spoke about the force of the explosion and the fierceness of the fire that followed. we heard a low explosion, and it felt like a tremendous shock through the house, like it was going to bring the ceiling down. i rang the police, 999, and they said, "what services?" i said, "everything you can send." police say they don't know what caused the blast — a joint investigation with the fire service will get under way once the site has been made safe. there's been a big rise in the number of primary school to a freedom of information request by this programme. children are referred to the units when they've been excluded, or are close to being excluded, from their mainstream school. over the last four years, the number of children in england
being schooled in the units has increased by a third. the headteacher of one unit said the figures underlined the pressure primary schools are under. the primary schools we work with, the majority of them are doing an amazing job, but if they have a pupil or pupils who they have tried many techniques with, but they are not able to manage their behaviour, thatis not able to manage their behaviour, that is when they call upon ourselves, and that is when we step in and we support them with this intervention. new legislation to cap poor—value energy tariffs and save consumers money is being introduced to parliament later. the government says it will protect 11 million people from higher bills. the industry has warned the cap could stifle competition. parts of the uk will feel colder than the arctic circle this week with widespread snow and bitterly cold winds. rail companies in east anglia say their services will end early tonight. c2c and greater anglia have also cancelled services on tuesday and wednesday. they urge customers to check before travelling. that's a summary of
the latest bbc news. hello again. manchester city have won their first trophy under manager pep guardiola with a comfortable 3—0 win over arsenal. city captain vincent kompany was on the scoresheet as the premier league's runaway leaders secured the first domestic title of the season. afterwards, guardiola thanked the club for its support during his trophy—less first season. a good win too for the red half of manchester. united came from behind to beat chelsea 2—1 at old trafford in the premier league. after willian's opener, united striker romelu lukaku levelled things before crossing in for substitute jesse lingard to nod in the winner, which takes united back into second place in the table. chelsea, though, slip out of the champions league spots. six nations rugby say they'll investigate an alleged melee before scotland's calcutta cup victory over england on saturday. as the teams returned to the
dressing rooms after warming up, england back 0wen farrell and scotland forward ryan wilson appeared to clash. the six nations said it would be writing to the unions to request clarification on what happened in the tunnel. finally, british boxer scott westga rth has finally, british boxer scott westgarth has died in hospital at the age of 31. he fell ill after his light heavyweight win in doncaster on saturday. more on that story on the bbc sport website. that is all the bbc sport website. that is all the sport for now, back to you in london, victoria. we will be bringing you the jeremy london, victoria. we will be bringing you thejeremy corbyn speech live, do not worry about that. welcome back to hawkswood pru. it's a pupil referral unit for children as young as four. thank you for your many messages, a lot of you are finding the staff and the techniques they used to turn a child's life around inspiring. kids are sent here because they've been violent or disruptive and their mainstream school can't
cope with them. this is obviously the kitchen area, theresa is making lunch, morning! theresa is making lunch, morning! the smell in here is freshly baked bread, there is bred in the oven of there, and we are having vegetarian chilli with nachos, cheese plant, jacket potato, pictures and custard orfresh jacket potato, pictures and custard or fresh fruit. this jacket potato, pictures and custard orfresh fruit. this pru is rated as of —— outstanding, but they are not all like this, we have seen parts of the system at breaking point, and we have seen worrying inconsistencies, which means that what happens to excluded pupils of all ages depends heavily on where they live is. —— where they live. (vt next) school exclusions are rising significantly but why? it's like a maths problem, where the numbers don't add up. it is really, really shocking that we are seeing so many students being excluded.
and it's about geography, too. whether it be funding or how good the provision is that is available to them in their area. it is all down to a postcode lottery, eventually. we've spoken to teaching professionals who say schools cook the books to remove problem pupils. they just referred them to the pupil referral unit, so that the exclusions didn't show up on the books. and we've heard about excluded children going months without any schooling. you need full—time education, a full curriculum. this boy is 1a. we're calling him jay, but it's not his real name. he was permanently excluded for serious misconduct months ago, and his family says the council still hasn't found him an appropriate school. well, all they turned round and said is they've got nowhere for the likes of him to go. nowhere they can offer him a place?
nowhere. nowhere. but they said they might, they could offer him one—to—one in a library or recreation centre. how long for? for an hour. an hour? one hour a week. i just turned around and said no way. he needs full—time education, a full curriculum. there are specific reasons why the council says it has struggled to find jay a school. we are not identifying him. what has it been like? but he says he's bored out of his mind. all he wants is school. he has learning needs. what kind of needs does he have? he's got adhd, dyspraxia, tourette's, anxiety disorder. after six days, when a child has been out of education, they should have somewhere for them to go — and that's by law. and now it's been two months.
more than 6500 pupils like jay were permanently excluded in england last year, but far more than that, a8,000, are being educated in schools for excluded children. that's about one in every 200 pupils. the number's on the rise, and it's a costly problem. kieran gill has studied the exclusion statistics. she set up a charity to try to deal with the issue. we calculated that for every year's worth of excluded pupils, so last year, 6,500 permanently excluded students, they will go on to cost the state 2.1 billion in extra health costs, criminaljustice, welfare and education costs through their lifetime. what about figures for younger pupils? we wanted to find out about primary school exclusions, so we made a freedom of information request. out of 150 councils, 130 responded.
they said this many a—11—year—olds were educated in schools for excluded children in the last recorded year. that's a rise of 3a% injust four years. we did some more maths. in those council areas, the number of children under five being temporarily excluded rose by 29% in just one year. so why? some of the children are more complex, that we are seeing now, that we probably didn't have before, so they aren't necessarily a quick turn around and back into schools. they are highly complex children who need some specialist provision and probably need long—term specialist provision. but what happens to those children who are excluded? that is a geography lesson. jay lives in gateshead in the north east. exclusion rates here are double the national average. it's a big problem.
there is a pupil referral unit here, and the council says they mentioned it to jay's family as a possible solution. the children who have been excluded in gateshead, there is a pupil referral unit. would you want him to go there? nope. why not? because it hasn't got a good reputation, so i don't really want to send him to a place that is going to put him back instead of going forward. and she might have a point. this is the pupil referral unit, and the last time 0fsted came here, they rated it inadequate. in some local authorities in the country, if you are excluded, you have no option but to go to an inadequate provision. what inadequate means is essentially that it's not a safe learning environment and one where students can thrive. in the north east, where jay lives, excluded students are eight times more likely to be sent to an inadequate pupil referral unit than the england average.
because it was rated inadequate, the unit in gateshead had to become an academy. the council said it worked very hard to improve it before it was taken over. gateshead council also said they are doing everything they can to resolve jay's situation but that his family has so far refused all the offers put to them. the gateshead unit ended up rated inadequate because it had to cope with far more people than it was set up for. it seems that is a pretty common situation. we met with someone who, until recently, was running a pupil referral unit in a city in england. they did not want to be on camera so an actor is speaking their words. the schools didn't exclude, theyjust referred them to the pupil referral unit so that the exclusion didn't show up on the books. effectively, mainstream schools in the city were palming off the students they didn't want to the pupil referral unit. what went through your mind
when things got tough? what were you worried about? just that there was too many kids and that we would suffer as a result of it. so many pupils were sent to the unit that they were four times over capacity, hundreds and hundreds of children. yeah, yeah, they were coming out of mainstream at a rate of, i think it wasjust over one per day. so if you spread that out over a school year, that would be 100, 200 per year. coming out as in going into your school? yeah, yeah. coming out of school, to us, about 200 per year and none of those kids would go back in. so you'd have a residue of kids each year and each year those numbers would get bigger and bigger and bigger. the wellspring academy trust runs pupil referral units in five council areas, including here in barnsley. the head here is really worried about reports
of overcrowding across england. strategically, how do you plan a school if you're supposed to be planning for 100 and then you end up having 200, 300, 400? so there's obviously real concerns about that and i think that's just a real pressure in the system. you know, there are children coming out of mainstream education into alternative provision and it is putting a massive pressure on the system. this is a pattern that we've seen, year—on—year, more and more children being excluded. and actually, the sector hasn't been given the attention it needs to cope with this huge influx of students. i guess the question is how does that increase impact on the pupil referral units that some of the kids will end up in? well, some have buckled under the sheer weight of numbers. the former head we met had so many children he had no choice but to send them across the city for tuition at more than ten different education companies. pupils even had
lessons in libraries. his unit was rated inadequate by 0fsted. theyjust couldn't keep the children safe. well, i agreed safeguarding was an issue. seeing these kids every day going into the local libraries or wherever, and then turning up at their placements like they did, well, that was a safeguarding plus point but it wasn't adequate. but ultimately, because you didn't have the space, you were sending them to libraries across the city? yeah. the rising number of exclusions is an issue. to many, an even bigger one is money. explain to me how the funding for a place in a pupil referral unit works. what we do is we work to a model where you get the first £10,000 paid. from the government? from the government, yeah. so in the case of this particular pupil referral unit, we would get £10,000 for every child that we planned to have in the unit,
and then whoever commissioned the places, in this case, the council, they pay what we call a top up. but the size of that top up again comes down to where you live. the variations are huge. kirklees council in yorkshire says a primary pupil referral unit place costs £a000 per month. in lancashire, it is just £1000 per month. next door in blackpool, it is way lower still. and the cost of a referral unit in nottinghamshire is just £565 per month. in other words, children in some council areas get tens of thousands of pounds more towards their education every year than in others. so how is that going to affect your life chances? well, you can imagine that that is huge because everything revolves around the money you can put into the provision, so from staffing, resourcing, buildings, premises, it is highly significant.
so as an executive head yourself, working in different local authorities, how does it work for you? do you have different challenges in different areas? absolutely, yeah. the wellspring trust works in five local authorities and the funding is different in all five. so how do you maintain consistency across the board? that is the challenge. what you have to do is you have to do different staffing structures. you have to do different models of pastoral support and care. so it is all down to a postcode lottery, essentially. so a problem of numbers. too many excluded children for the system to cope with. too few good quality pupil referral units. this is a real injustice because we are talking about the most vulnerable children who often... well, they are four times more likely to grow up in poverty, they are ten times more likely to have a mental health need. they are seven times more likely to have a learning need. and a question of geography. being schooled in some areas means your life chances are far worse than in others. he's not allowed outside while he is excluded. so in school hours, he's in the house all day, every day.
are you worried about the future for these kind of children? yeah, yeah, very worried, and particularly when you talk about the discrepancies in funding and actually it's just not fair. it needs to be fair and equal, right across the country, to give at least the provision a chance of getting it right. because if your funding is not right, and it's different, and it's not enough, then you haven't even got a chance of getting it right. let me read you this text message from vanessa. my son was sent to hawkswood last year after being permanently excluded in reception, aged four. they do a brilliantjob and with their help my son is back in the mainstream school and doing well. they do amazing work at hawkswood, which is where we are spending the morning. all through
this week we are focusing on what they do here. the headteacher of hawkswood is back with us and tom bennett is the government's behaviours tsar. why are so many more children being taught in prus? i need to do more research but my gut feeling is that it comes down to money and the wraparound care tends to go. 0ne money and the wraparound care tends to go. one of the biggest reasons for children going to prus is because teachers and school leaders tended not to get efficient formal training in de—escalation techniques and dealing with children's behaviour before it gets to that point. as she said, you get one week on behaviour in formal teacher training. i got as minutes. after how long in training? you're supposed to pick it up on the job. formal training was a5 minutes,
which was inadequate and i am trying to change that. we need to reduce the incidents so that we don't get to that point rather than just reacting to misbehaviour but we also need to create an atmosphere where children can flourish and be nourished. coming here isn't a negative thing. it is where children can unlock the services they need to help them. this is intensive care, emphasis on intensive and an care, but most schools don't have those provisions. you talked about one of the reasons being budgetary constraints, as you put it diplomatically. you are the government's behaviour tsar.” diplomatically. you are the government's behaviour tsar. i am independent, not paid by them. one of the things that is going classroom assistants. people who help the teachers in a class of 30, really ha rd help the teachers in a class of 30, really hard job anyway. that could be relevant. it could be relevant and the devil is in the detail. some
classroom assistants are worth their weight in gold and if they are properly trained and they can deal with interpersonal issues with the children involved and work with a teacher, that can be fantastic. but it isa teacher, that can be fantastic. but it is a varied picture. how worried are you about the totally inconsistent provision of prus and the standards they set across england? to be fair, we canjudge prus in the same way that we judge schools in general. some are outstanding and some are not and thatis outstanding and some are not and that is a very loaded term. there are many areas of the uk where the needs and the challenges are greater with things like poverty and so on. 0bviously with things like poverty and so on. obviously we see schools in those circumstances doing their best, and most schools do, but really struggling with the level of challenge that the demographics are providing for them. these are the areas where we should be targeting resources and funding. and finally, teacher training, when it comes to behaviour, instead of one week out of four years, how much should it be ina of four years, how much should it be in a teacher training course?“ of four years, how much should it be in a teacher training course? if you doa in a teacher training course? if you do a one year pgce, which is very
common, it should be threaded throughout the year and revisited, not just something you throughout the year and revisited, notjust something you get in a a5 minute session and it should be done mostly in schools as well because teacher training and behaviour management is a practical craft. thank you. john bennett, the government's behaviour tsar, but he is independent. —— tom bennett. now we are going back to classroom five. cani we are going back to classroom five. can i read some more messages from our audience watching across the country? angela has emailed and that this headteacher and her staff are inspirational. their approach is just amazing. all mps and policy makers should watch this programme. naomi tweed that this school is phenomenal and mainstream schools and parents don't take time to understand children and their needs. an emailfrom harry. absolutely open—minded attitudes shown by the staff on the programme today. such passion from teachers. i recall similar wrong choices from children in primary and we all thought the
children werejust in primary and we all thought the children were just naughty or some beyond that. it goes to show what can be achieved. this programme has opened my mind. how do you react to that? very overwhelming. thank you. that is true. we will go in and introduce you to some parents. we have heard a lot from teachers and headteachers and pupils and now it is time to hear from parents. anne—marie barbaris, mum of nine—year—old kyra, kerri wooden, mum of seven—year—old logan, shelley porter, mum of eight—year—old cruise, joe james—moore, dad of ten—year—old harry. he came to watford last year that he is now back in mainstream education. —— to hawkswood. how do you feel
with your son being taught in a pupil referral unit? i was quite quiet about it at first. not that anyone necessarily says anything to me that you can feel the pressure. and cruz is the odd one out, the troublemaker. i didn't talk to other parents about it but i felt the stigma attached to him. what about you? there stigma attached to him. what about you ? there is stigma attached to him. what about you? there is a stigma for your child? definitely. you do feel singled out, your child feels singled out, your child feels singled out. because it has been dealt with, parents look at you in a certain way. as though you are a bad parent? yes. they might come to you and say your child has done this or
that. i get that a lot. i did at the mainstream school. it is really heartbreaking. trying to explain to them as well. there are other things prior to that. education was more needed and that is why the behaviour side of things was out there. it is really ha rd side of things was out there. it is really hard to try and say that. did you feel a stigma for logan? definitely. i was lucky with the parents that school. everybody knew logan. what was he doing in class? he would throw chairs, kick, lie down on the floor kicking and screaming. he had to be taken out of class because of it. he would be
very aggressive. why do you think that was? lack of structure. lack of understanding for him as well. when he was in nursery they said that logan was having behavioural problems and is there anything we can do? i said this is what we do at home and then fermented what i said, they listened. but —— they implemented what i said. but when we we nt implemented what i said. but when we went to school, they didn't listen, they said they had other children to look after. tell us about cruz and his behaviour at mainstream school. you have other children and presumably brought them up the same way. i feel that cruz presumably brought them up the same way. i feelthat cruz is presumably brought them up the same way. i feel that cruz is wired differently and they can conform and he can't. a class of 30 kids sends him... he struggles. he struggles with sitting down on his own and i understand the pressure on the teacher and i feel for them but understand the pressure on the teacher and ifeel for them but they are not trained as the staff here are not trained as the staff here are to know what to do. they did not
know what to do with him. they would ignore him and say they had given up so he felt like nobody. when his self—esteem was low, how do you get a kid back? least five how often have you thought, as parents, this must be down to me? if he was my only kid, i would have felt 100% responsible and be questioning what the hell i have done wrong. because i have fortu nately done wrong. because i have fortunately got the comparison with an oldergirl in fortunately got the comparison with an older girl in university, they are doing great, at the same school as cruz, fortunately i didn't feel i have necessarily done anything wrong, but people may welljudge me for that, i don't know. you still feel responsible for your child. being a single parent as well, i felt very low. my confidence and that went really low as well, so i
reallyjudge myself, you know. you judge yourself? of course, you do, it isjust so judge yourself? of course, you do, it is just so stressful judge yourself? of course, you do, it isjust so stressful as judge yourself? of course, you do, it is just so stressful as well, judge yourself? of course, you do, it isjust so stressful as well, and then you have got all that worries and then try and be normal the next day for your child. start afresh, yeah. what is it like when you get continual phone calls from your child's school saying you will have to come and pick them up? you have been at work on many occasions when you have had to come. yeah, i have given myself a year out to be able to... still in mainstream school for a year, it wasn't doing very well, the dread, the phone call, even now when the phone goes i say, what has he done? and it is stressful, it is very... joe, harry is your youngest
of four sons, do you think you have brought up your sons all the same way? i believe that we haven't made any changes because of harry being the youngest, we have tried numerous things, we have gone through all the processes. we believe that nothing we could do, and we thought... what sort of things was he doing? anything would kick him off, he would start arguing, being aggressive, he wasjust nasty — for no real reason. we thought that it may be was us, maybe was doing something wrong. we took him to specialists, and we had him tested. they couldn't find anything wrong. when the referral come here, my wife
was argument we were not going to bring him here. because of the stigma? yes, the feeling, the dread that this would be his life, that this would be where he would be long. because you have the view, and maybe this is true of all of you, but i don't want to put words in your mouth, if your child ends up in a pru, that is it for theirfuture, their life chances. exactly. not necessarily yours? i was in a fortu nate necessarily yours? i was in a fortunate position because cruz was still at mainstream for a few days, but the funding for that programme has ended, and now he's back in mainstream, and i am seeing the signs of of going back to his old ways. the mainstream school are trying, but they are not equipped like the staff here. were you thinking that, kerry, that if my son comes to way pru...?
thinking that, kerry, that if my son comes to way pru. . . ? it makes you look at their life in a different way, when you have a child, you have their future set out, not directly, but you think they will have a good future, and because my eldest was so easy to bring up, it was difficult to come to terms with the fact that this is a problem that can go on for the rest of his life, something that needs to be looked at, and descends into a needs to be looked at, and descends intoa pru, needs to be looked at, and descends into a pru, i was all for it when it came to the nurturing group, because logan was here for that two years ago, but when it comes to telling me that it would be a permanent fixture, that was something that was really ha rd fixture, that was something that was really hard to come to terms two, telling the these problems are not just going to pass. this is something that is lifelong, and he will have to deal with for the rest of his life. and now what do you think? it is fantastic, it is brilliant! all the problems, he has still got them, he is very reserved, andl still got them, he is very reserved, and i can see the triggers, hisjaw will go tens when he gets anxious,
but now, if we go shopping, and he says i want to throw the clothes all over the floor and hide, says i want to throw the clothes all overthe floorand hide, i says i want to throw the clothes all over the floor and hide, i go, says i want to throw the clothes all overthe floorand hide, i go, don't do that, hold my hand, squeeze my hand. you learn different techniques. this morning he was swimming, and he used to cling onto me, and! swimming, and he used to cling onto me, and i took him swimming yesterday, and he wasjumping in the water, actually swimming, opening his eyes under the water, like a completely different world that has opened up, a new future, you know. they really make them feel like they are somebody who can achieve, whereas in mainstream they are failed, they will never get anywhere. they come here and they are somebody. cruz has started to run and play football. he would neverjoin in at school, he was literally on the sidelines of everything, assemblies, performances, he wouldn't do it, and now he is starting to believe, because the staff here are amazing. they tell them every day, you can do this. they celebrate their
differences, rather than push them to one side. i amjust differences, rather than push them to one side. i am just going to have a quick word, back with you in a second, at any moment we're going to cross to jeremy corbyn's speech, second, at any moment we're going to cross tojeremy corbyn's speech, the labour leader's speech on brexit, but i just want to make sure we labour leader's speech on brexit, but ijust want to make sure we get these children in before the end of these children in before the end of the programme, pa we hearfrom mr corbyn. jacob, barrington, andrew — what is it like with your mum now you have come here, in terms of your relationship with your mum? we have never really had anything wrong, but now that i am here, she is happy, because before we are looking for a long time, and now that she knows i am ina long time, and now that she knows i am in a nice place, she knows that i am in a nice place, she knows that i am saferfor when am in a nice place, she knows that i am safer for when i am in a nice place, she knows that i am saferfor when i grow up. am in a nice place, she knows that i am safer for when i grow up. she must be a lot happier. yeah. what about you, jacob? well, my mum is
very pleased that i am integrating back into a newsgroup. is it a new skill? yes, a new one. -- a new school. and she isjust... because most of the time, i am making, all of the time i am making good choices, so she is very pleased about that, and she isjust happy that i am having a good time there. what about your family, andrew? what do they think of how you are getting on here? good. good and... my mum likes that i have good reports. at my old school, i never. and that i am improving my work, and now!
my old school, i never. and that i am improving my work, and now i like maths. before, i never used to do. and i am good at maths. that i have changed my behaviour twardzik, and thatis changed my behaviour twardzik, and that is it. thank you. i am changed my behaviour twardzik, and the back:. thank you. i am changed my behaviour twardzik, and the back :. thaeisﬁﬁi am are ef keira.— , ef keira. thank , 2 keira. thank you, . 2 keira. thank you, cheers, the mum of keira. thank you, cheers, darling. kerry is the mother of logan, shelley is mother of cruz, and joe is the dad of harry, who is now back in mainstream school. do you think that when a child goes to a pru, they mess about all day, do you think people think it is a bit ofa you think people think it is a bit of a holiday camp? i think they do think they must get away with murder, because they have seen such
behaviour in mainstream school and at home that they do not understand how these children can be controlled. not controlled, you know, but they don't understand how they can sit in such a structured setting. there is a lot of ignorance, because before this programme, who would know what happens in here? as a parent, before i met the head teacher, i didn't have a clue, i didn't know. the head teacher here, who has been so accommodating over so many weeks, and we are very grateful, given us 0pen and we are very grateful, given us open and transparent access, what you think of how she has been with her children. it is amazing. literally life changing. it is not just the children, it makes a difference to our lives, we can relax, it helps us. i have so much to say about this lady, when i rang
up, iwas to say about this lady, when i rang up, i was in tears, very emotional, and she made the time, brought me into have a look around, and i sat in her office, into have a look around, and i sat in heroffice, and into have a look around, and i sat in her office, and everything came out. my favourite fact is that here everybody listens to you. she listened. do you know what? she gave me hope, she reassured me, don't worry, we will help you. and you are very emotional hearing this!” really feel like, literally, i wish i could say more, she gave me hope. when i first came, i was literally at the end of my tether.” when i first came, i was literally at the end of my tether. i think when i first came here, the first thing that was said was, don't worry, we won't be calling you everyday! i was so confident, not in myself, i can take my daughter in now, i don't have to worry about it,
the stress isjust... let now, i don't have to worry about it, the stress isjust. .. let me read this e—mailfrom the stress isjust. .. let me read this e—mail from christine, the stress isjust. .. let me read this e—mailfrom christine, i am watching this programme today with a heavy heart and tears in my eyes. i have worked in primary schools as a teaching assistant, and sometimes the unjustifiable results of a child flying off the handle through no fault of their own are sad. children who see a weakness in another child often deliberately provoke them, and the child with the weakness ends up was off. i have seen it happen so many times to the point where i have gone home and cried. another says, such an inspirational pru, the staff are amazing, how fortunate are the children who attend there? abigail says, i went to a wonderful pru when i was 1a, but the school was specifically for young people with health problems that prevented them from attending mainstream schools, rather than for excluded pupils. the school changed my life around when i was too anxious to go into school, when i was depressed and sell having daily. the school has pupils with a
range of health problems, the classes were much smaller than mainstream, side and feel as anxious in class. it was a quieter place to do work if you are having a bad day and couldn't cope. jake says, i have attended a unit since i was in year nine, and! attended a unit since i was in year nine, and i am currently in year 11. i see petty violence, stabbings and 15—year—old addicts. staff are dedicated but are fighting a losing battle. my damage was done earlier, when i was refused support because i, quote, didn't meet the criteria. and this one, what a marvellous school, i didn't really know prus existed, and to such an extremely high standard. the head teacher and her staff are amazing and deserve that in the medals. the children are amazing too. to be able to learn to make the right choices, albeit at an additional cost at this stage of their lives, is well worth it in my opinion. they all seem to be very bright and it will make a huge
difference in their adult lives. well done, everyone at hawkswood, i applaud you. what about the work you do with parents like this? it is not just about their children, is it? yeah, absolutely, we don't have a huge amount of resource to do as much parental work as we would like to, but what we do try and do is keep the communication going with the parents. and actuallyjust giving them their confidence back, because their confidence has been knocked as well. and actually helping them do understand that we can see in their child what they can see in that child, their child, which some other people struggle to sometimes see in their child because the behaviour blocks that. right. how much did you worry before your children came here about your child's future? because of his behaviour, we were in fear, of its escalating, you could only see one path forward, and it could have got worse. you know, there was no tunnel
to go through to see, and we have hit a brick wall now, nowhere to go. all you were seeing was bad, and with logan, he went down and down and down, got worse and worse and worse. his self-esteem got to the point where he always wanted to work with animals, pa vet, and one day he said, ican't with animals, pa vet, and one day he said, i can't be a vet, and i said, of course you can, but he said, i can't read or write, and i'm never going to be able to learn. i said to him, no, you will, we will find a way to get you there.” him, no, you will, we will find a way to get you there. i am going to pause there, because we are told jeremy corbyn is on his way to do is brexit speech. thank you so much for being so candid with us, we really appreciate it. we need to thank you so much, we are so grateful, thank you for letting us into your school. children, thank you very much for
having us here bye! 0k, we're going to cross now to norman smith, who was waiting forjeremy corbyn's speech. thanks very much indeed, a big moment today forjeremy corbyn, putting more flesh on the bones of labour's brexit strategy, and what seems to be emerging is a clear divide between labour on the tories over brexit with jeremy corbyn outlining a much softer approach to brexit, saying, for example, we should stay in a customs union, and we know theresa may has ruled that out, but also warm words about staying close to the single market. again, something that theresa may has ruled out, and that could pave the way forjeremy corbyn to work with conservative remainers and potentially de vita mrs may in the
commons over brexit. so the stakes are high today, because we do have, perhaps for the first time now, a clear divide between the two parties over brexit, with mr corbyn setting out a sort of brexit light, a much softer version of brexit. the key is how will those brexit supporting labour mps how will those brexit supporting labourmps and how will those brexit supporting labour mps and voters, mainly in traditional labour seats, how will they react to this? will they turn away from labour? also unknown, how will the eu react? mr corbyn has not said anything about freedom of movement, whether we will keep paying money into the eu, the sorts of things you have got to do if you want a close arrangement with the single market. now this will be the first time we have rarely heard from jeremy corbyn in this amount of
detail. at the moment labour has adopted a somewhat ambiguous approach to brexit, in part because they have been trying to keep the different wings of their party together and so mr corbyn has not wa nted together and so mr corbyn has not wanted to be too specific. but now we are moving to the nitty—gritty brexit, the sharp end of those negotiations, when the government is having to spell out their detailed policies. so labour are having to speu policies. so labour are having to spell out their detailed policies as well. the time for airy fairy waffle is beginning to pass. interestingly, on friday we are expecting theresa may to set out a detailed approach to brexit. we are getting to the sharp end of the whole process. as i say, that will be followed by some knife edge voting in the commons. tory remainers are threatening to vote against mrs may on the issue of a customs union. exactly the issue thatjeremy corbyn will today is
say, yes, we agree we should remain ina say, yes, we agree we should remain in a customs union. the government has pushed back the timetable for that vote. it may not happen until after easter. let's listen to what mr corbyn has got to say. we send our condolences to those who have lost their lives in leicester last night. we thank the emergency services, the police, the fire and ambulance and local residents for all the help and support they gave to the victims of that tragedy last night. i have got to also say a big thank you to coventry university for allowing us this space this morning. ultrahigh tech all around us. the modern labour party! ultrahigh tech! you are meant to laugh at that point! thank you. and the work that coventry university does in cutting—edge technology, research technology, and ensuring that the skills of decades in coventry that
built aircraft, and cars, and so much else, are developed into the high—tech that we want for the 21st century of sustainable industries and sustainable technology. and i thank the shadow ministers who are here today. rebecca long—bailey he was doing an incrediblejob on business and trade. mary garda is doing a greatjob on trade itself. thank you. and keir starmer who has done such a brilliantjob in holding the government to account and forcing them to retreat time after time on the issue brexit negotiations. thank you very much for being here. and welcome the commentary mps for being here today. thank you very much indeed. the city of coventry. and also geoffrey robinson for the incredible work you did on friday on the organ donors bill in parliament. it has made an incredible difference to the lives of many people. britain's industrial
heartland is where we are now. it is now set to be our next city of culture. well done, coventry, on that. i look forward tojoining in the city of culture celebrations. i was given a book of photography within the asian community this morning by the university which i will treasure. thank you. next month the government will embark on the second and most crucial phase of negotiations to leave the european union, to set the terms of britain's relationship with the eu for the long—term. we are now 20 months on from the referendum that voted to leave, and a year on from the triggering of article 50. but the country is still in the dark about what this divided conservative government actually wants out of brexit. they cannot agree amongst themselves on what their priorities are or what future they want for britain after brexit. they have got no shortage of sound bites and
slogans of course. the foreign secretary says it will be a liberal brexit. the prime ministers says it will be a red, white and blue brexit. 0n will be a red, white and blue brexit. on other days it is a bespoke economic partnership. the brexit secretary at least now promises it will not be a mad max style dystopia. you might think that is setting the bar a little low! the trade secretary cannot contain himself at the prospect of putting britain into a spiral of deregulation in rights and standards. the cabinet seems to have agreed at chequers to leave the door open to that while there are ambitious managed version goes on, whatever that means. the truth is we really don't know much more about where they are actually heading in these talks. workers, businesses and everybody who voted in a referendum just wants to know what the government's approach to brexit is likely to mean for their future and the future of the country. as the opposition, we have been trying to
hold this government to account. we have a duty to do that. our message has been consistent since the vote to leave 20 months ago. we respect the result of the referendum. 0ur priority is to get the best deal for people's jobs, living standards and the economy, as becky was explaining in her opening remarks. we reject any race to the bottom in worker‘ rights, environmental safeguards, consumer protections and food safety standards. and we have pushed the government to act, to guarantee the rights of european union citizens living here and of uk citizens who have made their homes elsewhere in europe. i want to thank all those eu nationals who have made their homes here, made such an incredible contribution to our communities, our lives and our public services, and say to the government it is a shame on them they have been through 20 months of uncertain horror because there have been no guarantees of their future. we will protect their
rights by legislating immediately to guarantee permanent residence for eu nationals living here and the right to bring their families nationals living here and the right to bring theirfamilies here. applause we also want to ensure a transition period on the existing terms. that was a very strong period on the existing terms. that was a very strong point that keir and other colleagues put in parliament that would minimise disruption and avoid an economic cliff edge. to avoid any return to a hardboard in northern ireland. and to guarantee parliament a meaningful vote on the final deal. the conservative government has dithered and delayed. their incompetence and deregulation obsession has risked putting jobs and living standards at risk as we leave the european union. this is an economy that has already been damaged by eight years of conservative austerity. where wages
are still lower today than they were are still lower today than they were a decade ago, where productivity lags dangerously behind other major economies, where the government has failed to invest and modernise. where more people are living in poverty. and where closing the deficit that was due to be eradicated in 2015, then 2016, then 2017, then 2020, has now been put back to 2025. after years of tory blast and slogans, the conservatives have been found out. they have no economic plan and they have no brexit plan. every so often they wheel out boris johnson brexit plan. every so often they wheel out borisjohnson to promise once more that they will cough up more money for the nhs after brexit. and they have spent the last eight yea rs not and they have spent the last eight years not giving money to the national health service that so desperately needs it. even while
they have been able to find billions of pounds, billions, to cut taxes for the richest corporations, to cut capital gains tax for the super—rich elite, and to scrap the 50% rate for the richest as well. and found billions more to cut inheritance tax on the wealthiest estates, and to slash the bank levy. yet the national health service has been subjected to the longest financial squeeze in its history. this is a government that failed our nhs pro—brexit and during brexit, and certainly cannot be trusted with the nhs post—brexit. labour will give the nhs the resources it needs. we will raise tax on the top 5% and big businesses. those with the broadest shoulders to pay, not by making up numbers and parading them on the side of a bus. we will use the funds
returned from brussels after brexit to invest in our public services and thejobs of to invest in our public services and the jobs of the future. not tax cuts for the richest. applause today i want to set out labour‘s approach to brexit in more detail, how we would do things differently, what our priorities are for the brexit negotiation and the values that underpin it. the first is our overriding mission that whatever is negotiated must put people‘s jobs and living standards first. the brexit process must not leave our people and country worse off. we are committed to building a more prosperous and more equal britain. in which every region, every region, benefits and no community, absolutely no community is left behind. as we set out in our
ma nifesto, behind. as we set out in our manifesto, and that is what underpins our approach to brexit. the second is unity. most people in our country, regardless of whether they voted leave or remain, want betterjobs, more investment, stronger rights and greater equality. so we will not let those who want to sow divisions drive this process. no scapegoating of migrants. no setting when generation against another. and no playing of the nations of the uk. applause no one should be willing to sacrifice the good friday agreement, the bases of 20 years of relative peace and development and respect for diversity in northern ireland. the good friday agreement was a huge
achievement and on this anniversary of it, let‘s respect that and the achievements that went behind it and not allow that to be undermined during the brexit process. the third is our global perspective. we are leaving the european union but we are not leaving europe. we are not throwing up protectionist barriers, closing the borders and barricading ourselves in. and we want a close and cooperative relationship with the whole of europe after brexit. we area the whole of europe after brexit. we are a party of internationalists. we know that our interests are bound up with millions of others all across the globe. whether that is in order to tackle the huge challenges of climate change, build a more peaceful world, or clamp down on the tax dodging elite who think by
bestriding the clothes they can avoid paying their share for vital public services. —— the globe. i wa nt to public services. —— the globe. i want to address each of these principles today because together they define labour‘s approach to brexit. the labour party‘s values and what the next labour party government will seek to deliver in office. so many of the areas that voted to leave the same areas that have lost out from years of chronic underinvestment. areas where too many people are held back by the lack of opportunities. where people fail. the system is rigged against them will stop because they can‘t get a decent, securejob, can‘t afford to buy a home, can‘t get more hours or higher pay, can‘t afford to retire or are not able to escape the spiral of debt. you can‘t replace
jobs like mining with sports direct and jobs like that. we are determined to change that. 0ur priority is to get the bestjobs and living standards, upgrade the economy and invest in every community and region and shift it away from the low paid, low skilled, low investment economy it has become under the tories and the balance that investment across the country so no that investment across the country so no longer will some regions get a mere one sixth of the capital investment that goes to london. that‘s why labour were