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Working with Children and young people
1.0 Introduction
1.1 About this module
This Toolbox module is concerned with children and young people (i.e. the age range
of 0-25).
The module provides the following information / topics. Click on the links to go
directly to each section:
an overview of working with different groups of children and young people
in the community, and what you need to know;
advice on how to approach schools and colleges and working with them;
how to reach young people in the community;
tips on engaging with local media and public events;
advice on partnership opportunities;
juvenile firesetter interventions, and how to plan, deliver and monitor them;
and,
tips on evaluation.
It also includes a series of Annexes, which provide more detailed information to
support the key topics. These Annexes cover:
A. Statistics and fire facts about children and young people;
B. Details of the National Curriculum;
C. Legislation and protecting children;
D. Sample procedure for the referral of child protection concerns;
E. Sample record for use in referring details in connection with child protection
guidelines;
F. Sample record of referral of child protection cases to local authority social
services departments;
G. Examples of good practice; and,
H. Contact details of useful agencies.
The module should be read in conjunction with the Fire Kills Media Campaign Fire
Safety Education Programme for schools, which has been developed to increase
children‟s and young people‟s awareness of the risks from fire and to help develop
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skills they need to be safer adults. The programme is intended to be delivered by
teachers with support from their local fire and rescue service.
1.2 Fire Safety and Children and Young People
Fire safety is a key issue for everyone working children and young people, in
whatever capacity. It has implications for:
the community safety agenda, including Community Safety Partnerships
(CSPs), antisocial behaviour reduction, and other local partnership activities:
Youth work, including local youth services and the voluntary sector;
Local play strategies, leisure and early years development, and;
the core and alternative curricula in schools. This includes mainstream,
special schools and alternative arrangements for pupils not attending schoolI.
The fire and rescue service has an established tradition in delivering fire safety
education and broader risk education to children and young people. This work has
taken place in a school setting and the wider community (normally ages 4-19), and
with individual young fire-setters. (normally ages 3-18). The FRS has also played a
lead role in various partnership schemes for disadvantaged young people and young
offenders / those at risk of offending (normally ages 3-25).
Research shows that, where planned effectively, the work of the FRS with children
and young people can boost young people‟s confidence, motivate them to re-engage
with education and reduce offending and fire-setting behaviour. It also provides
support for the National Curriculum, through the range of cross-curricular resources
for Foundation and Key Stages 1-4; especially the teaching of:
risk concepts;
citizenship; and
Personal, Social and Health Education (PSHE)
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Such as Pupil Referral Units, where young people have been excluded from school, and / or under
the supervision of Youth Offending Teams.
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To read more about the impact and benefits of FRS work with children and young
people, refer to the following key reports:
Findings from research into school fire safety education: the „Risk Watch‟ initiative
Findings from research into youth training and diversion schemes involving the FRS
1.3 The Fire and Rescue Service Strategy for Children and Young
People: 2006-2010
The priorities for working with children and young people are set out in the new five-
year strategy for the Fire and Rescue Service. This provides, for the first time, a set
of (6) core aims at a national level, to be met through annual action planning and in
partnership with other agencies. The aims cover engagement; prevention; diversion;
education; skills and competences for staff; and, dissemination of good practice.
The strategy explains the (planned) contribution that will be made to the following
Public Service Agreement (PSA) targets:
Community Fire Safety and Health Inequalities; and,
Arson Reduction.
The strategy particularly emphasises work with children and young people in
deprived communities, and early intervention to help reduce the risk of fire deaths.
This activity is supported by a £11.4 million grant funding from Communities and
Local Government until March 2008 to support fire prevention work, including work
with children and young people.
Click on the link to view The FRS Strategy for Children and Young People.
The strategy is linked to wider policy changes for working with children and young
people, which it is important to become familiar with when starting any new scheme.
Some of the key documents to read include:
Every Child Matters: Change for Children – the national change programme for all
children and young people‟s services (0-19), which sets in place common targets and
outcomes, and places an emphasis on local partnership working.
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Youth Matters – Next Steps – the national change programme for young people
making effective transitions to adulthood, covering a range of issues under the
headings: „something to do, somewhere to go, someone to talk to.
Home Office – Prolific and Other Offenders Strategy – the national strategy for
tackling priority crime and offending, including youth offending.
Department for Health – National Service Framework for Children, Young
People and Maternity Services – the standards for health care (including
preventative work) with children and young people:
Most local authorities now have in place an over-arching Director of Children's
Services, together with a local Children and Young People's Plan. Contact your local
department for information on local initiatives, contacts and where community fire
safety initiatives aimed at children and young people will fit in.
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2.0 The needs of children and young people:
an overview
Fire and rescue services must be aware of the range of different groups of children
and young people encountered in the community, and sensitive to their diverse
needs and abilities. This section provides background on what you need to know.
2.1 Defining risks and needs
The FRS Strategy for Children and Young People (2006-2010) sets out a
commitment to develop the participation of all children and young people, but with a
particular focus on those who are most at risk and / or in need.
These risks can relate to risk of antisocial or offending behaviour, risk of harm or
neglect, of family breakdown or exclusion from school. While it is not always
appropriate for FRS personnel to take the lead in addressing the issues encountered,
it is important that they can identify the signs, and know how / where to refer on to
the appropriate professionals (such as Social Services or Youth Offending Teams).
For more information on Child Protection and how to receive training or advice on
this topic, refer your local authority to get contact details for your Local Safeguarding
Children Board (formerly Area Child Protection Committee), or to the National
Society for the Prevention of Cruelty to Children (NSPCC).
For more information go to: Child Protection Legislation
The needs of different populations of children and young people can also be diverse.
Working with young people in an isolated rural area presents different issues to an
inner-city, for example, whilst language and access issues must be taken into
account for ESOLI young people or those with physical disabilities. Similarly, one-to-
one interventions present different models of practice to group work. This section
outlines some of these differences, and how to approach them.
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English for Speakers of Other Languages
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While individual fire and rescue services will decide what type and level of
involvement to have with children and young people, there are clear benefits from
adopting good practice. The FRS can make a valuable contribution to local
strategies, by helping to helping to achieve an impact on local targets such as the
Public Service Agreement (PSA) fire targets for 2010, and meeting priorities within
the Integrated Risk Management Plan (IRMP).
For further information on the background and benefits to working with different
groups of children and young people, refer to the following sources:
Good practice guide for youth training and diversion in the Fire and Rescue Service
Social Exclusion Unit report – 'Young adults (16-25) with complex needs'.
Princes Trust research report – „Reaching the Hardest to Reach‟.
2.2 Working with different age groups
It is important to gain an understanding of the children and young people that you
aim to engage with, and you will need to prepare well before working with any group.
One important note: be careful about the type of material you use and think through
whether hard-hitting visual messages will work with your audience. Discuss the type
of material you are thinking of using with professionals working with children on a full
time basis, such as teachers and youth workers, and plan your communications and
any sessions very carefully. Try and think through any unintended impacts you might
have, and anticipate the audience's reaction, so you are prepared for the whole
range of behaviours and questions.
The following table shows the schools‟ „Key Stage‟ approach for classifying
educational progress by age group (within the National Curriculum). It provides a
quick reference guide to suitable fire safety topics for different age groups.
Schooling Age / Key Awareness of fire safety concepts Suitable
Stage topics
Pre- Usually 2 to 4 Although these children are too young keep away
school year olds for 'shock' messages or visual aids they from fire
(Foundation will understand simple concepts around
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Schooling Age / Key Awareness of fire safety concepts Suitable
Stage topics
stage) the risks and dangers of fire. You will
need to make the session lively and
colourful to gain their interest.
Primary School years These are key years in a child's Don't play
1- 2 development and maturity levels vary with matches
greatly. This can be a good age for fire
Key Stage safety education but you need to be
one aware of the fact that some children
(5 to 8 year may be put off by too much information.
olds) Try a 'scenario' approach, where the
children get to explore topics such as
hoax calling through role play
School years Again maturity levels vary amongst this As above,
3-6 age range. Some children are sensitive plus “Get
and easily scared. Others need almost out, stay out,
Key stage two to be shocked for you to get and keep call the Fire
(8 to 11 year their attention. By this stage, it should and Rescue
olds) be possible to make more use of video Service
or instructional tools, in addition to (FRS) out”
discussion or role play. As above,
plus “Stop,
Operational equipment is particularly drop and
fascinating for primary school children, roll”
and can achieve a big impact.
Secondary School years Young people in Secondary school
7 to 8 develop at different paces and their As above,
understanding of the risks from fire will plus fire plan
Key stage likewise be varied. Some are conscious - what to do
three of fire while others are not interested in in the event
(11 to 13 year the potential consequences of playing of fire and
olds) with fire. Their personal attitudes and hoax calls
influences play a big part in their
School years opinions and participation. You need to
9 to 10 do some investigating to see what types
Key stage of education the school has already
four offered on the topic.
(14 to 16 year
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Schooling Age / Key Awareness of fire safety concepts Suitable
Stage topics
olds)
Post- Post-16 This group includes students, those in As above
school work and the unemployed. Many are
very conscious of fire safety. For others,
the excitement of impending
independence can push personal safety
to the bottom of their list of priorities and
the more carefree attitude of this group
puts both themselves and other people
at risk.
There are many schools that cater for All
Special
0 to 19 year children with learning difficulties and
schools
olds disabilities. They are often forgotten
when FRS' plan educational visits; often
because of a lack of access to
information on where these schools are
located. You need to contact the
schools directly and local authorities to
discover what their needs are and how
best to meet them. It is important to
remember that all children and young
people should benefit from fire safety
education, and making contact with
special schools is a priority for action.
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For many children and young people, All
English as
All ages English is not their first language. Fire
a second
safety publicity and information material,
language
such as the Fire Action Plan leaflet, is
now being produced with more graphic
content and with bilingual text:. Click on
the link to access the Fire Kills
website and then click on links on
the right hand side of the screen.
This makes it easier to share the advice
in a family, community or educational
context.
Additional translations can be obtained
for this key information. You will need to
work closely with, and be advised by,
schools and community outreach
workers. (See:
Section 2.3 below Working with BME
children and young people; as well
as
Working with Black and Minority
Ethnic Communities in the Target
Audiences part of the Toolbox.
The table gives a broad overview only – remember that the needs of specific
individuals you work with must be clearly identified and understood. It may be useful
to have a discussion with childcare officers, teachers, and heads of schools, parent
groups or other professionals who have experience of the young people you are
hoping to target. This will help you to better understand their needs and what type of
activity and information is likely to work best.
2.3 Working with Black Minority Ethnic (BME) children and young people
Black Minority Ethnic (BME) children and young people make up a significant and
growing proportion of the total young people in England (and the UK more widely).
The proportion of minority ethnic pupils increased from 18% (2004) to 19% (2005) in
English primary schools; a trend that is anticipated to continue over the next decade.
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The figure for secondary schools stands at 16% based on 2005 data. Click here for
more information.
BME population(s) are characterised by their cultural, linguistic and ethnic diversity,
in addition to the varied geographical patterns of residence. Notably:
Issues of participation will differ between large urban areas where there are
clearly defined BME communities, and more isolated rural areas where there is
a risk of BME groups being „invisible‟, and where support networks can be more
difficult to access. Some established models of practice exist for working with
BME rural communities, for example, Devon Race Equality Council has
produced a 'rural handbook' on this topic. The link for this document can be
found at:
Issues such as health and educational achievement also vary by ethnic group,
and you will often find that there are more targeted programmes or mentoring
schemes to address this. For example, the Aimhigher Programme runs a
number of successful schemes to train University students as mentors for BME
pupils in local schools. Here is an example from West Yorkshire:
The issues explained above have a direct impact for the FRS in engaging with young
people in the community. For example, children's' language and belief will have an
impact on which activities the FRS should offer, their timing, and how they are
accessed. They will also influence how gender roles are perceived, and therefore
how activities should be presented. Some practical tips for working with Black
Minority Ethnic (BME) communities include:
Consult with an appropriate local community organisation(s) if you do intend to
focus on a particular BME group; this might entail identifying a respected
community leader or „champion‟ as a first point of contact, or linking with church
groups, mother and toddler groups or youth organisations. One example is
Humberside, where the FRS established links with a community organisation
working with Bangladeshi and Pakistani young people in a deprived local
neighbourhood.
You should ensure that the FRS guidelines for equality and diversity are
applied, whether you are working with diverse groups or targeting a specific
local community. In addition, you may require a policy statement for your
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individual FRS scheme or project, where it targets a particular group or
community in a specific way;
It is possible to draw on external sources of advice. For example, equalities
training can be accessed from third party organisations to ensure that your
policies and procedures are up-to-date. There are also various reference tools.
Try referring to the publication: "Promoting good race relations: a guide for
public authorities’", which is produced by the Commission for Racial Equality
(CRE).
You will need to consider equalities monitoring: how participation by different
ethnic groups is recorded and used, to ensure that no sections of the community
are under-represented in the fire safety education that you offer. The Integrated
Risk Management Plan (IRMP) provides an effective start point, but you might
need to tap into other local data as well. For ideas, click here.
Remember – there is no „one size fits all‟ approach, and you will need to do much of
the work at a grassroots level to find out who the key contacts are locally. To help
with this, there are numerous support groups and associations who may well be able
to sign-post you in the right direction. Two examples follow:
Refugee Council – information on refugees and asylum seekers, including legal and
practical aspects of support for children and young people in the UK.
Muslim Council of Britain – information on working with Muslim communities,
including social and family affairs, youth, and prior research.
Recommended action - go to:
Working with Black and Minority Ethnic communities in the Target Audiences
part of the Toolbox.
2.4 Working with children and young people who have a disability
You should ensure that your FRS is geared-up to ensure the effective participation of
young people with disabilities in any activities or training. To make sure that every
young person is able to join in, it is important that you think about:
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the right communication tools, such as Braille and other equipment for young
people with a visual impairment;
a need for interpreters, such as British Sign Language; and
using pictures or symbols.
If appropriate, you can adapt programmes or events by:
i. developing materials in different formats;
ii. putting written materials in an easy to read font;
iii. keeping written materials clear and concise;
iv. reducing group sizes to enable personal assistants to join in;
v. supporting programme delivery by putting on extra help;
vi. booking interpreters;
vii. giving young people time to communicate;
viii. building in 'focus enhancers' for use when young people's concentration is
starting to lapse;
ix. being flexible; and
x. being sensitive to young people's needs which might change over time.
Some tips for inclusive provision can be found on the Children's Society website in
the research report under „Disabled Children‟.
A „rule of thumb‟ is to refer to expert assistance when considering these types of
issues. There will be numerous organisations in your local area that can offer advice
on working with young people who have specific needs. Your local Children and
Young People‟s Strategic Partnership (CYPSP) should be able to point you in the
right direction, as they will have a list of local children‟s services and charities.
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3.0 Working with schools and colleges
Working with schools and colleges is an effective way to ensure that fire safety
messages are put across. You can build on the programmes and curricula that are
already in place, and reach a wide cross-section of age groups and needs.
3.1 Building on what already exists: programmes for schools
Numerous programmes and interventions have been tried and tested with schools,
involving the FRS. These provide a model for any new activity.
One of the main ways that the FRS has contributed is through the national schools
educational programme. The programme, run under the „Fire Kills‟ logo, has helped
to put across fire safety messages to children and young people and their families,
including publicity around Child Safety Week.
Government policy currently places a strong emphasis on schools playing a wider
role in their local community, and vice-versa. This presents a real opportunity for the
FRS to tap into local partnership work for children and young people and to make a
positive contribution. One of the key changes is to introduce „Extended Schools‟.
The Extended Schools concept means that schools will increasingly provide access
to additional support such as:
Counselling;
Childcare;
advice and guidance; and,
leisure activities.
This support will be offered either on-site or as part of a network with other local
organisations (including the voluntary and community sector). Schools will
increasingly become community „hubs‟, and provide better opportunities for the FRS
to engage with parents, carers and community leaders, in addition to children and
young people themselves. For more information on extended schools click on the
link.
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3.2 How fire safety relates to the school curriculum
The curriculum framework for Personal, Social and Health Education (PSHE) and
citizenship provides opportunities for safety awareness to be incorporated into the
wider personal and social development of pupils. Initial guidance has been produced
by the Qualifications and Curriculum Authority (QCA) and this will be followed by
more specific guidance on safety issues.
The QCA and HSE have published a new General Teaching Requirement for Health
and Safety (applicable in England only).
The National Healthy Schools Standard (NHSS) is part of the Healthy Schools
programme, overseen by the Department for Education and Skills and the
Department of Health. The overall aim of this work is to help schools become
healthier places, by promoting healthy lifestyles and reinforcing the PSHE curriculum.
The NHSS includes eight key areas of activity:
i. Personal, social and health education;
ii. Citizenship;
iii. Drug education (including tobacco and alcohol);
iv. Emotional health and well being;
v. Healthy eating;
vi. Physical activity;
vii. Safety;
viii. Sex and relationship education.
The NHSS also has a key role to play in meeting the „being healthy‟ outcome for
Every Child Matters, which is a cross-Departmental target for improving the physical
and emotional wellbeing of children and young people.
3.3 Making contact with schools and colleges
There are several ways of contacting schools and colleges. The steps to take are;
Contact the Local Education Authority (LEA). This is a good first point of call,
to make initial inquiries about the appropriate schools to work with. Click on the
link to access the DCSF web-site to find the LEA contact details for your local
area, (click on „Local Authorities Address Finder‟ under „Contacts Directory‟ on
the right hand side of the screen).
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Each LEA holds information on the location and status of different schools within
the local area, and has an overview of initiatives with which they are already
involved. Some authorities allow FRSs to use their internal mail system to
distribute letters and timetables, so make the most of this resource.
Mail-shots and letters to head teachers and college principals. Once you
have linked with the LEA, the next stage is to contact the schools directly.
Remember – many schools are already actively involved in other community
programmes, and you should take a „light touch‟ approach to any requests for
information. Here are some useful pointers:
work out your timetable, and send it to schools at the beginning of term,
before their diaries get full;
ask them to let you know if the time and date you offer is convenient. Call
to remind them of the visit about a fortnight before you are supposed to go;
and,
make sure that you have the most appropriate contact person for the type
of involvement you are requesting. Try the head of Personal, Social and
Health Education (PSHE); by letter and then telephone. It is courtesy to
copy head teachers or deputy head teachers into any correspondence.
For more information, have a look at Annex B and the section on 'engaging partners'
in the Good Practice Guide to youth training and diversion.
There are several ways in which you can convey fire safety messages:
talks, demonstrations, or ongoing liaison from different FRS personnel:
dedicated Community Fire Safety (CFS) personnel;
full-time fire crews;
fire crews; and,
teachers and education officers.
In secondary schools, you can invite organisations such as the Police and Railtrack
to participate in 'Crucial Crew' events (see below). These allow students to visit
different workstations for about 15 minutes and to learn about general life skills.
Crucial Crew events take place in schools or other venues. Some FRSs have a
permanent location that students can come and visit.
providing materials for the schools to use themselves, such as:
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work-packs with basic information;
fire safety projects; and
curriculum-based fire awareness and safety activities.
providing converted vehicles and portable equipment such as a fire set
and a smoke house:
these can offer useful fire and safety learning experiences.
To help you plan when to approach schools and for what type of intervention, it is
also useful to have an idea of the annual timetable and any events that are planned.
The following gives an overview of events in the school year that will assist with this.
Some schools are involved with the Young Fire Fighters Scheme and provide a
BTEC award for those involved. For more information click here
Primary school
Autumn: not playing with fireworks (with Health and Safety, DTI Firework safety
pack, Royal Society for the Prevention of Accidents (RoSPA)).
Winter: not sitting too close to heaters and fires.
Spring: Spring Clean Month.
Summer: not playing with fire, safety in the home (with Health and Safety,
RoSPA). Child Safety Week. Safety at holiday time - sleepovers.
Secondary school
Autumn: taking care with fireworks (with Health and Safety, DTI Firework Safety
Pack, RoSPA).
Winter: taking care with candles, electric blankets (with the local electricity shop),
general fire safety in the home.
Summer: not playing with fire, safety in the home (with Health and Safety,
RoSPA). Child Safety Week. Safety at holiday time eg sleepovers or camping
holidays
Remember - schools set their own priority for fire safety. They know it is important,
but demands on the curriculum can make it difficult to fit extra classes in. Never insist
on classroom time, but gratefully accept any time offered.
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3.4 General points to consider when speaking with children and young
people in a school or college setting
Choose speakers who wish to be involved in and who are suited to their audiences.
An abrupt manner won't go down well with pre-school children! Talking to children
requires you to be lively, interesting, relaxed and personal; talking to teachers will
provide background material on the children and young people you will be talking to,
particularly any sensitive issues, acute behavioural problems or previous traumatic
experience with fire.
Even if you have spoken with the teacher or childcare worker previously, you still
need to assess your audience and react accordingly. Are the children noisy or quiet,
outspoken or shy, obedient or rowdy? You must show that you are leading the
session, but you must do it subtly.
Some key points to remember include:
Keep the children interested by asking them about their experience
Accept each comment and observation as positively as possible ("But you
wouldn't do it again, would you?")
Never belittle a child and do not react strongly to a negative confession. It is
important to show that you are not there to tell them off. Showing sadness and
disappointment is as effective as showing anger.
Allow the children to contribute to the session, but don't let them take over. If the
comments come thick and fast, tell them to put their hands down and to listen to
you because you have an important point to make. It's very easy to lose control!
Be wary of making any physical contact with your audience to demonstrate a
fire safety point.
For further guidance and pointers on running sessions with children and young
people is provided in the Good Practice Guide to Youth Training and Diversion
Schemes.
3.5 Child protection information and schools
Working with schools, teachers and children is a challenge, a privilege and a
responsibility. To safeguard the interests of children and fire services personnel, it is
essential that fire and rescue services have a child protection policy developed in
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consultation with the appropriate local authority social services department(s). Click
here to view a model fire and rescue service child protection policy and insert „child
protection and guidance model policy for consideration by fire brigades‟.
Schools and local education authorities will also have their own child protection
policies for school visits for outside organisations. FRS personnel involved in all work
with children and young people should be fully aware of the child protection policy
that applies to their area.
For more information in this Toolbox see Annex C: Children Protection Legislation
You can also refer to the annexes in this module for some „working‟ examples of child
protection referral forms and protocols.
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4.0 Reaching children and young people in
the community
While school-based education programmes are central to the work of the FRS, they
do not provide the full picture of working with children and young people. As the
Strategy for Children and Young People (2006-10) highlights, it is equally important
to engage with children and young people in the communities / neighbourhoods
where they live. This „out-reach‟ approach can be effective because:
It makes the most of the day-to-day contact between Fire-fighters and young
people, whether on call out or as part of routine checks. Feedback from young
people shows that the „uniformed‟ image of the FRS wins their respect, and that
Fire-fighters are often seen as adult role models.
It provides a basis for working with young people outside of term time, when
offending rates, hoax calls and fire-setting reach their peak. Fire and rescue
services have provided support for numerous diversionary schemes, including
summer „Splash „leisure schemes and Positive Activities for Young People
(PAYP). This can entail providing equipment and premises, or seconding staff.
It provides a means of reaching the „hardest to reach‟. Not all children and
young people are attending school, and school-based programmes are likely to
pass them by. More targeted work in the community can engage with these
young people directly, including those who are „NEET‟ (Not in Education,
Training or Employment), who are attending alternative education provision, or
young people within the youth justice system.
The skills and expertise that are required for this type of work vary considerably, as
do the costs / time that is required. Summer schemes can be managed in conjunction
with partners such as local youth clubs, charities, residents and play groups. More
targeted work with „hard to reach‟ groups is likely to require specialist partners such
as Youth Offending Teams, Probation Services and the Police.
Many fire and rescue services are engaged in more sustained work on this basis,
including schemes that are planned to be run with children and young people every
year. This type of work requires considerable time and commitment, including:
senior level support within the FRS, such as Chief Fire Officer level;
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dedicated staffing and training procedures, involving the right mix of operational
and non-operational staff as required;
policies and quality guidelines , including a suitable Child Protection policy and
Criminal Records Bureau (CRB) checks for staff, Risk Assessment; and,
systems for monitoring and performance management.
It is advisable to look into the types of schemes that already exist, as a number of
them follow a national standard or set of guidelines. Some of the established
schemes include:
Young Fire-fighter Association – a uniformed membership association,
providing fire drills and outward bound activities for personal development and
citizenship on a long-term basis; for young people aged 11-16.
Princes Trust ‘Team’ programme – a scheme for disadvantaged young
people aged 16-25 who are educational under-achievers, unemployed and / or
care leavers; provides 12 weeks of structured activities to build skills and
confidence and prepare young people for employment.
Duke of Edinburgh Award – a national scheme offering gold, silver and bronze
level awards to young people aged 14 to 15. The FRS does not lead this
scheme, but can deliver modules of the award under a franchise agreement;
including physical training, fire safety awareness and assessment.
Fire-break – a twelve-week scheme for young people aged 13-15 who have
offended or are at risk of offending; aims to reduce hoax calls and fire-setting,
and to re-engage with school; using team building, drills, seminars.
LIFE / Phoenix - short and intensive (five day) schemes, working with young
people aged 11-16 who are showing signs of offending behaviour; offers
practical fire safety skills alongside citizenship and team working.
Aim 5 of the Strategy for Children and Young People (2006-10) places a particular
emphasis on getting the right balance of skills for working with „hard to reach‟
children and young people. This usually requires external support and training.
For tips on types of training, and for details of all of the schemes that are outlined
above, refer to the Good practice guide for youth training and diversion
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Some more detailed examples of community partners and schemes are provided in
under section 6 of this module: Beyond the school: partnership opportunities. Further
tips are also available in:
Before you Start in the Principles and Practice part of the Toolbox
For information on organisations working with young people from minority ethnic
communities specifically, see:
Working with Black and Minority Ethnic Communities in the Target Audiences section
of the Toolbox.
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5.0 Making effective use of Public Relations
(PR), media and events
In addition to more sustained work in the community, and with schools, you should
also consider using media and events as a way of engaging children and young
people and their families.
The approach of „piggy-backing‟ on campaigns, such as multi-safety education
events, is a cost effective way to reach a new target audience. Having a slot at these
events can also help to identify new partners, and show where efforts might be
combined in the future.
5.1 The media and public events
Local media are a good way to promote local initiatives. You can publicise
competitions, campaigns and events in your local radio and press. Regular press
releases keep the media informed and interested in fire safety. Examples include:
local / community radio,
free newspapers; and,
bulletins of local societies or community groups.
Remember that the use of media can either be to put across a „general‟ message to
whole local populations, or to access particular groups / sections of society. It is
important to think about the type of message and how it is put across in each case.
So, for example, PR might take place with young farmers clubs in a rural area, with
faith or community organisations, or through the press for communities whose first
language is not English. Some regeneration projects (such as New Deal for
Communities) might also run a local bulletin for residents. This is a potential way of
getting the message out to disadvantaged sections of the community.
You can use local events to publicise messages. A fire engine at open days, fêtes
and other outdoor events is a magnet for children. Cultural or religious festivals also
provide a good opportunity to build relationships with Black Minority Ethnic (BME)
communities on an informal basis.
Further sources of information within this Toolbox:
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Before You Start - See page 3, Community partnerships
Working with Black and Minority Ethnic Communities under Target Audiences
Communications and Publicity - See p35 5.0 PR events and p43 6.0 Mass Media
5.2 Child Safety Week, National Sure Start Month and other national
events
The Fire Kills Media Campaign works with the national organisers of Child Safety
Week and National Sure Start Month to increase the profile of fire safety awareness
and to promote and facilitate the involvement of the fire and rescue service.
Child Safety Week is an important annual event in June, run by the Child Accident
Prevention Trust (CAPT). Government sponsors include Communities and Local
Government through the Fire Kills Media Campaign.
The long term aim of Child Safety Week is to identify Safety Action Zones, which
could be anywhere from a neighbourhood area to the home itself.
CAPT produce a range of free or low cost materials targeted at different 'ages and
stages' of a child's development. Also available are Discussion Group Plans for
safety practitioners, and a series of guideline publications.
For further information on Child Safety Week click on the link
For resources that could be useful to use during Child Safety Week, go to the Fire
Kills website
Sure Start is a Government programme which aims to achieve better outcomes for
children, parents and communities by:
Increasing the availability of childcare for all children
Improving health and emotional developments for young children
Supporting parents as parents and in their aspirations towards employment
The original Sure Start Local Programmes (SSLPs), which will become Children's
Centres were created in disadvantaged areas. The Department for Education and
Skills (DfES) is pursuing a programme to create Sure Start schemes in most areas
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and has set a target to establish 3,500 schemes by 2010. For information about
schemes in your FRS area you are encouraged to visit the Sure Start website:
Sure Start supports families from pregnancy right through until children are 14,
including those with special educational needs and for those with disabilities up to
age 16.
They provide a wide range of support to children and young families; services,
depending on what is needed in each area, can include:
ante- and post-natal support services;
childcare services;
family support and social care;
health services;
literacy and speech support; and,
support for children and families with special and additional needs.
The aim of National Sure Start Month is all about letting people know that a Sure
Start is the best start for children's long-term development. The theme for 2005 was
'Your Children Your Choices' and showcased real parental choice in childcare and
the variety of flexible, good quality and affordable childcare options for families.
Parents, childcare workers, MPs and children joined in with events around the
country.
Events running as part of National Sure Start Month could provide a great opportunity
to reach out to groups in your FRS area. Click here to find out if there is anything
planned in your region.
Other suggestions for local engagement opportunities include:
Making contact with local registered childminders, playgroups, and day
nurseries to offer a fire safety presentation or talk to parents and staff.
Contacting community health and health promotion teams within primary care
trusts (PCTs). Also, local authorities and staff from Jobcentre Plus work together
to let parents know more about the fire safety information services available to
them.
Other engagement opportunities include making contact with local Nurseries,
Kids' Clubs, Pre-School, and Extended Schools.
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Foster Fortnight takes place in May and is a significant event with more children
living with foster carers than ever before. The Fostering Network estimates that
almost 50,000 children live with foster families on any given day in the UK. Their
stay could be anything from one night….to several months…or much longer.
Working with social care services and the Fostering Network, there are opportunities
across the country for the fire and rescue service to promote fire safety as part of
household reviews, as well as among the children, young people and their foster
carers.
Click here for more information about fostering services
Essex Fire and Rescue Service have produced a booklet on fostering. Click here to
have a look.
5.3 Interactive safety education
There are a growing number of interactive safety centres throughout the country.
These centres and activities are often supplemented by temporary events, such as
'crucial crews'. Safety centres allow children to explore and understand a range of
personal and community safety issues in a realistic but risk-free environment. The
opportunity to gain such first-hand experience outside the classroom can provide a
memorable learning opportunity which can be followed up at school and in the home.
Examples of safety centres include:
'Life skills - Learning for living' in Bristol.
'Flashpoint' Safety Centre in Bodmin, Cornwall.
Safety Centre - 'Hazard Alley' in Milton Keynes.
'Streetwise' in Bournemouth, Dorset.
„Safety Squad‟ Luton and Bedfordshire Fire and Rescue Service
As part of a safety education strategy for children and young people, it may be
helpful to be aware of such local facilities, and to look out for programme details,
relevant special events and holiday plans. A simple contact, or the provision of some
supporting information, may open up worthwhile opportunities in the longer term.
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6.0 Beyond the school: partnership
opportunities
Working in close partnership with other agencies can broker access to a wide range
of professional expertise and support as partners can bring funding, management
capability, and young people through referrals.
This section outlines some potential areas of wider partner engagement beyond the
school playground, notably different types of community partnerships, Excellence in
Cities Action Zones (EiC Action Zones), joint initiatives, periodic campaigns and the
Fire and Rescue Service Youth Training Association.
6.1 Community partnerships
For details of partnerships that already work with children and young people in the
community, try one of the following:
Local Strategic Partnerships (LSPs) - non-statutory multi-agency partnerships
that bring together different expertise to plan at a local authority level
Children and Young People Strategic Partnerships (CYPSPs) – multi-
agency partnerships co-ordinating planning and strategy work (0-19 year olds);
Crime and Disorder Reduction Partnerships (CDRPs) – local partnerships
formed in response to the 1998 Crime and Disorder Act. They include police,
probation, local authorities, health, and voluntary sector amongst others
Arson Task Forces (ATFs). These share many of the same partners but are
concerned more specifically with fire-setting behaviour
[Tip: type (name of your local area) + (type of partnership) into an internet search
engine]:
Changes are planned to CDRPs and LSPs through the Police and Criminal Justice
Bill. The new regulations will provide greater clarity on responsibilities for work on
antisocial behaviour, including minimum standards for partnership working, and
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greater involvement for local communities. The Bill should mean stronger links with
Community Fire Safety and (potentially) new opportunities for you to get involved.
Alongside the 'big' partnerships that are listed above, you should also explore links
with the following agencies that work with children and young people at a local level.
The local Connexions service works with 13-19 year olds to provide information
advice and guidance and more targeted support. Contact them for information
on the whole range of activities and opportunities for young people in the area
The local Youth Service works with young people of varying ages to provide
positive activities and support. Contact them for information on clubs, activities
and training involving young people in the community. For a list of the key
national youth organisations, have a look at the National Youth Agency's
website
The local Youth Offending Service works with young people within the criminal
justice sector, and also those displaying the risk factors which may lead them
into crime or antisocial behaviour. This includes children below the age of
criminal responsibility. Delivery takes place through local Youth Offending
Teams (YOTs). Contact your local YOT team for information on the criminal
justice sector.
Local Voluntary and Community Sector partners hold a diverse range of
expertise. Contact them for information on volunteering schemes, and on more
specialised support (such as faith groups, young people with disabilities, young
carers).
All of these partners are present in all local areas, so you should have no problems in
finding them. Try using a local directory, or make use of an internet search engine.
6.2 Excellence in Cities Action Zones (EiC Action Zones)
Schools are involved in a wide variety of partnerships which assist in many different
ways. In the context of national policies, EiC Action Zones enable local partnerships,
which include the private sector, to urgently target action on areas of need and
develop innovative solutions for raising educational standards.
Each EiCAZ is non-statutory and is managed by the EiC Partnership.
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Click on the link for more information on Excellence in Cities Action Zones
6.3 Student Board Ambassadors
The Fire Kills Media Campaign runs this programme in 20 universities across
England, with the aim of disseminating fire safety information.
6.4 Joint initiatives
The growing number of clubs and societies offers FRSs many opportunities to link up
with other organisations and communities to promote fire safety to young people and
children outside schools. These include:
Boy Scouts and Girl Guides;
Duke of Edinburgh's Award schemes;
The Prince's Trust;
Youth clubs;
Homework clubs;
After school clubs; and
Local councils: health and safety, road safety, social services departments.
6.5 Targeted campaigns
There are many ready-made possibilities for campaigns and partnerships during the
year. You could also promote general fire safety messages periodically during the
year, alone or in partnership. Focus on certain messages for specific age groups at
particular times of the year and you may want to plan your activities using the Fire
Kills Media Campaign Year Planner. To order a copy send an email to:
ncfsc@communities.gsi.gov.uk
Students and young people
Autumn: new term, new accommodation; smoke alarms; safety in the kitchen;
candle safety.
Winter: particular care with smokers' materials, candles, electric blankets.
Summer: care with camping equipment.
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Other groups
Guide and Scout Associations: Guides and Scouts can earn badges for
knowledge of fire safety which contribute towards life skills.
Duke of Edinburgh: some FRSs are involved in this youth scheme, which
offers opportunities for fire safety lessons.
Prince's Trust 'Team': the team runs 12 week programmes of activities that are
designed build the skills, confidence and employability of disadvantaged
young people aged 16-25.
Youth clubs: youth clubs are often on the lookout for activities for their
evenings. FRSs could invite a group to the station or a fire officer could visit
the club. Combining operational equipment and duties with fire safety
messages makes for an educational and interesting evening.
Cultural groups: there are many cultural organisations, educational groups
and ethnic minority community centres throughout England and Wales.
Contacting local groups might bring new opportunities for fire safety education
and information.
Homework and after school clubs: visiting these clubs enhances children's
awareness of fire safety and adds to their educational experience.
Local councils: local councils have many departments that could link up with
the fire services for certain projects. Health and Safety, Road Safety and
Social Services might be interested in combining resources for joint initiatives.
For further sources of partnership working around young people, refer to the Good
Practice Guide on Training and Diversionary Activities
6.6 Fire and Rescue Service Youth Training Association
Many young people need training and support in order to fulfil a constructive role in
society. The Fire Services Youth Training Association (FSYTA) was formed in 1995
for people working in this field to discuss common problems and share examples of
good practice.
The fire and rescue services involved with the schemes cover a range of
geographical areas, from rural to urban and inner city. They all emphasise the
positive role model of the firefighter, coupled with the neutral status of the fire and
rescue service within society. Fire Services Youth Training schemes offer young
people:
a uniformed youth organisation associated with the fire and rescue service;
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assistance in their personal development mentally, physically, socially and
spiritually;
promotion of self-discipline, social consciousness and community awareness;
development of the spirit of adventure and qualities of leadership within
themselves; and
working together as a team and learning mutual reliance.
By participating in these schemes, the fire and rescue service benefits from:
good public relations opportunities;
bridging the gap between the fire and rescue service and the community;
assistance with community fire safety initiatives; and
improved recruitment profiles and patterns.
In addition, the whole community benefits from young people identifying with the fire
and rescue service. Community safety is also improved by the moral and fire safety
awareness training. The programmes for young people include:
practical and theoretical instruction on fire and rescue service subjects to a
standard equivalent to that of operational firefighters, with allowances made for
size and strength differences;
planning, training and preparation for outdoor activities;
taking part in social consciousness and awareness sessions ranging from drugs
awareness to moral decision-making;
involvement in mutual trust and team-building exercises; and
activities leading to Duke of Edinburgh Awards.
For more information in this Toolbox go to:
Before You Start - See page 3, Community partnerships
Other information sources:
Fire Services Youth Training Association
Good Practice Guide on Youth Training and Diversion
Youth Offending Teams in England and Wales have been awarded an additional £45
million from the Government‟s 2004 Spending and Child Poverty Reviews and 2005
Budget to fund preventative programmes with a focus on crime and anti social
31
behaviour with the aim of improving outcomes for children and young people and
their families. Fire and rescue services may wish to contact their local YOT team to
explore how they might link in with this work.
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7.0 Juvenile fire-setting
Over the past 12 years there have been major developments in understanding and
dealing with juvenile firesetting behaviour. As you will be aware, most fire and rescue
services already have programmes to tackle this issue. This toolbox module aims to
set a standard for those programmes, and to provide guidance for services without a
programme to establish a common approach to juvenile firesetting behaviour.
There are many ways of dealing with juvenile firesetting behaviour. However,
practical experience over the past 10 years or so has shown that all of the most
successful programmes involve making certain key decisions, such as:
how to decide on the best strategy for your local area and circumstances;
how to staff your programme adequately, efficiently and effectively;
how best to measure juvenile firesetting behaviour; and,
whether to work alongside other organisations and, if so, which organisations,
when and how.
We provide general guidance on each of these issues along with examples of good
practice. You can use this guidance to build or revise your own juvenile firesetting
intervention programme. Contact local managers of fire setting intervention
programmes to find out what is going on locally, and how community fire safety
initiatives could support their work.
Of course, intervention is the key word in any juvenile firesetting behaviour
programme. Your response must be active in both preventing further fires and
working with young people who have already set fires. Indeed in many cases these
two activities are hard to separate. All the approaches and examples in this module
have been developed on the proven assumption that if you challenge firesetting
behaviour, it stops. By actively working with juvenile firesetters and understanding
their behaviour, we can help them to make a conscious decision to stop setting fires.
It's all about education, communication, and recognising the role and responsibilities
of other referral agencies.
7.1 Acknowledgements
This module was originally developed in 2004 by the Fire Kills Media Campaign, the
Arson Prevention Bureau and the Arson Control Forum. Thanks are due to the
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NSPCC and the London Fire and Rescue Service for giving their permission to
reproduce the child protection policy they developed in partnership. Click on the link
for a copy of the London Fire and Emergency Planning Authority's Child Protection
Policy.
7.2 Why is juvenile fire setting an issue?
The number of deliberate fires increased throughout the 1990s to a peak in 2001.
There has since been a downward trend: in the year ending 30 September 2005 the
number of deliberate primary fires in England fell 17% to 67,900 (ACF Annual
Report, 2006).
Although juvenile firesetting has long been a problem, it is only more recently that it
has been recognised as an issue worth tackling in its own right. National fire statistics
show how significant it is. For example, in 2001/02, around 52,800 incidents of arson
were recorded by the police, and of the 2,500 of those found guilty or cautioned for
arson in 2000 about 50% involved a male under the age of 18. More recent statistics
suggest that arson offences recorded by the police fell by 5% between 2004/05 and
2005/06 to 45,742 offences (Home Office, Crime in England and Wales 2005/06).
In fact, these figures underestimate the true extent of juvenile firesetting. This is
because:
they do not include fires reported where the age of the firesetter is not known;
they do not include outdoor fires which do not involve property; and,
many fires started by children are not reported (for example, small fires which
a parent can put out).
Children and young people can be the perpetrators of arson, and they can also be
the victims. Some 70 children and young people (up to the age of 25) were recorded
amongst fire–related deaths in 2004, with many more suffering injuries as a result of
fire. The fire and rescue service is currently working with the Children‟s Fire and Burn
Trust on a new project to assess the level of risk that is posed by scalding (wet
burns) to children.
By addressing the problem directly we can avoid needless deaths and injuries and
damage to property. It has in fact been shown that from an economic point of view it
is cheaper to finance fire prevention measures (including firesetting intervention
34
programmes) than to pay for the damage caused by fires and the cost of housing
repeat offenders who will continue to offend unless their behaviour is tackled.
7.3 Why is the fire and rescue service so important?
Traditionally, the fire and rescue service‟s main purpose has been to fight fires.
However, a move towards a more targeted and risk-based approach to prevention,
protection and emergency response. As a result fire safety education has become
even more important. The English fire and rescue service has already recognised the
importance of this move from reactive to proactive fire prevention.
Of all possible organisations the fire and rescue service is most familiar and most
directly involved with the actions of juvenile firesetters. So it follows that we are the
best place to start in developing any juvenile firesetter intervention programme. Also,
the fire and rescue service attracts a certain amount of interest and respect from
young people due to its public image and media coverage. As a result, the fire and
rescue service can have credibility with young people who may be more open to our
guidance and advice.
7.4 What does the research show?
A major evaluation of interventions with juvenile fire setters (2005) showed that the
fire and rescue service is a lead partner in delivering fire safety education across
England and Wales. Much of this work is undertaken alongside partner agencies
such as Youth Offending Teams, Probation Areas, and Forensic NHS Services
(amongst others). This partnership work was found to be an important source of
support.
The study found that considerable good practice exists at a local level, but called for
clearer protocols for how schemes are planned and managed, and opportunities for
schemes to be accredited. The report provides an important benchmark, as it helps
to categorise work around juvenile firesetting reduction into two main strands:
educational approaches that aim to inform individuals about the dangers of fire
and firesetting, and;
psycho-social interventions that aim to address some aspect of firesetting
behaviour, whether this be related to behavioural factors, drug and alcohol
misuse, or mental health problems
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The evaluation concluded that each strand should be developed in its own right, and
that clear aims, objectives and working practices be attached to both. The Fire and
rescue service has a clear role for developing the first type of intervention, which is in
line with „preventative‟ work and Community Fire Safety. It also has a role for the
second type of intervention, working alongside the relevant specialist professionals.
To see the report click here
7.5 How will the strategy tackle juvenile firesetting?
The Strategy for Children and Young People 2006-10 aims to draw together the
strengths of the Fire and Rescue Service in the broad range of this type of
preventative work with children and young people and sets out specific aims to
deliver a reduction in fire risk and fire crime. Aim 2 of the Strategy states that the fire
and rescue service will seek to 'Prevent and reduce fire crime and firesetting by
children and young people'. It sets out a number of ways in which it is intended that
the fire and rescue service will do this which include:
working with families and carers, and partner agencies, to deliver age-
appropriate firesetter programmes and other interventions for children and
young people who are becoming involved in fire crime or firesetting;
working with partner agencies to identify at the earliest opportunity, those
children and young people who are becoming involved in fire crime and
firesetting;
working with partner agencies to establish information sharing arrangements
which support effective inter-agency working, ensure confidentiality and meet
legal requirements;
working with partner agencies to target fire and rescue expertise and resources
on those children and young people for whom they are most effective, and
ensure that others are referred to the most appropriate agency; and,
increasing awareness and understanding of the work of the fire and rescue
service with children and young people, particularly among partner agencies.
The full text of the Strategy is available by clicking on the link.
Click on link to see a summary version of the Strategy.
36
Working to address firesetting behaviour is also important in relation to the Public
Service Agreement Fire Targets for 2010 which have been set for the fire and rescue
service. For example, the need to reduce by 10% the number of deliberate fires by
31st March 2010, from the 2001/02 level.
7.6 What does this mean for the FRS in practice?
The reality of work „on the ground‟ to tackle juvenile firesetting is that the fire and
rescue service does not – and should not – seek to provide all aspects of the service
for the child or young person. Whether the focus be educational or rehabilitative
(treatment programmes), a partnership approach is important at all stages from
planning, to referral, information sharing and review.
The Strategy aims to reinforce this work, by ensuring that the fire and rescue service
is part of the right multi-agency forums and partnerships to access the support that is
needed. This will mean attending joint training and planning events with other
professionals.
The „Common Assessment Framework‟ (CAF) provides a model for all agencies that
work with children and young people, by providing a basis for determining which
agencies are involved, how, when, and the types of data that are shared. CAF is
being rolled out in every local area. Details can be found at:
The rule of thumb is – always refer to the most suitable agencies, when a child
or young person has disclosed an issue that requires specialist professional
input; whether this be actual abuse, offending behaviour, or drug and alcohol
misuse.
The key thing about the CAF is that it stresses the importance of involving all
agencies in contact with an individual child or young person and the importance of
referring to/engaging with appropriate agencies. You should not attempt to carry out
assessments in the absence of these agencies.
7.7 Monitoring progress and measuring achievement
Monitoring your activities will help you make sure that your programmes stay on
course to meet their aims and within budget. This involves regularly collecting all of
the information which is relevant to measuring your work in juvenile firesetting
intervention. This information may include:
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details of each young person on the programme;
information on each firesetting incident;
details of who, or which organisation, has referred the young person for help;
the content of each programme session;
details of each young person's attendance on the programme; and,
outcomes at the conclusion of the case intervention.
An important part of monitoring is to decide what use is made of the data, and how it
will be reviewed to the benefit of the scheme or programme. One way of achieving
this is through evaluation. Refer to Section 8.0 – Evaluation for details.
7.8 Monitoring juvenile firesetting
Each fire and rescue service should collect the same basic information on the level of
juvenile firesetting in its community and monitor any intervention programmes in the
same way. This will make it easier to compare efforts and results, and so to know
whether you are getting it right.
Make sure your programme includes monitoring and assessment procedures from
the very start. As a general guide:
If your programme is to run over a long period, build in regular stages of
assessment.
Choose targets and standards which reflect the aims of your programme.
Decide how general or detailed your assessments need to be.
Make sure you have a way of evaluating the quality of your programme with
partner organisations.
There are four basic categories of monitoring data to collect. These are:
case characteristics;
services provided;
case results; and,
general programme activities.
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Case characteristics
One of the most important elements to measuring the success of your activities is to
keep records of each young person you work with in the course of any intervention
programme. This includes information on:
who, or which organisation, referred the young person to you or your fire and
rescue service for help;
parental permission to work with them, and collate information on them;
the young person's age, gender, ethnicity, physical and/or mental health issues,
and family status (for example, parents separated);
the details of the firesetting incident (for example, the motive, the location,
whether others were present, materials used and damage caused);
any other firesetting incidents the young person has been involved in; and
your initial assessment of the young person as a low, definite or extreme risk.
Range of services provided
You will need to know whether or not the type of services you have offered the young
person have been the most effective in addressing their firesetting behaviour.
Gathering the following information will therefore be necessary:
dates, content and length of any educational sessions provided for the young
person;
dates and purposes of any input provided by other organisations such as youth
offending services, including counselling; and,
the details of any other services provided (for example, taking the child to visit a
burns unit or arranging for them to do fire-related community service).
Programme activities
The details of exactly what activities the young person engages in will also be
important information in measuring the effectiveness of the intervention. This will
include details of:
all fire prevention education and counselling activities provided at schools and in
the community;
all training provided for others involved in the programme;
all resources and materials developed to help with programme activities;
any other activities such as media coverage and the use of task forces; and
39
an continuous review of the intervention programme.
Measuring achievement
The success any services you provide to the young person will depend on what kinds
of outcomes are achieved. That means you will also need to collect the results of
each individual's case, including information on:
the dates and results of all services provided as reported by all of the
organisations involved;
the status of each young person's case in the criminal justice system (if any); and
follow-up contact with the relevant referral organisation.
In addition, you need to answer the following questions to assess whether your
programme is successful, using the methods set out below.
Have children's attitudes and behaviour patterns changed during the programme?
By collecting the monitoring information mentioned above you can measure
firesetting behaviour before, during and after the programme. Do this by recording:
the number of incidents reported;
progress in each session;
feedback from parents and schools; or
feedback from other agencies involved.
If a young person's attitudes and behaviour patterns have changed, is the
programme responsible for this, or are there other reasons?
Since the start of the programme how have the young person's behaviour and
attitudes changed?
Compare their behaviour and attitudes with other young people who have not
followed the programme. It may be possible, by working with relevant partner
organisations, to assess if changes have taken place in the young person's
behaviour or attitude as a result of taking part in the programme.
40
It is also useful to gather feedback from the young person themselves; before, during
and after their involvement in the intervention programme. This will not only give you
direct information on any changes in the young person's attitude but also encourage
them to reflect on their attitudes and behaviour, helping them to develop a more
responsible attitude towards fire safety.
If your programme has several parts, have all of them contributed to the programme's
success, or have only some of them had an effect?
Record the results of each part of your programme separately. This will help you to
analyse which parts have been effective. It will also help you to identify which parts of
your programme need improving, or perhaps which parts you could do away with.
Is your programme worth following again?
Look at your answers to the questions above and weigh them against the amount
you have invested in the programme in terms of time, staff and money.
Also, look at your local circumstances (for example, the quality of your partnership
with social services and other organisations). They may have influenced the success
or failure of your programme and will help you decide whether and how to follow your
programme again. There are a number of ways to record this information. One
simple and effective way is to consider the strengths and weaknesses of your
programme alongside a consideration of the opportunities and threats which may
have arisen during the lifetime of the programme.
More detailed information on approaches to monitoring and evaluation is available in
this Toolbox. Go to:
Evaluation in Getting Started
You may also find the Good Practice Guide to Youth Training and Diversion helpful
7.9 Setting a strategy and finding suitable partners
When deciding on your juvenile firesetter intervention strategy, you must:
consider the common reasons for juvenile firesetting behaviour;
41
identify your local problems and their causes; and
choose the most suitable type of scheme to meet your needs.
Whatever strategy you choose, your activities (and those of the organisations you
work with) must not in any way damage the young people they are aimed at. You
must not, for example, traumatise young people with horrific photos or videos. You
must not frighten children with aggressive interrogations or threats.
Your strategy should be developed in consultation with, and include, the relevant
local partners that are required to refer young people; support them, and ensure
positive outcomes. This is likely to include Police, Youth Offending Teams, Social
Services and voluntary or community partners (amongst others). See Section 6.0
Beyond the School: partnership opportunities for more ideas on which partners to
involve.
Also go to:
Before You Start - See page 3, Community partnerships
7.10 Considering the common reasons for juvenile firesetting behaviour
Young people may start fires for many reasons. These include:
boredom and a lack of alternative entertainment;
frustration;
malice;
revenge;
curiosity;
peer or group pressure;
mental health needs; and
to gain attention.
It is these motives which you must bear in mind if you are to tailor your programme
effectively. Remember that as with any behaviour, the habit is harder to break the
longer it has been going on.
Fires in some locations are more likely to be the result of some motives than others.
For example, if you have a particular problem with fires on wasteland, they are likely
to be caused by young people who are bored or curious. On the other hand, fires on
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school premises are often motivated by feelings of frustration or revenge against the
school in particular or against the school as a symbol of 'authority'.
It may also help here to consider the common background characteristics which have
been identified in many juvenile firesetters. These include:
a disrupted family life - for example, parents going through a divorce, the death
of a relative, or a new baby in the family;
ongoing problems in the family - for example, an alcoholic or abusive parent;
the absence of one parent;
a lack of supervision or ignoring discipline at home;
an ongoing problem with stress;
serious substance misuse;
other behavioural problems - for example, theft, truancy, bedwetting or cruelty to
animals; and,
a range of psychological factors – for example the inability to resolve conflicts in
an acceptable manner.
Of course not all juvenile firesetters suffer with these problems. Likewise not all
young people who have these problems are or will be firesetters. These are simply
some of the factors which you may find it helpful to consider when identifying which
young people to target and when targeting your strategy.
7.11 Identifying your local problems and causes
This must be your first step in setting a strategy, as each FRS's brief will depend very
much on local circumstances. Look around you and consult other organisations
which you may be able to work with. Some useful questions to ask yourself include:
What are the problems specific to our area and what causes those problems?
(For example, young people set fires out of boredom because there are no local
facilities to entertain them.)
Is there any monitoring or evaluation information from previous firesetting
intervention programmes which can guide your understanding of potential
problems?
What can we do to overcome those problems? (For example, you could ask the
council to remove rubbish on wasteland and so remove the temptation for young
people to set fire to it.)
43
What targets can we set to overcome local problems? (For example, you could
set a target to visit nine local schools over three months to educate young people
on the dangers of fire.)
7.12 Choosing the most suitable scheme
Whichever type of scheme you choose, your strategy should embrace all young
people with a destructive fascination for fire. This means that you should focus not
only on those who have already started fires, but also on those who show a worrying
interest in it, for example, by playing with matches. The role of the fire and rescue
service is to take the lead in providing and co-ordinating activities that will reform
firesetting behaviour. You may find it helpful to appoint a programme developer and
co-ordinator for this purpose.
Of course, in order for others to refer a young person to your programme, you must
make it widely known that you have a programme! For information on which partners
to approach and involve more information is available in this Toolbox. Go to:
Before You Start - See page 3, Community partnerships
Juvenile firesetting – further information
Further information on juvenile firesetting and related issues is available from the
following sources:
Evaluation of interventions with arsonists and young firesetters,
Arson Control Forum
Arson Control Forum Annual Report
Arson crime reduction toolkit
Youth Justice Board for England and Wales
Fire Kills Media Campaign
44
8.0 Evaluation
Monitoring and evaluation is an important aspect of the management of any scheme.
Indeed, evaluation of the success of your interaction with children and young people
is important as it can be used to enable continuous improvement, help young people
recognise their own achievements and provide evidence of impact to partners or
funding bodies.
Furthermore, evaluation does not need to be highly sophisticated or time consuming
and evaluation activities can involve:
Discussing with the teacher before the event what outcomes you are both
seeking and then discuss it afterwards to identify if they were achieved.
Simple questionnaires or pictures to complete can determine whether young
children, in particular, have taken in what you told them. On a questionnaire you
could add a section that the parent/guardian/carer must sign before bringing the
work back to school, adding to the sharing of information.
Revisit the group/class after a number of weeks and get them to show you
examples of work they have done following the initial session or to tell you what
they remember.
Local example – method for self-evaluation
Cleveland Fire and Rescue Service deploys a variety of methods to help
young people see their own progress. This includes a visual tool – 'The
Joshua Tree', which is used to explore emotions. The approach is interactive,
with young people able to write / draw on the branches of the tree directly. The
method has the benefit of 'capturing' how they felt at different times, so that
they can reflect on how far they have come. The approach is used along with
a personal evaluation file.
For detailed information on evaluation principles and methods, go to:
Evaluation in Getting Started
The Good Practice Guide for Youth Training and Diversion Schemes
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Annex A: Statistics and fire facts about
Children and Young People
Injuries and fire deaths of children and young people
Table 1 Total number of injuries for children and young people in dwelling
fires, 2004
Nature of injury
Overcome Burns and
by gas or overcome by Physical Shock Precautionary
Age Burns smoke gas or smoke injuries only check up Other Unspecified Tota
Under
1 3 20 1 0 3 33 1 7 97
1 to 4 10 145 2 1 25 192 7 5 387
5 to 10 16 160 5 3 30 143 4 4 365
11 to
16 37 126 16 7 30 166 12 2 396
17 to
24 129 383 44 28 87 469 26 9 117
Source: Page 81, Fire Statistics UK 2004
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Table 2 Total number of fire-related deaths for children and young people (up
to 25 yrs)
Number of fire related deaths for children and young people
(2000-2004)
100
90
80
70
Number of deaths
60
50
40
30
20
10
0
Yr 2000 Yr 2001 Yr 2002 Yr 2003 Yr 2004
Source: Fire Statistics UK 2004
47
Annex B: The National Curriculum
The National Curriculum
This section explains the main structure, subjects and four main purposes of the
National Curriculum which was introduced in August 1995, with certain other
elements being included from August 1996. It then provides an overview of the New
National Curriculum which came into force from September 2000, outlining the key
changes in individual subjects.
The structure of the National Curriculum
The National Curriculum applies to pupils of compulsory school age in maintained
schools, including grant-maintained and grant-maintained special schools. For each
subject and for each key stage, programmes of study set out what pupils should be
taught and attainment targets set out the expected standards of pupils' performance.
It is organised on the basis of four key stages referred to in 2.2 - Working with
different age groups.
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In England, the following subjects are included in the National Curriculum at the key
stages shown in the table below:
Key Stage Subjects
Key Stages 1 (ages English, mathematics, science, technology Key Stage 1: National tests
5-7) and 2 (ages 7- (design and technology, and information and tasks in English and
11) technology), history, geography, art, music, Maths (aged 7 yrs)
and physical education
Key Stage 2: National tests in
English, maths and science
(aged 11 yrs).
Key Stage 3 (ages As at Key Stages 1 and 2, plus a modern Key Stage 3: National tests in
11 – 14) foreign language. English, maths and science
(aged 14 yrs).
Key Stage 4 (ages English, mathematics and science; physical Key Stage 4: most take
14-16) education; and, technology (design and GCSEs or other national
technology, and information technology) and a qualification (aged 16 yrs)
modern foreign language.
In Wales, the following subjects are included in the National Curriculum at the key
stages shown in the table below:
Key Stage Subjects
Key Stages 1 English (except at Key Stage 1 in Welsh- Key Stage 1: National tests
(ages 5-7) and 2 speaking classes), Welsh, mathematics, and tasks in English and Maths
(ages 7-11) science, technology (design and technology, (aged 7 yrs)
and information technology), history,
Key Stage 2: National tests in
geography, art, music, and physical education
English, maths and science
(aged 11 yrs).
Key Stage 3 (ages As at Key Stages 1 and 2, plus a modern
11 – 14) foreign language
Key Stage 4 (ages English, Welsh, mathematics, science, and Key Stage 4: most take
14-16) physical education. GCSEs or other national
qualification (aged 16 yrs)
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The four main purposes of the National Curriculum
i) To establish an entitlement
The National Curriculum secures for all pupils, irrespective of social background,
culture, race, gender, differences in ability and disabilities, an entitlement to study in
a number of areas of learning and to develop knowledge, understanding, skills and
attitudes necessary for their self-fulfillment and development as active and
responsible citizens.
ii) To establish standards
The National Curriculum makes expectations for learning and attainment explicit to
pupils, parents, teachers, governors, employers and the public, and establishes
national standards for the performance of all pupils in the subjects it includes. These
standards can be used to set targets for improvement, measure progress towards
those targets, and monitor and compare performance between individuals, groups
and schools.
iii) To promote continuity and coherence
The National Curriculum contributes to a coherent national framework that promotes
curriculum continuity and is sufficiently flexible to ensure progression in pupils'
learning. It facilitates the transition of pupils between schools and phases of
education and provides a foundation for lifelong learning.
iv) To promote public understanding
The National Curriculum increases public understanding of, and confidence in, the
work of schools and in the learning and achievements resulting from compulsory
education. It provides a common basis for discussion of educational issues among
lay and professional groups, including pupils, parents, teachers, governors and
employers.
National Curriculum - from September 2000
In September 2000 the new National Curriculum came into force in schools. The
main changes made to the curriculum are listed by subject here.
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ENGLISH
Primary
The English curriculum for 5-11 year olds is aligned with the National Literacy
Strategy framework for teaching.
Secondary
Pupils are required to read a range of classic texts chosen from a prescribed
list of authors and poets, including two plays by Shakespeare. They also read
a range of modern fiction and non-fiction from our own and other cultural
traditions. Teachers are given examples of writers in these categories whose
work will stimulate the interests of all pupils.
MATHS
Primary
The maths curriculum for 5-11 year olds is aligned with the National Numeracy
Strategy framework for teaching.
Secondary
The maths curriculum has been extended to stretch the most able pupils and
enable teachers to motivate less able pupils, by dividing the programme of
study for 14-16 year olds into two overlapping 'foundation' and 'higher'
programmes.
SCIENCE
At both primary and secondary level there is a greater emphasis on pupils
developing a wider range of enquiry skills, by improving the quality of
experiments they carry out across the sciences of biology, chemistry and
physics.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Information Technology has been renamed 'Information and Communication
Technology'. This follows overwhelming (80%) support for the idea by those
who were consulted.
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Requirements for teachers to use ICT in their teaching across the curriculum
have been strengthened.
DESIGN AND TECHNOLOGY (DT)
The new National Curriculum strengthens the position of food technology and
textiles in the curriculum for 11-14 year olds by encouraging those schools
which currently don't teach both elements to start doing so. Teaching of food
technology is linked to the opportunities for teaching nutrition, health and
hygiene under the new framework for PSHE.
The number of attainment targets has been reduced from two to one to
simplify assessment and to emphasise that designing and making are linked
together.
A programme of study for DT has been reintroduced into the primary
curriculum.
HISTORY
The new National Curriculum reinforces the importance of pupils knowing and
understanding key dates, events and people, and the chronological framework
which unites them.
Pupils study key periods of British history, as well as important aspects of
local, national, European and world history and aspects of the histories of
England, Ireland, Scotland and Wales.
A programme of study for history has been reintroduced into the primary
curriculum.
GEOGRAPHY
Pupils are required to learn to understand maps and to identify key cities and
geographical features.
Teachers are provided with appropriate good quality maps on the Internet and
through the schemes of work.
A programme of study for geography has been reintroduced into the primary
curriculum.
ART AND DESIGN
Art has been renamed 'Art and Design'. The new title better reflects the
essential relationship of art and design, recognises the importance of the
52
creative industries in the economy, and highlights the role of design in
stimulating creativity in industry and commerce.
The number of attainment targets has been reduced from two to one to
simplify assessment and to integrate practical and theoretical aspects of the
subject, and an eight-level scale will be introduced to clarify and support
progression.
A programme of study for Art and Design has been reintroduced into the
primary curriculum.
MUSIC
The skills of performing, composing and appraising are at the heart of music in
schools.
The number of attainment targets has been reduced from two to one to
simplify assessment and to integrate practical and theoretical aspects of the
subject, and an eight-level scale has been introduced to clarify and support
progression.
A programme of study for music has been reintroduced into the primary
curriculum.
Physical Education (PE)
At Key Stage 4, team games are no longer compulsory. Pupils in this age
group will still be encouraged to participate in competitive sports, but they will
have greater opportunities to get involved in individual competitive activities as
an alternative to competitive team games.
A programme of study for PE has been reintroduced into the primary
curriculum, and the requirements for swimming and water safety will be made
clear.
MODERN FOREIGN LANGUAGES
Government provides support and guidance to encourage more primary
teachers to teach a modern foreign language to pupils aged 7-11, but this is
not compulsory.
CITIZENSHIP/PSHE
Citizenship has been created as a new National Curriculum subject for all 11-
16 year olds from September 2002, and a national non-statutory framework for
53
the teaching of PSHE has been produced. Together these will bring greater
coherence to the way in which schools help young people develop a full
understanding of their roles and responsibilities as citizens in a modern
democracy, and equip them to deal with the difficult moral and social
questions that arise in their lives and in society.
KEY STAGE 4
From September 2004, Key Stage 4 National Curriculum changed. Schools are no
longer required to teach modern foreign languages and design & technology to
all students. Instead there is a new category of entitlement areas, being the arts,
design & technology, humanities and modern foreign languages. Students
within Key Stage 4 are able to follow a course of study in a subject within each of the
entitlement areas, if they wish to do so.
Under the new curriculum the option to give up two of certain National Curriculum
core subjects to follow a programme of work-related learning has been extended so
that:
Pupils who are making slow progress will be able to opt out of up to two
subjects to consolidate their learning.
Pupils with strengths and talents in particular areas will be able to opt out of up
to two subjects to concentrate on their main interest.
Those who opt out must continue to study English, maths, science (unless
they are doing work-related learning), Information and Communication
Technology, Physical Education, sex education and religious education. Any
work-related learning scheme must include key skills such as literacy and
numeracy, and must lead to qualifications wherever possible.
The list of qualifications under Section 96 which are suitable for 14-16 year
olds has been increased.
New vocational „diplomas‟ will be phased-in for schools up to 2008, with a
requirement for every county council or local authority to provide access to
them alongside GCSEs where they are requested by pupils. The first set of
diplomas includes ICT, engineering, health and social care, and creative and
media. The planned „public services‟ diploma is an area where the FRS might
look to become more actively engaged with the school curriculum in the future.
Further information is available from:
Department for Children, Schools and Families
National Curriculum
Qualifications and Curriculum Authority.
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Annex C: Legislation and protecting children
This section looks at the legal duties placed on organisations and when dealing with
children and young people. Legislation is relevant here under the following Acts of
Parliament and other documents.
The Children Act 2004
Every Child Matters: Change for Children, published in 2004, sets out the national
framework for local change programmes to build services around the needs of
children and young people. At the core of the change programme is the intention
that every child and young person should be able to fulfil their full potential and those
facing particular obstacles are supported to overcome them
The Children Act was passed in 2004 and is the legal basis for this national change
programme in services for children and young people. It outlines new statutory duties
and clarifies accountabilities for children‟s services with a strong emphasis on the
delivery of this change through local leaders working together in strong partnership
with local communities.
Section 11 of the Act creates a duty for the key agencies who work with children to
put in place arrangements to make sure that they take account of the need to
safeguard and promote the welfare of children when doing their jobs.
For a detailed legal account of what the Act does, copies of the Explanatory Notes
and the Act itself are available from the Stationery Office. A full text of both is
available here. Click here to view guidance on the Act and it‟s implications for the
provision of services to children and young people.
The Protection of Children Act 1999
The Act made four principal changes to the law.
The fourth change says that childcare organisations (see the Act for a definition) who
are planning on employing someone in a child-care position (see the Act for a
definition) must make sure that individuals are checked through the 'one-stop-shop'
against the Protection of Children Act List and the relevant part of List 99 and must
not employ anyone who is included on either list.
55
The Act also contains other conditions, among the most important of which is:
to allow organisations (other than child-care organisations as defined within
the Act) to refer names to the Protection of Children Act List.
There are many other organisations outside of the 'regulated' sectors (as set out)
which also 'care' for children in one way or another. These organisations range from
the smaller voluntary organisations through the 'uniformed' youth activities (scouts,
guides, cadet forces and so on) to national and local youth clubs and religious
organisations. They include the whole range of sporting and leisure activities carried
out by children and young people. This is therefore applicable to FRSs operating
Juvenile Firesetter Intervention programmes.
While the conditions of the Protection of Children Act 1999 are not compulsory for
these organisations, the Government hopes that the organisations will take
advantage of the scheme to its fullest extent. They can then provide a comparable
level of safety to children and young people in their care as that provided within the
regulated child-care sector. However, the Government does expect that while there is
no compulsory provision relating to these other activities, all organisations in this
position will adopt the same level of protection for children in their care.
For the fire and rescue service the Act means that there is a need to develop a
child-protection policy which prompts you to:
recognise the importance of passing on details to the Criminal Records Bureau
(the organisation operating the vetting process) of any officers whose duties
regularly bring them into contact with children; and
set up suitable procedures with your partner organisations to refer firesetters
safely to their care.
It is essential that you make sure that each of your officers on the programme
has a copy of the FRS's child protection policy.
Other reference material that FRSs should be aware of when developing or operating
a scheme includes the following.
Strategy for Children and Young People 2006-10, Fire and Rescue Service
National Framework for the Fire and Rescue Service 2006-10
The Data Protection Act 1998
The Children Act 1989
The Human Rights Act 1989
The Sexual Offences (Amendment) Act 2000
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The Criminal Justice and Court Services Act 2000
Working Together to Safeguard Children, Department of Health 1999
Caring for the Young and Vulnerable, Home Office 1999
The United Nations Convention of the Rights of the Child
The Protection of Children Act 1999 - A Practical Guide to the Act for all
Organisations Working with Children, Department of Health. This provides a
summary of the main points of the Act which are relevant to you.
HM Fire Service Inspectorate 'Expectations' Document - Expectation 4.2.2
Click on the link for more information about legislation mentioned here.
57
Annex D
Sample procedure for the referral of child
protection concerns
This is an example of a procedure which can be used by you to refer any child
protection concerns which arise whilst working with children and young people.
The procedure has been developed by the London Fire and Emergency Planning
Authority and they have agreed to share with other FRSs through this Toolbox.
There are nine key steps in this referral procedure and it should be used in
conjunction with the two sample referral forms in Sections 2 and 3 to help you
accurately record and refer your concerns.
The main referral steps are as follows:
1 No single organisation or professional group has sole responsibility for child
protection - effective inter-agency co-operation is essential. The Child
Protection Policy and Instructions developed by the LFEPA (see the separate
downloadable document in this Toolbox) recognise this and are consistent with
the wider framework of UK legislation and guidance relating to best practice and
with local Area Child Protection Committee Procedures across London.
2 It is not expected that staff will act as child protection workers or that they will be
trained to intervene in cases of suspected child abuse. However, all staff will be
expected to follow the child protection instructions as agreed by [INSERT FRS
NAME] management.
3 As a designated person, this will mean that you will be informed of any concerns
arising relating to the possible risk of significant harm to a child or children.
Information will be recorded on the record of referral form (Section 3). Your role
will be to notify the relevant Social Services Department. This procedure
applies irrespective of whether that harm is perceived to come from a member
of their family, another person including another child, or from a member of staff.
Where those concerns relate to a member of staff, you must also ensure that
the relevant complaints and disciplinary procedures are initiated.
4 When contacting Social Services, you must state clearly that this is a child
protection referral, calling:
58
During normal office hours - the Duty Officer.
Outside normal office hours - the Emergency Duty Team.
Note: Appropriate phone numbers will be made available to relevant personnel.
5 When making the referral, you should provide the following information:
Your own details - name, designation, contact number.
Known information about the young person such as their name, date of birth,
gender, ethnic origin, religion and any disability.
Any other names the young person or family may be known by.
Their address and any previous known addresses where the child or family may
have lived.
Details of the concern (if an incident, the time, place, and any persons present).
The source of the information.
Whether the young person/family are aware of the referral.
The parents/carers response to the concerns if aware.
6 When making a child protection referral, the name and designation of the social
worker to which the details have been passed, should be taken and recorded.
Telephone referrals should be confirmed in writing within 48 hours.
7 The Social Services Department Duty Officer will liaise with the Police, as per
normal Area Child Protection Committee procedures. Together they will assess
the situation and make a decision as to:
Whether immediate action is necessary to ensure the safety of a child or
children as part of a child protection inquiry.
Whether a more planned intervention is possible without exposing the child or
children to any unnecessary risk, including making arrangements for appropriate
medical examination and a suitable interpreter to be made available, if
necessary.
Whether if, on the information available, no further action will be taken.
8 Where there are concerns, but doubt exist as to whether a child is suffering or
likely to suffer significant harm or whether behaviour may be abusive, and you
are unsure whether a referral should be made, you must contact the SSD duty
officer as outlined above, to seek advice. You should have the same
information at hand to pass on should the duty social worker consider a formal
referral must be made.
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9 Before ending this conversation the social worker must clarify:
What actions, if any, will be taken and by whom.
What the person seeking advice should do if there are further concerns.
Details of all information given/received will be recorded on the record of referral of
child protection cases to local authority Social Services Department. Use the sample
referral form below in Section 3.
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Annex E
Record for use in referring details in
connection with child protection guidelines
SECTION A: FIRE AND RESCUE AUTHORITY DETAILS
Name:
Designation:
Department:
Contact Number:
SECTION B: INFORMATION ABOUT THE CHILD
Name:
Any other name child/family known by:
Date of birth:
Gender:
Ethnic Origin:
Religion:
Disability (if any):
Current and previous addresses:
SECTION C: DETAILS OF CASE
Details of concern:
(if an incident, include time, place and any persons present)
61
Details of concern:
Source of information: (If different from above)
Signed: Date:
62
Annex F
Record of referral of child protection cases to
local authority Social Services Department
SECTION A: FIRE AND RESCUE AUTHORITY DETAILS
Name:
Designation:
Department:
Contact Number:
SECTION B: INFORMATION ABOUT THE CHILD
Name:
Any other name child/family known by:
Date of birth:
Gender:
Ethnic Origin:
Religion:
Disability (if any):
Current and previous addresses:
SECTION C: DETAILS OF CASE
Details of concern:
(if an incident, include time, place and any persons present)
63
Details of concern:
Source of information: (If different from above)
Signed: Date:
Are child/family aware of referral?
Parents/carers response to the concerns if aware
SECTION D: SOCIAL SERVICES DEPT INFORMATION
NOTES:
(a) When contacting Social Services, you must state clearly that this is a Child
Protection referral. During normal office hours ask for the Duty Officer and outside
normal office hours ask for the Emergency Duty Team.
(b) Telephone referrals should be confirmed in writing within 48 hours.
Name of Social Worker:
Designation:
Date and time information referred:
SECTION E: GENERAL NOTES/FOLLOW UP ACTION
Signed: Date
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Annex G Good practice
Here you will find more information and examples of good practice in working with
children and young people. Further examples are available in the Good Practice
Guide to youth training and diversion schemes
Child protection
In combined fire authorities and metropolitan fire and rescue services, a service may
need the approval of several local authority social services departments for its child
protection policy. In this situation it may be better for the FRS to work with an
independent or national organisation to develop an acceptable policy.
For example, LFEPA worked with the NSPCC (the National Society for the
Prevention of Cruelty to Children). This has helped them to overcome the problem of
getting agreement on their child protection policy from 33 local borough social service
departments within a reasonable time. The policy is user-friendly and tells all
members of staff which circumstances to avoid and when to take specific action.
Regional liaison
LFEPA‟s Arson Reduction Team is participating in many firesetting projects through
the Arson Task Force and the Juvenile Firesetters Intervention Scheme. One
expanding area is the establishment of Local Intervention Fire Education (LIFE)
projects which have been run in a number of boroughs.
Initial contact with the family
London FRSs are using a useful approach to making contact with the parent or carer
of a child who has been referred to a juvenile firesetter intervention programme. As
soon as they receive a referral, the FRS telephones the child's parent or carer and
carries out a fire safety check over the phone using a specially-drafted form.
During the conversation the fire officer gives the parent or carer advice on temporary
measures they can take until the young person is on their programme. This includes
tips such as:
keeping matches and lighters out of reach;
checking for smells of burning; and
looking for signs of burnt materials.
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For more information on delivering youth training and diversion schemes see the
Good Practice Guide to youth training and diversion schemes
The officer also offers to install appropriate domestic smoke detectors at the child's
home if there is not one there already. More information is available in this Toolbox.
Go to:
Smoke alarms
Developing relationships with young people
The Pendower Initiative in Northumbria was set up to tackle the problem of young
people setting fire to derelict buildings. During discussions with the young people
and local outreach workers, the Arson Task Force struck a deal that if the young
people could resist setting fire to a site of derelict houses scheduled for demolition,
part of the site would be converted into a BMX track.
The deal was a success and none of the houses were set fire to. Once the houses
had been demolished, the local council helped to build the BMX track and the police
provided bikes from their lost property store.
This initiative not only prevented fires and possible injuries to the young people, it
also offered the young people an alternative channel for their energies to firesetting.
Staffordshire Fire and Rescue Service established two offending behaviour
programmes following a high number of deliberate firesetting in the local area.
„Xtinguish‟ involves ten sessions delivered on a one-to-one basis by trained fire and
rescue service staff through education and addressing offending behaviour through
Cognitive Behavioural Therapy.
„Nightrider‟ consists of ten sessions designed to address vehicle theft and related
issues using Cognitive Behavioural Therapy and restorative justice methods. The
restorative justice element employs proxy victims, in which another programme
deliverer (not known to the participant) acts the role of the actual victim of a vehicle
theft in which the young person was involved. As far as the young person is aware,
the proxy victim is the actual victim.
For further information on Arson Task Forces (ATFs) see the guidance on setting up
ATFs developed by the Arson Control Forum
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Collecting and managing information
Hampshire Fire and Rescue Service has developed a short but very useful
questionnaire for its officers to fill in when assessing a juvenile firesetter. The
questionnaire covers areas such as:
the young person's family and friends;
the young person's firesetting and other criminal activities;
the young person's mental abilities and level of education; and
other information such as abuse, alcohol and drugs.
It allows the case officer to grade the young person in each of these areas from 0 to
2 as guided by the detailed scale provided. It then asks the officer to add up the
young person's grades to define the likelihood of him or her offending again.
(Questions and their scores are structured in such a way that a total score of 0 to 9
means that a young person is unlikely to offend again, whilst a total of 18 to 24
suggests that they are highly likely to offend again.)
The case officer records the information on the same form at several stages of the
programme from initial assessment to final assessment. This allows the officer to
easily monitor the young person's progress throughout the programme and, if no
progress is being made, to see which areas the programme needs to focus on.
Working in partnership with other organisations
Other organisations have a valuable contribution to make at all stages in a juvenile
firesetter intervention programme.
Also, whilst developing its 'Learn not to burn' programme, West Midlands Fire and
Rescue Service drew on help and expertise from several other organisations
including:
the Centre for Adolescent Studies in Durham - to provide initial training for its
counsellors;
Sandwell Child Psychology Services - to provide ongoing training for its
counsellors; and
the Janet Shaw Clinic (for people held under the Mental Health Act) - to develop
a structured rehabilitation programme.
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9.0 Annex H Contact details
The table below lists the contact details for a number of organisations which may be
of use to you in designing and setting up a youth training or diversion programme.
Useful Contact details
organisations
Arson Arson Prevention Bureau
Prevention 51 Gresham Street
Bureau London
EC2V 7HQ
Phone: 020 7216 7522
E-mail: Xenia.Selefkou@abi.org.uk
Website: http://www.arsonpreventionbureau.org.uk/
Barnardo's Barnardo's
Tanners Lane
Barkingside
Ilford
Essex
IG6 1QG
Phone: 020 8550 8822
Email: dorothy.howes@barnardos.org.uk
Website: http://www.barnardos.org.uk/
Childline Free 24-hour helpline for children and young people
Phone: 0800 1111
Website: www.childline.org.uk/
Crime Crime Concern Trust
Concern Trust Beaver House
147-150 Victoria Road
Swindon
Wiltshire
SN1 3UY
Phone: 01793 863 500
Website: http://www.crimeconcern.org.uk/
Data Information Commissioner‟s Office
Protection Wycliffe House
Commissioner Water Lane
Wilmslow
Cheshire
SK9 5AF
Phone: 01625 545 700
Website: http://www.ico.gov.uk/
Fire Protection Fire Protection Association
Association London Road
Moreton in Marsh
Gloucestershire
68
Useful Contact details
organisations
GL56 0RH
Phone: 01608 812 500
Email: fpa@thefpa.co.uk
Website: http://www.thefpa.co.uk/
Hampshire Hampshire Fire and Rescue Service Community Fire Safety Department
Fire and Leigh Road
Rescue Eastleigh
Service Hampshire
Community SO50 9SJ
Fire Safety Phone: 023 8062 6707
Department E-mail: community.firesafety@hantsfire.gov.uk
Website:
http://services.hants.gov.uk/service.asp?ServiceID=2010&DPID=COS016&AreaID=1&Style=COS001
Merseyside Merseyside Fire and Rescue Service
Fire and Birkenhead Fire Station
Rescue Exmouth Street
Service Birkenhead
Wirral
CH41 4AX
Phone: 0151 650 8921
E-mail: CFSmanagement@merseyfire.gov.uk
Website: http://www.merseyfire.gov.uk/
Project Project Aquarius
Aquarius Victoria Mews
Market Square
Crewkerne
Somerset
TA18 7LE
Phone: 01460 78118
National If you have concerns about a child:
Society for
Prevention of NSPCC Child Protection Helpline
Cruelty
Children 42 Curtain Road, London
EC2A 3NH.
Child Protection Helpline (trained child protection officers).
Phone: 0808 800 5000
Textphone: (Free) 0800 056 0566.
Email: help@nspcc.org.uk
Fax: 020 7825 2750
Helpline website
www.nspcc.org.uk/helpline
National National Youth Agency
Youth Agency Eastgate House
19-23 Humberstone Road
69
Useful Contact details
organisations
Leicester
LE5 3GJ
Phone: 0116 242 7350 (Switchboard)
Email: nya@nya.org.uk
General enquiries - dutydesk@nya.org.uk
Fax: 0116 242 7444
Website: www.nya.org.uk
Tyne and Tyne and Wear Fire and Rescue Service
Wear Community Education Department
Metropolitan Brigade Headquarters
Fire and Pilgrim Street
Rescue Newcastle upon Tyne
Service NE99 1HR
Phone: 0191 232 1224
E-mail: community@twfire.org
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