In 2017, the Contextual Safeguarding programme (CSP) began partnering with local authorities to begin testing the Contextual Safeguarding (CS) framework in practice. This project was the first systematic attempt at evaluating the extent of the programme’s reach and impact. The Reach and Impact (R&I) workstream aimed to evidence the value that the CSP adds in terms of influencing policy and practice in response to extra-familial harm (EFH). Below is one of the case studies from the Reach and Impact Project. This case study describes how Contextual Safeguarding has influenced local systems and practice to improve the lives of young people experiencing or at risk of extra-familial harm. Names and some details have been changed to preserve young people’s anonymity.
What was the vision for Contextual Safeguarding?
The London Borough of Lewisham is based in south-east London. Lewisham’s Early Help and Prevention Strategic Plan (2020-2023) sets out a plan to improve outcomes for children and young people through seven strategic priorities, including the introduction of Contextual Safeguarding (CS). CS is a priority area within the Child Exploitation Strategy as outlined within Lewisham Safeguarding Children Partnership (LSCP) annual plan. The strategy aims to prevent children and young people being targeted for exploitation and develop CS responses in schools, social media and online, and in care and support service offers. The aim is to protect children and young people in the contexts in which they experience extra-familial harm (EFH), improve understanding of the contextual factors leading to serious youth violence and develop appropriate responses, including a focus on prevention.
What has been put in place?
Lewisham remodelled its Youth Offending Service (YOS) and implemented trauma-informed and restorative justice practice approaches when working with young people. There was recognition that enforcement approaches were not effective, and CS provided a framework for understanding why young people become vulnerable to criminal exploitation. The head of the YOS is lead for adolescent safeguarding has oversight of CS implementation within the YOS and Lewisham schools.
Partnership work has been developed between YOS and safeguarding adolescents’ teams and Restorative Now, who specialise in supporting organisations to embed and develop restorative practice. The partnership has developed a CS-restorative practice approach piloted in select Lewisham’s schools to help pupils build sustainable relationships with peers and staff and to address the relational and contextual harms. Staff training in restorative practice in schools has been put in place, which is accredited by the Restorative Justice Council. Existing interventions in schools have been reviewed to assess their impact and understand better how the CS-restorative practice pilot work can be implemented alongside. CS-restorative practice is being piloted in 11 schools, with a roll out planned in a further 20 schools.
What were the challenges?
The main challenge relates to sustainability and securing additional funding for more schools to adopt the
approach. The restrictions arising from the Covid-19 pandemic limited opportunity for in-person engagement with school leads to gain buy-in, which in some schools delayed the full implementation of the pilot during this time.
What were the key mechanisms of change?
CS aligns well to practice approaches already adopted by YOS and adolescents safeguarding teams and provide a foundation for relationship-based interventions. The in-house ongoing evaluation of the implementation of CS-restorative practice approaches in schools suggests staff are engaging in learning opportunities and recognising the value of the work for pupils. Where implemented, the school community are upholding a shared responsibility for responding to harms through strengthening and developing sustainable relationships within the school context.
Additionally, the impact of the ‘whole school’ approach has been consolidated by the involvement of teaching and playground assistants, parents and carers, and community policing teams e.g., safer schools and safer
neighbourhood officers) in learning opportunities and safety planning meetings. Therefore, a key mechanism of change has been the ability to focus an intervention within the school setting while having reach within the pupils’ community and gaining essential buy-in within selected schools, the community and parents and carers.