To ask the Secretary of State for Education, what powers of oversight and scrutiny senior school staff have with regard to assigned schools-based police officers.
To ask the Secretary of State for Education, what processes are in place in the event of a conflict between school staff and schools-based police officers.
To ask the Secretary of State for Education, how many schools-based police officers are involved in the teaching of personal social health and economic education or citizenship lessons in their assigned school.
To ask the Secretary of State for Education, how many complaints have been made about the behaviour or conduct of schools-based police officers in each of the last 10 years.
To ask the Secretary of State for Education, how many (a) primary and (b) secondary state-funded schools have an assigned schools-based police officer.
To ask the Secretary of State for Education, how many schools-based police officers assigned to (a) primary and (b) secondary schools in England are (i) police constables and (ii) police community support officers.
To ask the Secretary of State Education, whether his Department has assessed the effect of schools-based police officers on Black and minority ethnic pupils.
To ask the Secretary of State for Education, how many (a) primary and (b) secondary state-funded schools have requested the presence of a schools-based police officer in each year since 2002.
To ask the Secretary of State for Education, how many schools-based police officers assigned to state-funded primary and secondary schools in England are (a) white, (b) Black or minority ethnic, (c) female and (d) male.
There are good examples of joint working between police forces and schools. Many schools have links with their local police forces and police officers play an important role in schools, engaging with and mentoring pupils. However, the detail is held and decisions made about these relationships are rightly made at a local level between schools who know their pupils and police forces who know their local neighbourhoods.
Matters of oversight, remit and any complaints will all be dealt with locally. Accordingly, the Department does not gather nor hold information on the number of partnerships, the number of officers based in any school or the number of officers supporting personal, social, health and economic (PSHE) education.
It is right for schools to have the flexibility to work with external organisations to support the delivery of their PSHE programme to enhance teaching. As with any visitor, where a school invites external agencies, including police forces, into school they are responsible for ensuring they check the visitor’s and organisation’s credentials as well as the details of their session to ensure it fits with their planned programme. Schools should also adhere to the Keeping Children Safe in Education Guidance and agree in advance of the session how safeguarding reports should be dealt with.
The Department has not conducted an assessment on the effect of school-based police officers on Black, Asian and minority ethnic pupils or the educational attainment gap where such officers are deployed. We trust schools to do what is best for their pupils and believe they are best placed to decide how to utilise school-based police.