The Hackney Council Children and Young People Scrutiny Commission met to discuss changes to A-level provision at New City College, and to hear evidence on behaviour management and school inclusion from the National Association of Headteachers, the Mayor of London's Violence Reduction Unit (VRU) and local community organisations. The commission also agreed to add reviews of housing support for families of children with special educational needs and disabilities (SEND), and improving outcomes for young black boys and girls to their work programme.

Changes to A-level Provision at New City College

Jason Morantz, Director of Education and Inclusion, addressed concerns about changes to A-level provision at New City College, formerly B6. He stated that while New City College had reduced its A-level offerings, there were approximately 870 unfilled A-level places within the borough, meaning there were sufficient places for students who met entry requirements.

Morantz noted that historically, approximately 110 learners enrolled onto A-levels each year at the college, with just over 22% being Hackney residents. The 2024 A-level results showed a pass rate of 69%, considerably lower than the Hackney average of 98%. Additionally, 49% of A-level students were classified as disadvantaged, achieving an average score significantly lower than the Hackney average.

He explained that New City College cited low entry requirements as a factor in their low pass rate, requiring five GCSEs at level four or above, while other schools require six GCSEs with specific requirements for individual courses.

Morantz concluded that while New City College had the right to make these decisions, the council had a responsibility to ensure sufficient A-level opportunities in the borough and to help students meet entry requirements. Councillor Sophie Conway, Chair of the Children and Young People Scrutiny Commission, stated that she and Councillor Margaret Gordon would be setting up a meeting with Deputy Mayor Bramble and Councillor Williams to discuss this further and would feedback to the commission.

Behaviour Management and School Inclusion

The commission then heard from a number of contributors on the topic of behaviour management and school inclusion.

National Association of Headteachers (NAHT)

James Bowen from the NAHT, spoke about the impact of the pandemic, challenges schools are facing, and approaches to behaviour. He noted an increase in children starting school with emotional and social needs, delays in speech and language, and a breakdown in the social contract between schools and parents.

Bowen highlighted the lack of access to specialist external support as a significant challenge, including educational psychologists, speech and language therapy, mental health support and behaviour support teams. He said that schools were identifying issues early, but struggling to get the help needed.

In terms of how behaviour challenges manifest, Bowen mentioned difficulties in self-regulation, handling relationships with peers, limited attention spans, and following directions. He said that most schools take a balanced approach to behaviour, with clear policies, rewards for positive behaviour, and consequences for bad behaviour. He noted a growth in zero tolerance approaches in secondary schools, and restorative approaches that focus on putting things right.

During questions, Bowen and Matthew Waterfall from the NAHT, responded to questions from councillors.

In response to a question about the disparity in exclusion levels between local authorities, Bowen suggested that it could be due to different behaviour policies, change in leadership, or schools trying to get a grip of things. Waterfall added that the level of support staff in a school and access to support for children could also be a factor.

In response to a question from Councillor Sissar Runga, Bowen said that the national curriculum could feel irrelevant and disengaging to some young people, and that the government's curriculum and assessment review may address this.

In response to a question from Councillor George Gooch, Bowen said that the loss of value from parents was around the time of the pandemic, and a general loss of respect for authority figures. Waterfall added that the previous government's rhetoric about teaching and schools was not positive.

In response to a question from Councillor Corden, Bowen said that school leaders are already incredibly accountable for the level of exclusions, and that Ofsted inspectors look at exclusion rates and want to know why they are high. He added that the solution is to reduce challenging behaviours, not to beat school leaders with a big stick. Waterfall added that anti-racism training is something that the NAHT pushes across local authorities.

In response to a question from Councillor Ross, Bowen said that the government should focus on early intervention, and that schools are drowning in guidance. Waterfall added that investment in early years really pays dividends.

In response to a question from Councillor Alastair Binnie-Lubbock, Bowen said that he is not someone who goes in hugely for zero tolerance, and that he does not believe a child should be given a 45 minutes detention for dropping a pen. He added that persistent rule breaking could be reflective of some genuinely disruptive behaviour.

Mayor of London's Violence Reduction Unit (VRU)

Coralyn Burge and Ella Keeley from the VRU presented on the London's Inclusion Charter, a London-wide commitment for change that prioritises education that's fully fair, inclusive and available to all young people. The charter is underpinned by research on the feelings of safety and belonging of young people, and has four guiding principles: embedding equity and diversity, students as active citizens, being adaptable and reflective, and going beyond academic achievement.

Burge said that the mayor has invested over £12 million in education programmes, and that 650 schools are on their rights respecting journeys, reaching over 100,000 children and young people. Keeley spoke about the research that informed the charter, which found that emotional safety was most important for feeling a sense of safety at school, and that fairness and respectful relationships were also important.

Artie Sharma, CEO of Nurture UK, spoke about the charity's work focusing on children's social and emotional development. She said that Nurture UK trains teachers on the six principles of nurture and embeds those practices within the school environment. She added that the charity uses the Boxall Profile¹ to identify young people's social, emotional, developmental needs and the barriers to learning.

Martin Russell, Programme Director from UNICEF UK, spoke about the Rights Respecting Schools Award, which brings the Convention on the Rights of the Child into schools. He said that the award empowers the voice of children and young people, and frames the culture in the school to bring a real focus on mutual respect for everybody else's rights.

Andy Wright, Chair of the Attachment Research Community, spoke about having highly skilled all adults within the school setting, and moving away from a compliant point of view into a relationship based approach. He highlighted the Engaging Our Children paper, which is about connecting for young people across education, health, social care and criminal justice.

Patrick Ward, head teacher of Lewisham Virtual School, spoke about Lewisham's move to a relationally safe model away from a behaviourist model. He said that this involves abandoning the concept of rewards and sanctions as a way of creating a scenario where young people can learn.

During questions, the VRU and its partners, responded to questions from councillors.

In response to a question from Councillor Troughton, Burge said that the VRU ensures that commissioned services work and have an introduction to the local authority teams. Russell added that children's rights are not just from 9 till 3.30 while they're in school, and that schools should engage with families in a dialogue about what those rights are. Sharma added that Nurture UK often talks about a virtual backpack that a child will come in to school with, and that their approach is to try to unpick and look into that invisible bag to make it visible.

In response to a question from Councillor Terbitt De Loftus, Burge said that the VRU is looking at exclusions and suspensions, and seeing drops in suspensions and exclusions from the most recent data in boroughs like Lewisham, Camden, Islington and Haringey. Ward added that the virtual school has the tools available to provide real time data for vulnerable learners.

In response to a question from Councillor Suso Runga, Russell said that the voice of children is important, and that adults need to have a shift in mindset away from the seen and not heard mentality of the past. Burge added that there are lots of headteachers talking about the way they implemented the RRSA, and the change it made on the London RRSA website.

In response to a question from Councillor Gordon, Ward said that head teachers need to show that they are absolutely with them on managing risk, and that they are not going to be left alone to manage it.

In response to a question from Councillor Ross, Burge said that she can send a borough profile and a breakdown of the investment in Hackney.

Jason Morantz, Director of Education, said that he would have to look at why the virtual school hasn't signed up to the Attachment Research Community program, but that the virtual school has been offering attachment training to local schools for a good five to six years.

Deputy Mayor Bramble said that the council is always looking at its data and looking at statistical neighbours, and that she wanted to know if the changes that Lewisham Virtual School has been talking about have aligned and reflected those differences in the approach that they are taking.

Local Community Organisations

Colette Allen from Hackney Quest, Jeannette Collins from The Crib, and Jo Carter and Charmaine Humphrey from Immediate Theatre, presented on their work to support local children and young people who have been excluded or are at risk of exclusion from school.

Allen said that Hackney Quest runs youth programmes, mentoring, counselling, youth-led research, family education support, hardship support and youth leadership. She added that between 2005 and 2013, they ran a Key Stage 3 and Key Stage 4 exclusion provision. She said that they spend a lot of time with young people and their families, and that they have seen the impact of exclusion.

Collins said that The Crib was set up in 1999 around antisocial behaviour, and that their approach is to work with young people and their whole family. She added that they have a parent's voice group, where they work with parents to empower them to go into the school and challenge and advocate for their child. She said that they also support schools by providing a day at the project for children to study during their exclusion time.

Carter said that Immediate Theatre uses the arts as an approach to help young people explore their emotions, manage their emotions, and develop interaction with other people. Humphrey added that they tailor their workshops to what the school's needs are, and that they offer a six week intervention in schools, but are there forever for young people who know them.

During questions, the representatives from the local community organisations responded to questions from councillors.

In response to a question from Janine Davis, Allen said that they don't have anybody to go to in Hackney Education when they are having difficulties accessing schools or dealing with disrespect. Collins added that they reach out to whoever is in charge of PSHA, citizenship, or whoever is point of contact for young people.

In response to a question from Councillor Troughton, Allen said that some schools will invite them in if they have a young person that they feel may be at risk of exclusion, but that some schools won't even let them go to a meeting with a parent.

In response to a question from Councillor Ross, Collins said that Hackney's priorities should be around children and young people's mental health and wellbeing, and how the schools affect their mental health and wellbeing. Carter added that the priority is to make the schools feel that we're all in this together and that they're not the only ones.

Jason Morantz, Director of Education, said that it is really frustrating to hear some of the stories that were shared, and that they need to approach this as a system in a system wide way. He added that they need to build relationships between the voluntary sector and the schools, and that he will facilitate meetings for them to have with secondary heads.

Deputy Mayor Bramble said that when you have a negative experience in a school, to let them know, and that they can only address and advocate on your behalf on the things that they know.

Work Programme 2025/26

The Commission reviewed and updated the work programme, noting that suggestions from all sources are presented within the agenda pack. Changes agreed since the last meeting included:

• Housing support for families of children with special educational needs and disabilities scheduled for March 2026 with Living in Hackney.
• Improving outcomes for young black boys and girls, to be incorporated into the work programme, with a date to be agreed.

Members were asked to share any reflections or priorities from the topic suggestions with Martin Bradford and Councillor Conway via email.

Approval of Minutes

The minutes from the previous meeting on 2nd June 2025 were approved, with a request from Councillor Roth to add their name to the attendee list.