You might remember that the Times suggested there were serving police officers promoting Narconon (the charity linked to the Church of Scientology) literature to schools in London.
I’ve been in touch with my contact in the Met and he’s given me permission to quote him saying:
The report is extremely vague about what is going on. It seems to me that it could be as few as one or two officers and one or two schools and one or two leaflets. It does not even say that they were acting as police officers when they were handing out the leaflets. Without more details it is impossible for me to investigate further.
As you know MPS police officers, when acting in their policing role, should confine themselves to drug identification, the law and the consequences (to paraphrase) when talking about drugs. The leaflets appear to be dealing with subjects outside these areas. This does not mean in their private capacity police officers cannot exercise their human rights like anyone else. Freedom of religion and free speech spring to mind.
I’m also reminded to provide you with a link to Joining Forces, the guidance from ACPO about how the police should work with schools, which has a checklist for picking appropriate resources:
Good practice principles
Are the underpinning values and beliefs clearly stated, and are they consistent with those of the school?
Are drugs defined to include medicines, alcohol, tobacco, volatile substances and illegal drugs?
Is there guidance on identifying pupils’ levels of knowledge and experience of drug use, and how to incorporate this into planning?
Do the activities cover a range of teaching and learning styles?
Is there guidance on evaluating activities?
Are the materials free from racial, gender and sexist stereotypes?
Do the materials take account of religious, cultural and physical diversity, and special educational needs?
Does the material suggest ways of involving parents, families and the community in drug education?
Has the material been developed in consultation with pupils and teachers and has the effectiveness been evaluated?
Does the material include guidance on the knowledge and skills needed for effective delivery and help build teacher confidence?
Teaching and learning
Does the material outline processes for establishing a safe learning environment?
Is active learning promoted?
Are discussion and reflection encouraged?
Do the activities cover the development of knowledge, skills and attitudes?
Is the content differentiated and can it be adapted for use with particular groups of pupils?
Is guidance given on assessing learning outcomes?
Content
Does the range of drugs covered meet with pupils’ needs for information?
Is the content factually accurate and balanced?
Are learning outcomes clearly stated?
Are the learning outcomes sufficiently challenging?
Is the content appropriate to the needs of pupils in terms of language, images, attitude, maturity, understanding and knowledge required?
Does it avoid racial, sexist and gender stereotyping?
Does it include positive images of a range of people and will the imagery and language appeal to pupils?
Do the activities encourage pupils to think about drug use, evaluate evidence and take account of a range of perspectives?
Curriculum issues
Does it contribute to broad and balanced PSHE and citizenship provision?
Does the material say how it covers statutory and non-statutory learning outcomes?
Does the resource support continuity and progression across Key Stages and curriculum subjects?
Can the material be adapted to differing curriculum models and school timetables?
Filed under: police , Joining Forces, Narconon
