The stop and search of minors: A 'vital police tool'?

Police stop and search powers have been widely criticized for the disproportionate manner in which members of black and ethnic minority communities are targeted. However, the use of such powers on minors in England and Wales has largely escaped comment, despite good evidence that such practices are harmful and counter-productive. Whilst data on the stop and search of under-10s and even toddlers has been reasonably widely reported by the mass media, there has been little interest in the welfare of older children who are subject to such police powers. Drawing on police data, qualitative research and information obtained through Freedom of Information requests, this article considers the relationship between potentially corrosive stop and search practices, young people’s use of public space and the question of vulnerability. It is concluded that policy and practice around the use of such powers should be amended to take account of the specific needs of individuals under the age of 18, and that children’s welfare should be a central consideration

Ready, steady, learn: school readiness and children’s voices in English early childhood settings

Internationally, school readiness is increasingly the rationale for early childhood education and care. This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children’s voices: discourse indicates dissonance between school readiness and listening to children’s voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children’s voices. In survey responses and semi-structured interviews, practitioners indicated they listen to – and act on – children’s voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policymakers regarding the need for coherent policy concerning the purpose of early childhood education and care, with practitioner training and a framework aligned fully with that policy. A larger study is indicated

Differences in access to Emergency Paediatric Intensive Care and care during Transport (DEPICT): study protocol for a mixed methods study

Introduction Following centralisation of UK paediatric intensive care, specialist retrieval teams were established who travel to general hospitals to stabilise and transport sick children to regional paediatric intensive care units (PICUs). There is national variation among these PICU retrieval teams (PICRTs) in terms of how quickly they reach the patient’s bedside and in the care provided during transport. The impact of these variations on clinical outcomes and the experience of stakeholders (patients, families and healthcare staff) is however unknown. The primary objective of this study is to address this evidence gap. Methods and analysis This mixed-methods project involves the following: (1) retrospective analysis of linked data from routine clinical audits (2014–2016) to assess the impact of service variations on 30-day mortality and other secondary clinical outcomes; (2) a prospective questionnaire study conducted at 24 PICUs and 9 associated PICRTs in England and Wales over a 12-month period in 2018 to collect experience data from parents of transported children as well as qualitative analysis of in-depth interviews with a purposive sample of patients, parents and staff to assess the impact of service variations on patient/family experience; (3) health economic evaluation analysing transport service costs (and other associated costs) against lives saved and longer term measurements of quality of life at 12 months in transported children and (4) mathematical modelling evaluating the costs and potential impact of different service configurations. A final work stream involves a series of stakeholder workshops to synthesise study findings and generate recommendations. Ethics and dissemination The study has been reviewed and approved by the Health Research Authority, ref: 2 18 569. Study results will be actively disseminated through peer-reviewed journals, conference presentations, social media, print and broadcast media, the internet and stakeholder workshops

Complex geographies of play provision dis/investment across the UK

This introductory paper sets the context for a collection of 10 papers examining, Best of times to worst of times? Appraising the changing landscape of play in the UK. It is argued that the contemporary geography of play investment in the UK is complex, with dis/investment in much of England being contrasted with much stronger national commitments to play in the devolved administrations of Scotland and Wales. However, even in devolved UK, Austerity pressures on local government budgets have rendered it difficult to sustain, let alone scale up, inherited levels of spending on play services. Through austerity, the national narrative of play that was fostered in the early years of the Millennium is also being challenged by a commitment to localism. The paper ends by introducing the four themes that are addressed in the collection, i.e. ‘how did we get here’; ‘austerity'; ‘austerity as threat’; ‘austerity as opportunity’; and ‘rethinking play and society’