I had not seen the Report yesterday when I commented about the parents refusing two places offered at special schools. Having since read the Report, I notice that on the first line of this thread schools are listed as 'missing chances' to deal with Rudakubana. This was not so and Adrian Fulford was aware of it.AR's schools spent much time dealing with him and one eventually expelled him; he later returned to the school and was apprehended by members of staff, permanently excluded, and once again referred to Prevent, who as on three previous occasions, refused to take action. These referrals apparently damaged the school's relationship with the parents. That school's action saved the lives of their pupils, but AR simply moved on and found victims elsewhere.
Time and time again schools identify dangerous pupils; parents immediately blame the school, pupils, staff, everything except their own lack of responsibility. Further referrals to Attendance Officers, Behaviour Support, Social Services etc al aresult in 'we musn't upset the child's relationship with the parents,' plus increasing use of the excuse of 'Autism', as happened repeatedly in this case.
I was pleased to note Sir Adrian Fulford praised Range High School for its 'unassailably correct decision' to exclude him permanently, and also added that 'the three schools attended by Rudakubana had done much that was credible compared to other agencies and bodies.'
He recommended that all government bodies and local authorities heeded warnings made by schools, and called for "a nationwide reminder of the importance of respecting the insight offered by the child's school if they raise concern about the severity of risk that the child poses to others."
"As was the case with AR at the Acorns school, teachers will often spend more time observing the child and their interaction with their peers than is available to other professionals."
"Warnings from teachers and/or schools with particular expertise should be given particular weight."
So frequently professionals called for advice spend time in discussion with the parents, the pupil, occasionally the teacher and very little observing the child in the context of the school day with fellow pupils.