The police schools programme has succeeded in defining police inputs by focusing on crime prevention and reduction issues which are considered the area of police expertise. The introduction of a credible school based programme that complies with the ACCAC PSE Framework has meant that the work of police officers in schools now has structure and definition.

Our future challenge is to build on the progress achieved. We intend to accommodate the changing demands of the school and wider communities regarding crime prevention and reduction education.


To work towards achieving crime and disorder reduction within our young communities, through the medium of Education.

This is achieved by the Police supported by various agencies. This partnership provides a positive strategy to schools so that all pupils have opportunities to enhance their knowledge, understanding, behaviour, attitudes, values and skills regarding:

  • substance education
  • anti-social behaviour
  • personal safety

This will inevitably promote the principles of positive citizenship, in school and the wider community.

Views on the programme


The content of the talks are informative, the officer gives the pupils a secure environment to talk openly about what they already know and to increase their knowledge and dispel any misconceptions they may have.

Personal and Social Education Coordinator

A very positive approach - teachers and police working together with a structured focus can only have positive results. It will have an influence on PSE throughout the whole school.


I think an early education programme of awareness and dealing with a variety of threatening situations is extremely important in today's society.

Guidelines for the teaching of substance misuse education

Best Practice All Wales Core Programme (AWPSLP)
Substance misuse education should be monitored and evaluated (17/02) That there are robust monitoring recording and reporting mechanisms in place to assess the effectiveness of police input in schools (ACPO, 2002) The Programme has a comprehensive evaluation process. Officers are working with teachers to evaluate each individual lesson delivered. Pupils are also consulted. This conforms to good practice ‘children and young people should be involved in designing educational programmes’ (17/02). These appraisals are fed back to centre to evolve the programme annually, to fulfil the requirements of schools and the police service and to update the information delivered so as to be current and accurate. This process is being furthered by the undertaking of an external evaluation by Cardiff University.
Learning outcomes for substance misuse education should include the key components of the PSE framework. (17/02) Every lesson was designed to correlate with the learning outcomes of the PSE framework. The programme adopts a spiral approach which conforms to the educational key stages one to four. (5 -16 year olds).
Effective prevention starts early. Knowledge about substances and their misuse should grow and develop throughout the educational experience of children and young people (17/02) The lessons integrate into the school PSE curriculum to compliment the good work that teachers are already undertaking. The spiral approach enables the officers to offer their support to the schools and the pupils over an 11 year period. This will enhance relationships with schools and pupils as it allows the police officers to become familiar figures and act as a role model to the pupils throughout their formative years including the transition stage from Primary to Secondary school.
Ongoing training is an essential component of effective substance misuse education. (17/02) “Where police officers are acting as educationalists they must achieve relevant occupational standards.” (ACPO) To improve the officer’s effectiveness in the classroom they are involved in a two year post graduate accredited training course in education with the University of Wales. This is regularly supplemented by knowledge training in topics relevant to the programme to ensure they are providing relevant, accurate and current information. This inevitably is creating a team of specialists with the necessary skills and understanding of the educational environment to deliver effectively in the classroom.
Teachers remain part of the lesson. (17/02) The programme encourages joint participation between officer and teacher in both the delivery and evaluation of each lesson.
People from organisations external to school can enhance the substance misuse programme (17/02) The Programme compliment and supports the PSE curriculum by offering police officer deliveries in their specific area of expertise. The programme consists of 15 deliveries to 5 - 16 year olds. This ensures regular contact with schools and pupils and the development of an ongoing relationship.
Each pupil should receive a broad and balanced curriculum (Education Act 1996) The Programme takes into account the need to provide a balanced curriculum to assist in the development of the whole child. It not only provides for substance misuse education which is only one aspect of PSE, but includes lessons to raise awareness of social behaviour and community issues and personal safety, all topics relevant to crime prevention and crime reduction.
ACPO proposes that the drugs education input should include law and procedure, drug recognition, criminal consequences of drug misuse, assistance in developing drugs policies and attending incidents in school. (2002) Topics should be within the expertise of the visitor. (17/02) Every lesson draws upon the officer’s experience and expertise as research has shown that pupils consider them experts in matters of the law. The lesson content reflects this. In the instance of drugs education that means they discuss drug type, identification, the consequences of drug use and associated procedures. Their job description is dedicated to working with pupils in their school environment. They therefore are contributing to the whole school ethos while providing a visible presence and public reassurance for the whole community.
Our aim is to ensure that every young person has the opportunity to learn the language and the opportunity to be educated through the medium of Welsh. (BEST 1997) The Programme is delivered by officers through the medium of English or Welsh and all relevant worksheets are available in both languages.
Children and young people require knowledge about substance misuse; this information should increase in breadth and depth over time. (17/02) The programme is not delivered as an intensive block, but rather it is a spiral approach which gradually develops pupils’ knowledge and understanding throughout their education. Reinforcement is essential in education.