Casey Watson - A Stolen Childhood - A Dark Past, a Terrible Secret, a Girl Without a Future

Kelly nodded as she cupped her own plastic vending-machine cup. ‘Have they told you who’s coming in yet?’

I shook my head. What with all the kerfuffle over the heating, my scheduled meeting with Julia Styles, the school’s Special Educational Needs Co-ordinator (or SENCO) had been knocked off the morning’s agenda. ‘No names, no pack drill, not as yet,’ I told her. ‘All I know is that there are three of them – a lad from year seven, another from year eight and a girl from year nine with long-standing learning difficulties. I’m hoping to get more up to speed on them later on today.’

‘I tell you what,’ Kelly said, ‘I think I know who the girl might be. I remember someone mentioning to me she was joining the unit when you came back. If it’s the one I’m thinking of, her name’s Chloe Jones. Mother’s a long-standing alcoholic and social services are heavily involved with them, though as far as I know there are no plans to place her in care. There are moves afoot, however, to try and get Chloe moved out of mainstream education. She can be difficult to keep an eye on, bless her.’

‘How do you mean?’ I asked, having had my fair share of serial absconders since working at the school. ‘You mean she runs off all the time?’

Kelly shook her head. ‘No, not that – it’s more that she’s rather vulnerable, particularly now she’s an adolescent; tends to put herself in potentially dangerous situations. She has this thing where she wants to hug and kiss almost everyone. She automatically assumes that everyone loves her. The other kids tease her mercilessly and she believes anything they tell her. You’ll love her though, Casey, if it is her. She’s so adorable.’

‘Well, that’s always a bonus,’ I said. ‘I’d much prefer a surfeit of hugs than tantrums and rages. And I guess we’ll see what we’ll see come the morning. Right now I’m looking forward to a bit of peace and quiet in that classroom of mine.’ I picked up the piece of paper I’d been scribbling on before my pen gave up the ghost. ‘And a little light shopping from the stationery catalogue. You know me – I do like to be organised to a fault.’

‘Well, you know where I am if you need a hand in the morning,’ Kelly said as we gathered our things together. ‘You know, to help settle them in, whoever they turn out to be. Just give me a buzz and I’ll be there. I’m only helping out in the learning support room for the rest of the week, and at the moment there are more staff than children. ‘Oh, and Casey,’ Kelly added, grinning, as I slung my satchel over my shoulder, ‘remember Baden-Powell!’

‘Baden Powell? I don’t get you.’

She handed me a nail file, a packet of tissues, my purse and some lip balm. ‘Yours, I think?’ she added, with a mocking salute. ‘Be prepared!’

Only in schools, I mused as I walked the chilly corridors on the well-trodden route to my classroom. In no other job I could think of did you hear about all the staff being sent home because the temperature had dropped by just a few degrees. A great occasion for most of the children, no doubt about it, but not so much for teachers, some of whom had travelled miles to get to work, and definitely not for working parents who would have to quickly arrange transport and unexpected childcare.

Hopefully the radiators would chunter into life before it came to that, and we could all warm up and get to grips with the day. Not that I imagined I’d be cold for long as I had lots of physical work to be doing before welcoming my new brood to the Unit. I unlocked the door and opened it onto the cold, empty room, which smelt faintly musty from its long period unused. Since coming back to school after Christmas, I had had an unusual sort of term; one where I hadn’t really had the usual set group to work with. Only three kids from the previous term had returned to me after the holidays: Gavin and Shona, who’d both returned to mainstream classes by mid-January, and Imogen, a girl who’d had selective mutism and had come to us from another school, and who was settled into a new class by the end of the month. Since then the Unit had been temporarily de-commissioned, as I’d been working away from the main school, helping set up a new off-site facility that would deliver a brand new teaching programme.

It had been a big project, led by our visionary headteacher, Mike Moore, and enthusiastically supported by our Child Protection Officer, Gary Clark. Called ‘Reach for Success’ it was the culmination of research, endless meetings, and lots of political toing and froing with the education authorities, most of which I wasn’t personally involved with, but some of which I was, and we were now the proud ‘owners’ of a dedicated teaching facility in the local youth centre. It was designed to bring out the potential of a specific group of children – those who would not, in all probability, achieve academically in the same way as the majority of the kids.

It was an important step, not least because it meant we could target those kids that might leave school feeling academic ‘failures’ but were of course supremely capable of succeeding beyond school, and deliver an alternative and more appropriate teaching programme for them, including cookery, health and social care, basic food hygiene, childcare, beauty and more manual training in mechanics and carpentry than they could get in the main school. It was to be delivered as a rolling six-week course of learning exciting new, career-focused skills, and would also include targeted work on behaviour and self-development, which was where I came in, of course. I’d also had to provide the teaching staff down there with some specific agendas, which could be implemented during timetabled lessons.

All the hard work now completed, and the key staff in place, we were almost ‘open for business’, as it were. All that remained for me to do was to help identify the first group of pupils that we would send on the programme, make a weekly visit to the centre to check on their progress, and keep teachers and parents in the loop about how each individual was performing. It was a really exciting and innovative development for our school and I was proud of how much we’d achieved in a relatively short space of time.

It had been a pretty full-on job over the past few weeks, as well. So much so that it meant that I had spent even less time at home with my husband Mike and my own two children. Who weren’t exactly children any more, to be fair. Riley, my daughter, was almost 19 now, and my son Kieron had just turned 17, though sometimes, when I came home after a physically exhausting day spent painting and decorating at the centre, you’d think they were kids. I’d more than once come in to find the house in complete chaos – which I hated – and to find two starving teenagers and a husband with a hangdog expression, all obviously of the opinion that a law had been passed forbidding them to eat until I arrived home.

Not that it wasn’t a situation of my own making. I might stomp about a bit, do a lot of martyred sighing and so on, but that didn’t mean I was blind to my own failings. In fact, it often amused me that I spent all day teaching other people’s kids how to look after themselves, only to then go home and insist on doing absolutely everything for my own.

‘You’re making a rod for your own back, Casey!’ my mother was rather fond of saying, and even though I’d huff and puff at her, I was inclined to agree. Not that I’d have it any other way of course. I secretly loved still being needed by my two older teens, no matter how much I pretended to protest.

Right then, Casey, I said out loud to myself, since there was no one else to talk to. Best get cracking – these walls aren’t going to sort themselves out! I then rolled my sleeves up, both actually and metaphorically, and, after placing a hopeful hand on the nearest radiator and having my hopes dashed, prepared to do battle with the displays. With any luck, I’d have an uninterrupted hour and a half now, so, before tackling the remaining backlog of paperwork in my pigeonhole, I could do a good job of stripping down all the previous students’ work, and prettying it up again, ready for the work my new charges would produce.