Extremism and Radicalisation ‘PREVENT’ Information for School staff

Background Nationally and locally young people are being recruited into groups promoting hatred, discrimination and violence Hundreds of young British people have been radicalised, both by the far right and Daesh Some have been recruited to commit acts of terrorism in this country

Who is this?

What is Radicalisation? Extremism? Terrorism? Radicalisation (Prevent Strategy) ‘the process by which a person comes to support terrorism and forms of extremism leading to terrorism.’ Extremism (Prevent Strategy) ‘Vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.’ Terrorism (Terrorism Act 2000) Violence/property damage/endanger life/disrupt electronic systems Designed to influence government or intimidate the public Purpose to advance a political, religious, racial or ideological cause

Why is this a safeguarding issue? The vulnerable need protecting from radicalisation The internet is a powerful way to entice young people with images glorifying violence and promising excitement and a cause to fight for. Extremism can take many forms including promoting Jihad, far right ideologies, anti- semitism, anti-Islamic views, anti-capitalist views, anti-vivisectionalism etc.

East Midlands case M was arrested in Loughborough in 2013 age 17, for threatening lads in the street with a knife. When his home was searched police found a stack of weapons, a bomb and detailed plans to attack local targets and individuals he knew. He was fascinated with the Columbine schools massacre and with Brievik and was self taught, not having access to the internet. He was considered by the courts to be extremely dangerous and is now detained in a medical facility.

UK Counter-terrorism strategy

Prevent Duty The Counter-terrorism Act 2015 places a duty on schools and colleges to safeguard pupils from being drawn into terrorism. Schools and Colleges can help to protect students from radicalisation in the same ways that they help to safeguard them from drugs, gang violence or alcohol.

Exercise: Identifying young people at risk What factors might make a young person vulnerable? What behaviours might you see?

Who is vulnerable? No single profile; academic ability does not make one immune Children who have a superficial understanding of Islam often most vulnerable; if online often unable to distinguish between Islamist extremism and Islam Grievances: personal, family, social, political Lack of good and open relationships/confidantes whether in home, school or other Lack of exposure to alternative arguments; or whose views are not challenged

‘It could happen here’ The most important thing is to do something NOTICE What’s different? CHECK Who would you go to? SHARE Who do you tell?

Prevent and Channel Process map for reporting a concern of a vulnerable individual It is important for you as a member of staff to know where to go if you have a concern that someone may be on the route to radicalisation. Below is a flow chart which aims to show the process as to which you can follow: Member of staff identifies concern Concern reported to College/University (Safeguarding Lead/Student Support) Safeguarding/Student Support Lead gathers more information where possible and identifies what further action is required If there is immediate risk call 999 If there is no immediate risk… 1. Speak to your Prevent Coordinator or 1. Speak to your Prevent Coordinator or Or your other options are… 2. Call 101 and ask for Local Policing Team 3. Contact your Regional Police Prevent & Channel Lead Contact your Regional Police Prevent & Channel Lead Call the Anti-terrorist Hotline on MASH

Prevent and Channel - Process Map continued Once a referral has been made and enters the Channel process, the below process map illustrates what happens next… Further information gathering with your institution and other key agencies that the individual is involved with. Are there shared concerns between partners? Is there a vulnerability to radicalisation? YES - Police will organise a Multi-Agency Channel meeting which will be made of key partners. The meeting will be chaired by your Local Authority. NO - If it is deemed there is low risk further action within normal support. Key agency progresses with further monitoring. Implement support plan depending on level of risk. (it is important to remember that consent is gained with the individual to be part of Channel support and intervention) Implement support plan depending on level of risk. (it is important to remember that consent is gained with the individual to be part of Channel support and intervention) No Yes Regularly review process – Channel Panel members work together to review progress and reduce risks. The individual will exit the Channel process when all partner agencies feel that the vulnerability to radicalisation has been completely removed or significantly lessened. Once a referral has exited the process, it will be reviewed at 6 and 12 months. If concerns remain, the individual can be re- referred.

How to refer Report to your DSL for safeguarding in exactly the same time way that you would any other safeguarding concern The young person may be offered support and advice from a range of services

Schools’ responsibilities In November 2014 the DfE published advice stating that schools should promote: values of democracy the rule of law individual liberty mutual respect and tolerance of those with different faiths and beliefs.

What children need to know and understand How people can influence decision-making through the democratic process. That living under the rule of law protects people. The right to choose other faiths and beliefs is protected in law. People with other faiths and beliefs should be accepted and tolerated.

In this school Activity: How are you doing this?

Ways schools can achieve this As age appropriate How democracy and the law works in Britain in contrast to some other forms of government. Enable the voice of pupils to be heard. Demonstrate how democracy works e.g. voting for school council members, issues, mock elections. Teach about a range of faiths. Consider extra-curricula activity that promotes these values.

Six Golden Strands (Ofsted )  L eadership & Management  Training  Engagement with external providers  Policies and practices  Curriculum (Formal and informal)  Referral pathways And don’t forget ‘due diligence’

Challenging extremism is a responsibility on us all It’s about: - Safeguarding children and giving them the opportunity to fulfil their potential in life - Challenging intolerant extreme views which dehumanise others and encourage violence - Protecting our country from violence and even terrorism

Remember… ‘The only thing necessary for the triumph of evil is for good men to do nothing’ Edmund Burke ( )

Relevant Documents fundamental-british-values-through-smsc fundamental-british-values-through-smsc smsc-development-of-pupils-in-independent-schools smsc-development-of-pupils-in-independent-schools achment_data/file/118194/channel-guidance.pdf achment_data/file/118194/channel-guidance.pdf guidance guidance