Prevent Staff training – September 2015

Assessing Risk Senior Managers and Governors are expected to assess the risk of pupils being drawn into terrorism, including support for the extremist ideas that are part of the terrorist ideology The general risks affecting children and young people may vary from area to area, and according to their age. Schools are in an important position to identify risks within a given local context (Prevent duty document DfE June 2015) Schools should be aware of the increased risk of online radicalisation as terrorist organisations seek to radicalise young people through the use of social media and the internet What ever the risk assessment identifies, as a minimum, the Designated Safeguarding Lead should undertake Prevent awareness Training

Vulnerabilities The following factors may make a person susceptible/vulnerable to supporting extremist, criminal or terrorist acts: Emotional Factor vulnerabilities: Low self esteem (sense of worth); lack of purpose or boundaries; victimisation (bullying/hate crime); guilt; loss; isolation; family breakdown; anger; mental health External Factor vulnerabilities: Social exclusion; peer pressure; charismatic leader; internet propaganda; lack of religious or historic resilience; world view; sense of injustice

Identification There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology Staff in schools know the young people and are able to recognise what is part of normal behaviour/needs and what is different or unexpected Staff should be alert to changes in children’s behaviour which could indicate they may be in need of help of protection Children at risk of radicalisation may display different signs or seek to hide their views Even very young children may be vulnerable to radicalisation by others, whether in the family or outside, and display concerning behaviour

What indicators may look like Emotional Behaviours: Short tempered; angry; new found assurance/arrogance; withdrawn; depressed Verbal: Fixated on a subject; closed to new ideas/conversations; change in language/use of words; inappropriate questions; scripted speech Physical: Tattoos; use of internet; change of routine; new circle of friends; absence; unexpected move (e.g. parents say they are moving to another country)

Prevent and OFSTED From Geraint Evans HMI at Community Cohesion Conference Waltham Forest 07/07/2015 Prevent is a Safeguarding matter and therefore should be dealt with by schools in the same way as they deal with neglect/CSE/gangs etc Strands for OFSTED Inspections on Prevent: Leadership and Governance: The expectation is that Prevent should be led by SLT (some referrals may require sharing of sensitive information) Training: OFSTED would consider ‘Working to Raise Awareness of Prevent (WRAP) or other forms of training as adequate (it is the impact that is important) Engagement and External Partners: Evidence of engagement with credible community voice (includes parents)

Prevent and OFSTED (cont’d) Policies and Practices: No specific Prevent policy is required. Section perhaps on vulnerability to radicalisation in Safeguarding policy. IT, Visitors and Lettings policy should reflect the duty requirements Curriculum: Allow safe spaces for formal and informal opportunities to address the issues of extremism and radicalisation. There is a need to develop a counter narrative to the extremist message Referral Pathways: Understanding the local Safeguarding referral pathways and local arrangements for Channel Brief (25 minute) online training about Prevent and Channel available at (Channel General Awareness) and you can print off a certificate!

Prevent and OFSTED (cont’d) Key Question OFSTED may ask any member of staff when visiting: A young person identifies as vulnerable to radicalisation, what would you do? All staff need an awareness of the school’s Safeguarding procedure and the need to report concerns to DCPO/Line manager to escalate etc. The school needs to ensure all staff receive awareness training around extremism and radicalisation which should be undertaken as part of the wider annual safeguarding training