1. Presenters: Katy Burns and Carl Mather Colegau Cymru Consultants
KEEPING OUR LEARNERS SAFE Enabling FE Colleges to fulfil the Prevent Duty Induction and Tutorial Package
Presenters:
Katy Burns and Carl Mather
Colegau Cymru Consultants

2. KEEPING OUR LEARNERS SAFE Our most important priority
Aim:
To provide teachers with the confidence, knowledge, skills and understanding to deliver the induction and tutorial programme for the FE sector
Context:
Continued high level of threat of harm
Evolving sources of and nature of risks
Major incidents
Statutory requirements
Safeguarding role
Community expectations
Resource requirements of teachers and learners

3. KEEPING OUR LEARNERS SAFE Our most important priority
We aim to keep them safe from the threat of
Sexual exploitation
Physical harm
Emotional harm
Educational and career-limiting harm
Each has consequences for our learners’ futures and for their families and communities
Significant harm can arise from radicalisation, potentially leading to committing acts of violent terrorism

4. What can happen? We know only too well…
content

5. Context: What are we required by law to do?
The Counter-Terrorism and Security Act 2015 places a duty on seven specified authorities* to
‘have due regard (in the exercise of its functions) to the need to prevent people from being drawn into terrorism’ (para 1)
*includes colleges and universities
Prevent Guidance sets out how this duty must be fulfilled

6. Where does Prevent fit into the overall UK Government strategy
Where does Prevent fit into the overall UK Government strategy? Contest strategy: 4 Ps
PROTECT To strengthen our protection against a terrorist attack
PREPARE Where an attack cannot be stopped, to mitigate its impact
PURSUE To stop terrorist attacks; catch those responsible
PREVENT To stop people becoming terrorists or supporting terrorism

7. What does this mean for colleges? Colleges should
use opportunities in learning to educate and challenge (para 20)
allow leaders and teachers to exemplify (British) core values in their management, teaching and through general behaviours in institutions, including through opportunities in the FE curriculum (para 20)
*Revised Prevent Duty Guidance for England and Wales, September 2015

8. This means that we have to address the following:
Risk assessment (para 14)
Action plan (para 19)
External speakers and events (para 5)
Partnership (para 12)
Prevent training (para 20)
Welfare, chaplaincy and pastoral support (para 24)
IT policies (para 26)
Monitoring and enforcement framework (para 29)

9. We aim to enable FEIs to build resilience to the threats by ensuring that …
Our safeguarding procedures are in place, communicated and tested
We challenge and support our learners so that we can build resilience to the threat of extremism
We provide resources to teachers in FE to help them implement programmes to build this resilience
We focus on digital safety as a key factor in building resilience
We have the confidence to refer vulnerable learners, especially those who show indications of potential radicalisation, to specialists who can provide support and guidance

10. What is extremism? According to the UK Government’s Prevent Strategy:
Extremism is 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. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.
Holding extremist views and feelings means that whatever your colour, creed or religion, you view people or events with a closed, fixed and intolerant attitude
These views and feelings however, can change and become less extreme
At worst, you will continue to express hatred and violence to others
(ref: GOT project)

11. Is it a problem here in Wales?
Welshman arrested on suspicion of attempting to leave the UK to fight ISIS
Welsh Defence League links with neo-Nazis
A neo-Nazi jailed for life for attempting to behead a Tesco shopper in a racially-motivated (ISIL-style) revenge attack for the murder of Fusilier Lee Rigby.
The 22-year-old from Pembrey, Carmarthenshire was detained under suspicion of terrorism offences while attempting to board a plane at the London terminal on September 13.
He claims that he was detained for 30 hours at the airport before being escorted from London back to Pembrey following his arrest.
Dr Sarandev Bhambra was singled out by Zack Davies, saying "white power" during the machete attack at the store in Mold, Flintshire, in January 2015.
The man, who we will not name, said: “A lot of British people are going out to Iraq to fight Isis.”
(WalesOnline 20/09/16)

12. Islamic State 'recruiting sergeants' at work in Wales could have recruited Cardiff jihadis, security expert claims (WalesOnline, 25/01/15)

13. All within one city in Wales…

14. What are the other key concepts?
Radicalisation - is the process by which a person comes to support terrorism and forms of extremism leading to terrorism.
Terrorism - is an action that endangers or causes serious violence damage or disruption and is intended to influence the Government or to intimidate the public and is made with the intention of advancing a political, religious or ideological cause.
Vulnerability - describes factors and characteristics associated with being susceptible to radicalisation.
Safeguarding - is the process of protecting vulnerable people, whether from crime, other forms of abuse or from being drawn into terrorism-related activity.

15. Vulnerability
Task:
What factors do you think would make a learner vulnerable?
What signs would you look for?
Who is most likely to recognise these signs?
What should they do?

16. What can make our learners vulnerable?

17. If staff are concerned about learners, what action should we take?
Remember ARC
Awareness Responsibility Communication
Be aware of learners’ vulnerabilities and signs
Take responsibility for your learners’ wellbeing
Communicate your concerns to your DSP
Cf Notice–check-share (WRAP)

18. Do you know your referral route?
Who is the Designated Safeguarding Person?
Remember – having a strong, or alternative, opinion does not (on its own) mean the next step is violent extremism!
…Merely that the student is exercising freedom of speech.

19. What is the challenge for teachers?
We need to ensure that teachers can support learners:
To provide safe spaces where learners can discuss challenging views and opinions
To understand the nature of extremism
To build resilience to radicalisation leading to violent extremism
To enhance digital literacy to enable learners to evaluate sources of information
To build tolerance towards different ethnicities, backgrounds, faiths, cultures and lifestyles

20. How can teachers use the curriculum, including induction and tutorial sessions, to address the threat of radicalisation?
Induction and Tutorial Package
WBQ challenges
Digital literacy packages
Resources on Colegau Cymru Moodle
Visiting speakers from recommended providers

21. Induction and Tutorial packages
Developed by practitioners
Available in Welsh and English
Covering a range of levels
Differentiation to meet learner needs and abilities
Pointers to resources
Case studies covering a range of potential threats, including extreme right wing, Islamist extremism, animal rights and environmental issues.
Implementation training available

22. Induction and Tutorial packages
Key elements:
Safe spaces – setting the scene
Video / images – challenging prejudices
Case studies – choose two which best reflect local context
Learner reactions
Baseline learning
Opportunities to explore and understand concepts at appropriate level
Resources
Next steps
Complementary activities