1. Extremism and Radicalisation ‘PREVENT’
Information for School staff

2. 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
‘Daesh’ is the preferred name for ISIS/ISAL/Islamic State because it means ‘bigot’ and makes the point that this group does not represent Islam and Muslims

3. Who is this?
This is Nicky Reilly, the young man who tried to blow up the Giraffe restaurant in Exeter. He travelled from Plymouth on the bus, carrying a device he planned to detonate. Fortunately, the bomb failed to go off properly but had it gone off on the bus or in the restaurant, there could well have been fatalities. When he was at school he was identified as having SEN. He is currently in prison.

4. 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
Draw the distinction between the three. There is currently an Extremism Bill going through Parliament which may add or clarify some new duties for schools.

5. 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.
The majority of young people who have been radicalised are particularly vulnerable – they often have SEN or additional needs. Radicalisation often takes place via the internet and so young people need protection from this is in the same was as they need protection from online grooming for Child Sexual Exploitation.

6. East Midlands case
M was arrested in Loughborough in 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.
Radicalisation is not just about Daesh – in the south west the risk is currently more likely to be in relation to far right extremism. Brievik is the Norwegian who murdered dozens of young people in the island off Norway.

7. This is the teenagers bedroom
This is the teenagers bedroom. Whilst school staff are not going to see this, if we can raise awareness with parents then they can raise concerns if they have them.

8. UK Counter-terrorism strategy
Prevent is just one aspect of the Government’s wider counter-terrorism strategy (‘Contest’). The other aspects of the strategy are shown here.

9. 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.
Everyone has a part to play in safeguarding young people from radicalisation.

10. Exercise: Identifying young people at risk
What factors might make a young person vulnerable?
What behaviours might you see?
These might be emotional or external factors e.g. a feeling of needing to act or do something, low self-esteem, issues with identity, SEN. Or they might feel intimidated, frightened.
Behaviours – anger, arrogance, withdrawn, depressed. Might be changes in appearance, language/use of words, saying inappropriate things, tattoos, new circle of friends. Follow the link to show the video clip from YouTube.

11. 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
Some ‘high achievers’ have been radicalised and gone to Syria. The issue is the lack of critical thinking and no-one challenging the view being espoused by extremist groups. If you are a primary school it’s important to recognise that young children may be at risk from their parents being radicalised and possibly taking them abroad or getting them involved in illegal activity.

12. ‘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?
Emphasise ‘It could happen here’ (KCSiE 2015). With radicalisation happening via the internet a young person sitting in their bedroom in a Devon village is as much at risk as children in London or Manchester, for example. Anyone concerned should check it out with someone (ideally who has had some training) – in schools this would usually be the HT or DSL.

13. 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)
If there is immediate risk call 999
Safeguarding/Student Support Lead gathers more information where possible and identifies what further action is required
If there is no immediate risk…
This should be on display in the school.
1. Speak to your Prevent Coordinator or
2. Call 101 and ask for Local Policing Team
5. Call the Anti-terrorist Hotline on
Or your other options are…
3. Contact your Regional Police Prevent & Channel Lead
6. MASH 4.

14. 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 No
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)
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.

15. 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
By reporting a concern you are not getting the young person into trouble – you are helping to safeguard them.

16. 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.

17. 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.

18. Activity: How are you doing this?
In this school
Activity: How are you doing this?
Discuss the different ways ‘British values’ are being promoted – through the curriculum, but in what other ways?

19. 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.

20. Six Golden Strands (Ofsted)
Leadership & Management
Training
Engagement with external providers
Policies and practices
Curriculum (Formal and informal)
Referral pathways
And don’t forget ‘due diligence’
Taken from recent presentation by Geraint Evans, Lead HMI on Extremism. This agenda needs to be led ‘from the top’. Staff don’t all need to be WRAP trained but do need to know what to do if they have a concern that a young person is being radicalised. ‘Due diligence’ refers to Googling any visiting speakers or groups to check that they are not promoting extremist views. Schools don’t have to have a separate Prevent policy provided it is referred to in other policies (e.g. e-safety)

21. 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

22. Remember…
‘The only thing necessary for the triumph of evil is for good men to do nothing’ Edmund Burke ( )
Edmund Burke was the leader of the Whig party and was referring to the French revolution when he said this.

23. Relevant Documents