1. Level 2 Safeguarding Training for Schools 2015 /16
Prevention of extremism and radicalisation

2. PREVENT
1 July 2015, the Counter-Terrorism and Security Act placed a new duty on schools and other providers of education and care, in the exercise of their functions to have ‘due regard to the need to prevent people from being drawn into terrorism’. The duty relates to provisions in the
Home Office guidance on what this means for schools and other providers:
The Prevent strategy, published by the Government in 2011, is part of overall counter-terrorism strategy, CONTEST
The guidance states that schools should be safe spaces in which children and young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas. Planned changes to school inspection from September 2015 will take account of the guidance. Inspectors should be mindful of the fact that in the coming year schools will be familiarising themselves with the expectations set out in the guidance, as well as planning and preparing for how they take account of the guidance in their policies and procedures for keeping children safe. Schools may also be planning training for staff, including ‘Prevent’ awareness training, but will be reliant on the capacity of accredited training providers in the local area in arranging this. Arrangements in existing ‘Prevent’ priority areas are likely to be further advanced than in other areas.

3. PREVENT Duty Guidance - 2015
2011 Prevent strategy has three specific strategic objectives:
respond to the ideological challenge of terrorism and the threat we face from those who promote it;
prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support
work with sectors and institutions where there are risks of radicalisation to be addressed

4. PREVENT Duty Guidance - 2015
Schools should:
teach a broad and balanced curriculum which promotes spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities, responsibilities and experiences of life and must promote community cohesion
be safe spaces in which children / young people can understand and discuss sensitive topics, including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge these ideas.
be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues
These duties are imposed on maintained schools
by sections 406 and 407 of the Education
Act Similar duties are placed on the
proprietors of independent schools, including
academies (but not academies) by the
Independent School Standards

5. How big is the risk?
‘Exposure of children to extremist ideology can hinder their social development and educational attainment alongside posing a very real risk that they could support or partake in an act of violence. Currently a number of young girls and boys have been persuaded to leave the country against the wishes of their families, or behind their backs, putting themselves in extreme danger in situations of which they have little prior understanding or appreciation and from which return will be extremely difficult. Radicalisation of young people can be compared to grooming for sexual exploitation’. (Prevent Safeguarding - London Borough of Tower Hamlets LSCB 2015)
SET Procedures (ESCB, August 2015)
Understanding and recognising risks and vulnerabilities of radicalisation
Children and young people can be drawn into violence or they can be exposed to the messages of extremist groups by many means.
These can include through the influence of family members or friends and/or direct contact with extremist groups and organisations or, increasingly, through the internet. This can put a young person at risk of being drawn into criminal activity and has the potential to cause significant harm.
The risk of radicalisation is the product of a number of factors and identifying this risk requires that staff exercise their professional judgement, seeking further advice as necessary. It may be combined with other vulnerabilities or may be the only risk identified.

6. How big is the risk?
Young people and families from the UK have travelled to Syria to join Islamic State.
Far right groups have encouraged / committed acts of violence. (A Mosque in Harlow was firebombed in 2013 by unknown attackers, one of several attacks after murder of Lee Rigby).
The secretive nature of extremist activity means we cannot know the extent of the risk in our area – does not necessarily need a large community (e.g. of Muslims). A single, isolated extremist can do a lot of harm (Boston Marathon, Ottawa, Sydney).
Young people groomed into violent extremism are themselves damaged by the process

7. Keeping Children Safe in Education (July 2015)
Radicalisation – process by which a person comes to support terrorism and forms of extremism
Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties
No single way of identifying an individual likely to be susceptible to an extremist ideology
CHANNEL – programme which provides early support to people identified as being vulnerable to being drawn into terrorism – engagement from the individual is voluntary
Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties (and is similar to protecting children from other forms of harm and abuse)
For advice about CHANNEL in Essex or to discuss a potential referral, contact the Family Operations Hub though the usual route

8. Common Inspection Framework / School Inspection Handbook Ofsted, September 2015
Discuss how you can evidence the Ofsted requirements on the following slides

9. Effectiveness of leadership and management:
How the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
The work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism, and what the school does when it suspects that pupils are vulnerable to these issues.

10. Effectiveness of leadership and management:
How leaders promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those of no faith), races, genders, ages, disability and sexual orientations (and other groups with protected characteristics), through their words, actions and influence within the school and more widely in the community
Effectiveness of governors in discharging core statutory functions
Effectiveness of safeguarding

11. Personal development, behaviour and welfare:
Documentary evidence about behaviour, including how school tackles poor behaviour, as well as discussions with and observations of pupils at break times, lunchtimes and between lessons
Assessment of school’s use of exclusion, including rates, patterns and reasons and any differences between groups of pupils
Views of parents, staff, governors and other stakeholders
Views different groups of pupils express, their experiences of others’ behaviour and attitudes towards them, and their understanding of the importance of such attributes in school and adult life.

12. Inspecting safeguarding in early years, education and skills settings Guidance for inspectors undertaking inspection under the common inspection framework Ofsted, September 2015

13. Inspecting safeguarding in early years, education and skills settings
More detailed document than previous version
It is essential inspectors are familiar with the content of:
Keeping Children Safe in Education (DfE, July 2015)
Working Together to Safeguard Children (HMG, March 2015)
PREVENT duty guidance (Counter-Terrorism and Security Act 2015)
The Education (Independent School Standards) Regulation 2014
Definition of safeguarding taken from Working Together to Safeguard Children’

14. there is a clear approach to implementing the Prevent duty and keeping children and learners safe from the dangers of radicalisation and extremism
the setting takes effective action to prevent and tackle discriminatory and derogatory language – this includes language that is derogatory about disabled people and homophobic and racist language
children and learners are able to understand, respond to and calculate risk effectively, for example risks associated with child sexual exploitation, domestic violence, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism, and are aware of the support available to them
This also includes risks associated with e-safety, substance misuse, knives and gangs, relationships (including sexual relationships), water, fire, roads and railways.

15. PREVENT in Essex:
County wide strategic Prevent Board brings together key agencies (ECC including Family Operations, Police, Education, Borough and District Councils)
Below this, Family Operations Prevent Steering group, (Family Operations, Family Solutions and YOT service managers, Schools Safeguarding Advisor, Involvement Lead)
WRAP (Workshop to Raise Awareness of PREVENT) training being rolled out in all agencies across the county
PREVENT Lead in all agencies (Safeguarding Adviser to Schools is lead for Education)

16. PREVENT in Essex:
Family Solutions and Social Care. ‘Early engagement is the key to successful prevention. Our emphasis must be on helping individuals and families rather than monitoring or reporting them. By intervening at an early stage, the risk should be low enough to foster good relationships which avoid an over-emphasis on deficits.’ (LBTH/Mersey NHS)
Family Solutions work at early stage and with young people. Most likely to be effective. Needs consent.
Escalate to social care where ‘risk of significant harm’. .

17. What to do with your concerns…
Share any concerns with the Designated Lead for Safeguarding in school. This may initiate a referral to the Social Care Family Operations Hub (FOH) or a contact with the Police to provide intelligence or request intervention
Ensure accurate records of any concerns are kept – must be dated and signed and held on a child protection file for the individual in school so there is an overview of all concerns
SET Procedures (ESCB, August 2015)
Potential indicators include:
 Use of inappropriate language;
 Possession of violent extremist literature;
 Behavioural changes;
 The expression of extremist views;
 Advocating violent actions and means;
 Association with known extremists;
 Seeking to recruit others to an extremist ideology

18. Contact for Safeguarding Adviser to Schools: