prevent training
TRANSCRIPT
UNIVERSITY OF H
ULL –
TEACHER EDUCATION
DEPARTMENT
T H E PR E V E N T A
G E N D A
PREVENT – DUTY FOR SCHOOLSIN A NUTSHELL • There’s an ongoing threat from terrorism • British citizens and residents are being recruited by terrorist groups • Government think local services could do more to identify and safeguard those at risk of getting
involved • So it’s making the prevention of terrorism a legal
duty for public bodies, including all schools
What extremist and terrorist groups are there in the UK that we should be concerned about?
THE PROBLEM • Ongoing terrorist threat – currently rated
as ‘severe’• Growth in extreme, intolerant, ideologies • Extreme right wing and Islamist ideologies
are similar• Groups actively aim to recruit young people• Recruitment face to face and, increasingly,
via social media
COUNTER TERRORISM AND SECURITY ACT • The new Counter Terrorism and Security Act
2015 places a legal duty on public bodies (including schools) to ‘have due regard to the need to prevent people from being drawn into terrorism’.
• The legal duty is backed by statutory guidance that sets a range of expectations on schools.
“Frontline Staff should understand Prevent, be able to recognise vulnerabilities to radicalisation and know where to go to get help.” Home Office – December 2014
• The statutory guidance will be monitored via existing inspection procedures, (Ofsted)
PREVENT IS PRE-CRIMINALIT AIMS TO WORK AT THE BASE OF THE ICEBERG
Acts of Terror
Recruitment
Radicalisation
Fundraising
Dissatisfaction Inequality
CHANNELIS A KEY ELEMENT OF THE PREVENT STRATEGY. IT IS A MULTI-AGENCY APPROACH TO SAFEGUARD PEOPLE AT RISK FROM RADICALISATION. THIS ENTAILS COLLABORATION BETWEEN A RANGE OF AGENCIES TO:
IDENTIFYIndividuals at risk of being drawn into terrorism
ASSESSThe nature and extent of that risk
DEVELOPThe most appropriate support plan for the individuals concerned
Channel Guidance: https://www.gov.uk/government/publications/channel-guidance
EXPECTATIONS OF SCHOOLS • Teach a broad and balanced curriculum (SMSC,
mental and physical) • Promote fundamental British values • Assess the risk of pupils being drawn into terrorism
and support for extremism – especially early years as ‘arguably most vulnerable’
• Train key staff to give them the knowledge and confidence to identify children at risk
• Protect children from terrorist and extremist material when accessing the internet at school
• Ensure robust safeguarding policies are in place to identify children at risk, intervene and refer pupils as appropriate
You overhear a student saying that they are thinking of going to Turkey in the summer.
What would you do?Why would we not want to voice our concerns?
A pupil mentions during a lesson that they have seen videos of suicide bombings A pupil tells you that a member of staff has been talking about his religious beliefs during a lesson
A student asks to have a visiting animal rights activist to speak to the course
WHAT CAN WE LOOK OUT FOR?Disclosures, writings, drawings, possessing or accessing extremist materialsExpressions of support for terrorism, using extremist narratives and ‘us and them’ language; justifying the use of violence to solve real or perceived grievances Personal Crisis – family tensions; sense of isolation; low self-esteem; changes in friendship group, searching for answers to questions about identity, faith, belonging;Personal Circumstances – migration; local community tensions; and events affecting the student / pupil’s country or region of origin; a sense of grievance triggered by personal experience of racism or discrimination or aspects of Government policy;
THE SIMPLE PROCESS
NOTICENotice
something of concern
CHECKCheck your concern and
ask the opinion of
someone you trust to see if they agree.
SHAREShare the concern if you / your
trusted person feel that it is warranted.
WHAT DOES THIS MEAN IN SCHOOLS?Central Premise
• All children and young people have a fundamental right to be protected from harm
• All children and young people have a right to expect schools to provide a safe and secure environment
• All professionals that work with children, including teachers and other school staff, have a responsibility for keeping them safe.
• Staff must remember “it could happen here” • Children are best protected by professionals
who are clear about what is required of them individually, and collectively Talk to the head teacher, local police
prevent contact or the local authority prevent lead.
WHAT DOES THIS MEAN FOR US IN HE?• Section 26(1) of the Counter-Terrorism and Security Act 2015 (“the
Act”) imposes a duty on “specified authorities”, when exercising their functions, to have due regard to the need to prevent people from being drawn into terrorism. Certain higher education bodies (“Relevant Higher Education Bodies”, or “RHEBs”) are subject to the section 26 duty.
• RHEBs’ commitment to freedom of speech and the rationality underpinning the advancement of knowledge means that they represent one of our most important arenas for challenging extremist views and ideologies.
• Some students may arrive at RHEBs already committed to terrorism; others may become radicalised whilst attending a RHEB due to activity on campus; others may be radicalised whilst they are at a RHEB but because of activities which mainly take place off campus.
• Expectation are that RHEB manage:• External Speakers (University UK guidance 2013 – link)• Risk management of events• Regard to policies in relation to gender segregation• Risk assessment of risk of radicalisation• Prevent awareness training• Welfare and support for students
RESOURCES
The Prevent Duty: Advice
for schools and childcare providers
Channel Duty Guidance – protecting vulnerable
people from being drawn into
terrorism.
Prevent Duty Guidance for
Higher Education in England and
Wales
Prevent Duty Guidance for
Local Authorities,
Schools, Health Sector, Prisons and probation
Prevent for Schools
www.preventforschools.org
HEFCE Monitoring of the Prevent
Duty:http://www.hefce.ac.uk/reg/prevent/resources/
Educate against
hatehttp://www.educateagainsthate.com
SO WHAT DO I NEED TO TAKE AWAY?• Awareness of my personal and professional
responsibilities regarding the prevent agenda this should include:• My legal responsibilities• My pastoral responsibilities• My moral responsibilities
• An idea of the processes that should (can) be undertaken should an issues arise
• An awareness of where I can find support / resources to aid me with these.