Understanding The Prevent Duty Guidance For Lancashire .
Understanding thePrevent DutyGuidance forLancashireSchoolsJanet CrossleyPreventEducation OfficerBurnley BCWhat does Preventrequire us to do?Who isvulnerable ?What isextremism?Who do Icontact ?What isterrorism?
ContentsOverview of Prevent4Terms5Myth busting6Good Practice8Who is vulnerable?9Universal Provision12Referral Pathways13Prevent Duty Expectations16Prevent Duty Checklist17Prevent Risk Assessment18Prevent Resources23Useful Contacts24Understanding the Prevent Duty for SchoolsPage 2
‘Safeguardingvulnerable peoplefrom radicalisationis no different fromsafguarding themfrom other forms ofharm.’Home OfficeThe Prevent StrategyUnderstanding the Prevent Duty for SchoolsPage 3
OverviewFrom July 2015 the CounterTerrorism and Security Act placed astatutory duty on schools, LocalAuthorities and other specifiedauthorities and institutions, toprevent people being drawn intoterrorism and extremism.Since 2012, it has been required bylaw for teachers “not to underminefundamental British values, includingdemocracy, the rule of law,individual liberty and mutualrespect, and tolerance of those withdifferent faiths and beliefs.”The updated Ofsted inspectionframework published in January2018 sets out expectations onpreventing extremism. It directsinspectors to examine a school’sresponse to extremist behaviourwhen considering the behaviourand safety of pupils, as well as theeffectiveness of the leadership andmanagement of the school inpreventingextremism.TheGovernment has said that it intendsto strengthen these provisions in thenear future.Teachertraininghasalwayshighlighted the vital role teachershave in ensuring the safety andwell-being of the students in theircare; and adhering to statutoryrequirements is no different fromadheringtothenormalsafeguarding procedures.Exposure of children/young peopleto extremist ideologies can hindertheir social development andeducational attainment alongsideposing a very real risk that theycould support or partake in an actof violence. Radicalisation of youngpeople can be compared togrooming for sexual exploitation organg membership. Therefore, weapproach the Prevent strategy inthe same manner we would childsexualexploitationorgangmembership. If a member of staff isconcerned about the safety of astudent they should inform theDesignated Safeguarding Lead(DSL) in the school. They could alsotalk to the family (unless the family isimplicated in potential extremism).and other professionals workingwiththeyoungpersonifappropriate about the concerns andget their views
TermsOverviewWhat is extremism?What is terrorism?Extremism is the vocal or activeopposition to our fundamentalvalues, including democracy,the rule of law, individual libertyand the mutual respect andtolerance of different faiths andbeliefs. We also regard calls forthe death of members of ourArmed forces as extremist.Terrorism is defined as actiondesigned to influence thegovernment, intimidate thepublic. Its purpose is to endangers or causes seriousviolence or harm to people,property, or seriously disrupts orinterferes with an electronicsystem.Source: Counter Extremism Strategy –October 2015Source: Terrorism Act 2006It is important to note that the PreventDuty should not limit conversationsabout these things taking place in theclassroom.Infact,effectiveimplementation of the duty shouldenable discussions about these issuesto flourish. By providing a safe spacefor students to discuss controversialissues, teachers can help them buildthe resilience and critical thinking skillsthey need to challenge extremistarguments and see them for what theyare: simplistic narratives that don’tstand up to close scrutiny.Understanding the Prevent Duty for SchoolsPage 5
Myth BustingMany people are confused aboutwhat the Prevent Duty actuallyrequires schools and teachers to do.Some teachers have expressedconcerns that they have to ‘spot thesigns of non-violent extremism’.Prevent does not say that teachersare required to spot signs ofextremism. Instead the Prevent Dutyacknowledges that, after closefamily and friends, it’s likely thatschool staff would be in the bestposition to notice if a child/youngperson was behaving in mannerwhich implied something wastroubling or upsetting them. Thereis no definite checklist of behavioursor warning signs, just as there isn’tfor other child protection issues.Children/young people behave inany number of differing ways whensomething has a profound effectupon them. Think about a youngperson you know and how theyreacted to a difficult situation, andthen compare their reactions tosomeone else who has also beenthrough a similar ordeal.Understanding the Prevent Duty for SchoolsPeople often respond differently.WhatthePreventDutyacknowledges, is that teachers, as apart of their daily routine, will try toensure children/young people intheir care are kept safe from harmand that teachers are well placed tospot signs of physical and emotionaltrauma/harm.If a teacher notices some significantchange in the behaviour ortemperament of a child/youngperson, they should do what theyalways do ie. talk to them to checkif everything is alright. If, during theconversation something is disclosedwhich makes them fear for thesafety of the young person, theteacher should do exactly what theywould in any other situation - speakto the DSL in the school and explaintheir concerns.This should be treated in the sameway that teachers have dealt withother safeguarding issues for manyyears.Page 6
Myth BustingTeachersarerequired,andencouraged, to talk about andeducate children/young people onthe issues concerning sexualrelationships, including grooming,consent and the law. However, if achild/youngpersondisclosessomething during these discussionswhich makes the teacher concernedthat the child/young personisbeing exploited, the teacher has alegal duty to pass it onto the DSL inthe school. This is exactly the sameprocedure for issues aroundextremism. An educator’s, the firstpriority should always be to ensurethe safety and well-being ofchildren/ young people in their care.Prevent is about supporting allchildren/young people andensuring their safetyEffective Prevent work in schoolsshould encourage discussion in theclassroom about controversial issuesand children/young people shouldfeel that it is a safe space to discussthings that concern them. Teachersshouldfeelconfidentaboutreferring on when they feel a child isat risk.Understanding the Prevent Duty for SchoolsPage 7
Good PracticeAs stated, effective implementationof the Prevent Duty shouldencourage open and healthydebate about controversial issues inschools. This does not mean that allmembers of staff are suddenlyexpected to become experts onterrorism related issues.Instead, best practice would seeschools identifying which membersof staff would be most at easetalking about these issues withstudents should questions arise inthe classroom. They might beCitizenship or RE teachers, or evenmembers of staff who have aninterest in these topics. Studentsand staff members would thenknow who to turn to should somedifficult questions arise.For example, it is perfectlyacceptable for a teacher to say to astudent who has asked a questionabout an extremist group ‘That’s areally interesting question, butunfortunately it’s not something Iknow a huge amount about. I knowMiss/ Mr . is interested in thistopic. I’ll get them to come andspeak to you about it, and if it’s okUnderstanding the Prevent Duty for SchoolsI’d like to sit in as I’d like to find outmore about it myself.’By getting the other member ofstaff to speak to the child/youngperson, it ensures the conversationtakes place. By asking to be part ofthat conversation it demonstrates tothe child/young person that you areinterested in their views (theyprobably approached you becausethey feel more comfortable talkingto you than anyone else).It’s essential that members of staffknow where they can turn to getadditional support. If you feel youwantevenmorespecialistdiscussions, then contact the LocalAuthority (see Contacts at the backof this booklet).Good PracticPage 8
Who is vulnerable?Across the country, we take the viewthat anyone can become vulnerableto extremist narratives.There is often a huge discrepancybetween what parents and teachersconsider to be typical extremistpropaganda and what it is thatyoung people might actually beexposed to. Below are two examplesof materials put on the internet byextremist groups.The first is a post by the far-rightpolitical party Britain First. They usepopular campaigns like this to try toexpand their influence. This isdespite the British Legion, whichruns the Poppy Appeal, sayingpublicly that it does not authorisethe use of the poppy for “political orpartisan use”.When people see the poppy, theyshare it without knowing that theimage was put up by a group that isnot associated with the campaign. Itis ‘click-bait’. This means, it’s a socialmedia post that is designed to getas many ‘likes’ and ‘shares’ aspossible. Most of their posts haveno mention of their political views,instead they are deliberately chosento appeal to as many people aspossible. Once someone has likedor shared a post like this, it thenmeans that whenever the groupposts another item on social mediait will automatically reach thosepeople. Their posts will then,become more aggressive in tone,and often become Islamophobic.The second post is from Daesh (alsoknown as ISIS, ISIL or IS). MostpeopleassumethatDaeshpropaganda is aimed at incitingultra-violence when, in fact, it postsmore about ‘state building’ and its‘charity work’ than it does aboutviolence.If a young person finds propagandaonline, much of what they see willUnderstanding the Prevent Duty for SchoolsPage 9
Who is vulnerable?appeal to them because it echoestheir views on a range of issues andmakes them believe they aresupporting groups that are doinggoodandsupportingtheoppressed.In short, even intelligent,compassionate and charitableyoung people can be vulnerableto extremist narratives. If ayoung person sees posts thattalk about the virtues of thesegroups, if they don’t know howto evaluate critically suchsources of information and theydon’t think they can talk to atrusted adult about the viewsbeing expressed, they can easilybe led into thinking that suchgroups are virtuous.Who is vulnerable?Understanding the Prevent Duty for SchoolsPage 10
Who is vulnerable?Identifying those children/youngpeople who may be at risk isdifficult, Children/young peopletoday have open and unrestrictedaccess to extensive information sowe need to teach skills of criticalthinking, and questioning thevalidity of sources.We need to ensure that they knowthey have a voice; that they canhave differing beliefs and views toothers, that they are valuedmembers of society who can makean impact on society and bringabout change for the better.A lot of good work will already takeplace in your school regarding this.Most Prevent work happens in theuniversal provision tier. For example,if schools have debate clubs, goodSMSC and RE, safe spaces fordebate, mentors, school councils,good ICT e-safety classes etc theycan demonstrate that all childrenare listened to, valued and given theopportunity to become criticalthinkers who will be resilient toextremist narratives.Understanding the Prevent Duty for SchoolsUniversal ProPage 11
Universal ProvisionAs previously stated, all educationalprofessionals are now required bylaw to refer any concern they haveregarding young people beingdrawn into violent extremism.For school staff, the main messageis to inform the (DSL) of yourconcern. They will use theirexpertise and experience to decideif it needs to be referred further.Vulnerable children can sometimesbe drawn into a range of risky orextreme situations which mayinclude drug or alcohol abuse,offending, exploitation by others orbecoming victims or perpetrators ofviolent behaviour. Often, we haveno way of knowing what risks theymay be vulnerable to or could comeacross, so it is important we dealwith their needs holistically toprotect them, make them moreresilient and provide them with skillsand positive avenues of support toenable them to deal with ing the Prevent Duty for SchoolsConcerns about an individual childor group of children becomingviolent, or being drawn into violentextremism, or being drawn into thisin the future should be treatedinitially using the same proceduresas we would for all vulnerablechildren. Sometimes the supportmay be similar to that provided toother vulnerable children andsometimesmorespecifically,focussed interventions may beappropriate.Page 12
Referral PathwaysIf you are concerned that a child oryoung person be at risk of beinginvolved in or being drawn intoviolent extremism in the future:1. Consider a phone call to thePolice Prevent team for initialadvice. Talk to the family ifappropriateorotherprofessionals who may beinvolved with or working withthe child/young person/familyabout your concerns and seektheir views.2. Seek consent to complete anearly intervention assessment(CAF) to get an holisticperspective of the situationand determine if there areadditional needs and howthese could be met.3. Contactotherrelevantagencies and seek to engagethem in a Team around theFamily (TAF) approach tosupportthechild/youngperson and their family. Alwaysmake sure the Police Preventteam are updated with actionstaken.4. If your concerns continue andthe TAF approach does notappear to be achievingUnderstanding the Prevent Duty for Schoolspositive outcomes and meetingthe desired goals, use thePrevent referral form and informthe Police Prevent team that areferral is being made andforward toconcern@lancashire.pnn.police.ukIf you have evidence or reason tobelieve that a child or young personmay already be engaged in ordrawn towards violence or violentextremism or in contact with otherswho engage in or promoteviolence, make the Prevent referralimmediately on the Referral form tothe police and notify Police Preventteam by phone of the referral beingmade. In considering such cases theChannel Panel discussion willincluderepresentativesfromappropriate agencies eg Children’sSocial Care, Education, Police, LocalAuthority who will all contributeadvice and guidance.You can make a referral without theparent’s consent eg where youbelieve the child/young person orothers are at serious risk of harm orin order to prevent serious crimewhere sharing information may becounter-productive to managing asituation.Page 13
OFFICIAL SENSITIVEPrevent Referral FormInformation will be kept secure and confidential and will only be disclosed to those parties who have alegal and legitimate need to know.Please note completed forms will be at OFFICIAL SENSITIVE Level.Please complete the below details and email this form to:concern@lancashire.pnn.police.ukPlease complete all details to the best of your knowledge. Leave blank if unknown.Your details:Date of referralSurnameRelationship toForenamesindividualContact no.EmailProfessional role (ifapplicable)AddressPerson or Place of ConcernPlease include as much detail as possible.IDEOLOGY CT/DE(Please select one ofthe boxes opposite)**See below for guidanceAnti-IslamicLoyalistAnti- Animal rightsOther (Please specify below)on these optionsInstitution/Sector(only app if place ofconcern)SurnameD.O.BForenamesGenderContact no.emailSocial MediaUsernameEthnicityNationalityReligionPlace of BirthAddressKurdishXLW
Referral PathwaysDo all staff know how to identify when a child/young person may be at risk ofengaging in extremism and how to respond?Referral Routes for Safeguarding concerns related to Radicalisation and/orExtremism.Showing sympathy for extremist causesGlorifying violenceEvidence of possessing or viewing illegalextremist material/videosAdvocating messages similar to extremistorganisationsSignificant changes in behaviour, dress,social groups, interests or withdrawingfrom previous activities or friendshipsAny member of staff with concerns abouta young person’s vulnerability toextremism or risk of radicalisation shouldmake a clear written record of theconcerns they have heard or witnessed.Speak to the Designated SafeguardingLead (DSL) in school about the concernsThe DSL should explore the concerns and context:Sources of information, friendship groups, interest, access to IT and other relevant information andprotective factorsLow level concernsmanaged by schooland family followingphone call to PolicePrevent Team forinitial advice.Action taken inschool to supportchild/youngperson. Schoolsafeguardingrecords maintainedby DSLConcerns eitherrequire advice oradditional support orare not respondingto previous action orcases whereparents/family areimplicatedNotify PolicePrevent Team byphone andSubmit referralform to Police atconcern@lancashire.pnn.police.ukUnderstanding the Prevent Duty for SchoolsImminent risk ofharm to theyoung person orpossible travel toareas of conflictContact Police on 999.Notify Police PreventTeam by phone andsubmit referral form toPolice atconcern@lancashire.pnn.police.ukRefer to CSC – Section47 referral0800 123 6720Imminent risk ofharm to othersContact Police999Page 15
Prevent Duty ExpectationsAreaRisk AssessmentSafeguardingpolicies andprocedures‘Safe Spaces’ fordiscussionCurriculumDuties as set out in statutory guidance for Schools andEarly Years provisionSchools and Early Years providers are expected to assessthe risk of children being drawn into terrorism, includingsupport for ‘extremist ideas that are part of a terroristideology’. Statutory guidance states that this should bebased on an understanding, shared with local partners, ofthe potential risk in the area. Schools are expected to referpupils who show early signs of being influenced byextremist narratives.Schools and Early Years providers will need to evidencethat they are protecting children from being drawn intoterrorism by having safeguarding policies in place toidentify children at risk and intervene as appropriate.Policies should include clear protocols for ensuring that anyvisiting speakers are suitable and appropriately supervised.The guidance highlights the role of schools as safe spaceswhere children can understand and discuss sensitive topics,including terrorism, extremist ideas and how to challengethese ideas. However, the guidance also highlights existingduties on schools to forbid political indoctrination andsecure a balanced presentation of political issues.The statutory guidance re-states the requirement onpublicly funded schools to teach a broad and balancedcurriculum. It confirms that independent schools,academies and free schools must comply with IndependentSchool Standards, which include the requirement topromote fundamental British values (defined in theguidance as democracy, the rule of law, individual liberty,and mutual respect and tolerance for those with differentfaiths and beliefs).Understanding the Prevent Duty for SchoolsPage 16
Prevent Duty ChecklistyesnoComments/evidenceFurther actiondateDoes your safeguarding policy make explicit that theschool sees protection from extremism & radicalisationas a safeguarding issue?Are the lead responsibilities for Prevent clearlyidentified in the policy? Prevent Safeguarding Lead? Prevent Governor Lead? Prevent Curriculum Lead? Responsibility for checking visitors to school? Responsibilities for checking premises use byexternal agencies? Responsibility for ensuring commissionedservices are complying with the Prevent Duty? Responsibility for record keeping todemonstrate compliance with the PreventDuty?Have all school staff received training on Prevent?Has the Designated Safeguarding Leads and Back Upsbeen trained?Have Governors received training on Prevent?Does your induction programme cover Prevent issues?Does your safeguarding policy make explicit howPrevent concerns should be reported with
Understanding the Prevent Duty for Schools Page 6 Many people are confused about what the Prevent Duty actually requires schools and teachers to do. Some teachers have expressed concerns that they have to ‘spot the signs of non-violent extremism’. Prevent does not say that teachers are required to spot signs of extremism.
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