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?

WHAT IS AN EXTREME GROUP?“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. Terrorist groups very often draw on extremist ideas developed by extremist organizations.

There are currently about 60 organizations which are designated as terrorist group and are banned. These include: Al Queda, Al Shabaab, ETA, Hezbollah, Continuity IRA, Irish National Liberation Army, Red Hand Commandos.

But what are FBV? Make a short list in talking to the people next to you of what you think these might be?

FUNDAMENTAL BRITISH VALUESH

ersmere Jew

ish Primary

school

WHAT DOES OFSTED SAY ABOUT FBV?Paragraph 135 says inspectors should assess the social development of children by their:

... acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

School Inspection Framework: September 2015.

A useful guide and exploration of “promoting FBV in schools can be found at: https://schoolgovernors.thekeysupport.com/sample-articles/promoting-british-values-in-schools#section-2

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 • Have a prevent policy (probably part of the safe-

guarding policy)• 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.