The Prevent Duty for Schools in Hampshire

Glyn Wright, November 2015

The National Context

• Why the focus on Prevent• Keeping children safe in education – March

2014/15• Promoting British Values through SMSC• The National Prevent Strategy• The Prevent Duty for Schools – June 2015• The Ofsted Framework from 1st September 2015

Keeping Children Safe in Education (KCSiE)

• https://www.gov.uk/government/publications/keeping-children-safe-in-education

• Replaces ‘Safeguarding Children and Safer Recruitment in Education’ (2006)

• Incorporates 'Dealing with Allegations of Abuse' (2012) and volunteers guidance

• Four main sections: – Part 1: What all staff should know and do– Part 2 : The responsibilities of governing bodies and proprietors– Part 3 : Safer recruitment– Part 4 : Allegations of abuse against teachers and other staff

Specific Safeguarding Issues highlighted:

• Child sexual exploitation (CSE)• bullying including cyber-bullying • domestic violence • drugs • fabricated or induced illness (FII)• faith abuse • female genital mutilation (FGM)• forced marriage • gangs and youth violence • gender-based violence/violence against women and girls (VAWG) • mental health • private fostering • radicalisation • sexting • teenage relationship abuse • trafficking

Promoting British Values through SMSC – November 2014

• It is expected that pupils should understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law.

• The school’s ethos and teaching, which schools should make parents aware of, should support the rule of English civil and criminal law and schools should not teach anything that undermines it.

• If schools teach about religious law, particular care should be taken to explore the relationship between state and religious law.

• Pupils should be made aware of the difference between the law of the land and religious law.

Fundamental British values

• Schools should promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

• This can help schools to demonstrate how they are meeting the requirements of section 78 of the Education Act 2002, in their provision of SMSC.

• Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values.

• Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC.

• The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.

Through their provision of SMSC, schools should:

• further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures

• encourage respect for other people • encourage respect for democracy and support for

participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The Counter Terrorism and Security Act 2015

Section 26 of the Counter-Terrorism and Security Act 2015 (the Act) places a duty on certain bodies – including schools and LA in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”.

The National Prevent Duty Guidance 2015

www.gov.uk/government/publications/prevent-duty-guidance

58. All publicly-funded schools in England are required by law to teach a broad and balanced

curriculum which promotes the spiritual, moral,

cultural, mental and physical development of

pupils and prepares them for the opportunities,

responsibilities and experiences of life. They must

also promote community cohesion.

64 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. The Prevent duty is not intended to limit discussion of these issues. Schools should, however, 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 1996.

Risk Assessment

67. Specified authorities are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This should be based on an understanding, shared with partners, of the potential risk in the local area.

68. Specified authorities will need to demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies in place to identify children at risk, and intervening as appropriate. Institutions will need to consider the level of risk to identify the most appropriate referral, which could include Channel or Children’s Social Care, for example. These policies should set out clear protocols for ensuring that any visiting speakers – whether invited by staff or by children themselves – are suitable and appropriately supervised.

Working in partnership

69. In England, governing bodies and proprietors of all schools and registered childcare providers should ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board (LSCB).

Staff training

70. Specified authorities should make sure that staff have training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help.

Prevent awareness training will be a key part of this.

IT policies

71. Specified authorities will be expected to ensure children are safe from terrorist and extremist material when accessing the internet in school, including by establishing appropriate levels of filtering.

The Prevent Duty for Schools – June 2015

• From 1 July 2015 all schools must have regard to the statutory guidance (Paras 57-76)

• This advice complements the statutory guidance and refers to other relevant guidance and advice.

• What schools can do to protect children from the risk of radicalisation

• suggests how schools can access support to do this. It reflects actions that many schools and childcare providers will already be taking to protect children from this risk.

Prevent duty for schools June 2015 continued:

• It is essential that staff are able to identify children who may be vulnerable to radicalisation know what to do when they are identified.

• Protecting children from the risk of radicalisation should be seen as part of schools’ and childcare providers’ wider safeguarding duties

• build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views.

• the Prevent duty is not intended to stop pupils debating controversial issues.

• schools should provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments.

Ofsted Framework – 1st September 2015 - Effectiveness of leadership and management

Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and governors: • actively promote equality and diversity, tackle bullying and

discrimination and narrow any gaps in achievement between different groups of children and learners

• actively promote British values • make sure that safeguarding arrangements to protect

children, young people and learners meet all statutory and other government requirements, promote their welfare and prevent radicalisation and extremism.

Ofsted - personal development, behaviour and welfareInspectors will make a judgement on the personal development, behaviour and welfare of children and learners by evaluating the extent to which the provision is successfully promoting and supporting children’s and other learners’: • understanding of how to keep themselves safe from relevant

risks such as abuse, sexual exploitation and extremism, including when using the internet and social media

• knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating

• personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.

WRAP 3 Training

• Delivery of WRAP training for free amidst the Prevent training

A whole school approach to making it work

• Why E-Safety?• The contribution of RE• The contribution of PSHE and Citizenship• Strengthening the pastoral system• Improving pupil voice• Policies and procedures, making referrals etc

Partnerships with parents/carers and local communities

School culture & environment

Learning & teaching, curriculum planning & resourcing

Policy development

Leadership, management & managing change

Assessing, recording & reporting the achievement of C&YP

Giving children & young people a voice

Staff continuing professional development (CPD) needs, health & wellbeing

Provision of support services for C&YP

Whole school

approach

A whole school approach to preventing extremism and radicalisation

So what are we doing in Hampshire?• We have a multi agency Prevent Strategy Board, chaired by Jo Lappin (adult

services)• We have the Channel Programme available• Working with Inspector David Knowles on transition (from Police to LA)

programme – training held in August for a range of people including:– YOT team members– Workforce development – for training all those other than schools – Five inspector/advisers to train Schools - – six half days set up – 26th November, 30th

November and 29th January– Governors – centre based and whole governing board

• Promoted the online E-Learning around Prevent• E-Safety training – courses and in-school training• Tweaking of other courses e.g. Promoting British Values through SMSC• Highlighting relevant documents such as Promoting British Values through

SMSC (Nov 2014) and The Duty to Prevent June 2015• We have an anti bullying strategy group• We promote high quality RE, PSHE and Citizenship• PDL Managers Conference 24th November – Preparing pupils for life in the

21st Century