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PREVENT

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by

Mike Yule

on 13 July 2016

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Transcript of PREVENT

PREVENT
&
Fundamental
British Values

What links these?
clash of civilisations?
Context
9/11
Oldham
7/7 bombings
Trojan horse
Charlie Hebdo etc
Counter-Terrorism and Security Act 2015
duty on schools to demonstrate
“due regard to the need to prevent people from being drawn into terrorism”.
(due regard = "an appropriate amount of weight")
!
CONTEST
overarching counter terrorism strategy
prepare
protect
PREVENT
“vocal or active opposition to
fundamental British values.
.."
EXTREMISM
NB '
Prevent
' specifically targets
non violent
terrorism as well... hence its concern with 'extremism'
HO Guidance acknowledges
1. Prevent
targets all forms of extremism including right wing...
2.
Islamic extremists seek to create divisions within UK society, attacking the principles of
civic participation
and
social cohesion

2003
pursue
FBV
democracy
individual liberty
rule of law
mutual respect and tolerance of those with different faiths and beliefs
SMSC

Ofsted
How can we do values education?

Where are we already doing it?
What to do if you have concerns
about a pupil?
A multi-agency, Channel Panel will be convened to devise a bespoke action plan for the pupil in partnership with the school

Speak with the safeguarding lead at school
If there is significant cause for concern, the safeguarding lead should contact local Prevent officer
The Prevent officer will make an assessment and see if they feel the pupil needs referring to Channel
Prevent is a
safeguarding
issue
What are they?
conveyor-belt theory
Since 2014 schools have a duty
actively to promote FBV
have a
clear strategy
for embedding FBV
show how work has been effective in doing so

Fundamental British values
NOT about:
UK stereotypes
British patriotism

IS about:

multiple layers to our identity
many ways to be British
rejection of stereotyping, prejudice and hate

safeguarding policies
IT policies
staff training
partnerships

AND existing duties under the
+ community cohesion
+ SMSC
+ curriculum
• Department for Education (2014), Improving the spiritual, moral, social and cultural (SMSC) development of pupils: supplementary information - Departmental advice for independent schools, academies and free schools

137. In making this judgement in schools, inspectors will consider:
 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
 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
 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.

Effectiveness of leadership and management
Grade descriptors for the effectiveness of leadership and management: Outstanding (1)
 Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work

 Leaders promote equality of opportunity and diversity exceptionally well, for pupils and staff, so that the ethos and culture of the whole school counters any form of direct or indirect discriminatory behaviour. Leaders, staff and pupils do not tolerate prejudiced behaviour

 Leaders’ work to protect pupils from radicalisation and extremism is exemplary. Leaders respond swiftly where pupils are vulnerable to these issues. High quality training develops staff’s vigilance, confidence and competency to challenge pupils’ views and encourage debate.

"Effective 'Prevent' work should be about education, not the surveillance of young people"
Potential problems
divide communites
Muslims perceive themselves to be targeted

inhibit free speech
inhibit legitimate dissent
create unneccessary suspicion
Examples of mistakes
"eco terrorist"
("We also include in our definition of extremism calls for the death of members of our armed forces”).
Similarities (common humanity) first,
then differences
also in Maths!?
Create a safe space
Don't silence
Develop students' capacity to see the world from the viewpoint of other people
Develop the capacity for genuine concern for others, both near and distant
Weakness and helplessness is not shameful - it is an opportunity for cooperation
Incorporating empathy into teaching for social justice -
Martha NUSSBAUM

Promote accountability by treating each child as a responsible agent
Promote the skill and courage to raise a dissenting voice
Teach real and true things about other groups
Undermine the tendency to shrink in disgust
The school does not need a distinct Prevent policy, but should have robust safeguarding policies which should take into account guidance outlined in
Working Together to Safeguard Children
and
Keeping Children Safe in Education
.

Schools should be logging concerns, so that patterns can be identified.

Schools need to work in partnership with their Local Safeguarding Children’s Board and make sure that their policies and procedures are aligned.

Equality Act
Some examples
for you to consider
“The Prevent duty is not intended to stop pupils debating controversial issues. On the contrary, schools should provide a safe space in which children, young people and staff can develop knowledge and skills to be able to challenge extremist arguments” DfE 2015

“Schools should be safe spaces in which children and young people can understand and discuss sensitive topics” Home Office, 2015

“We expect schools to explore opportunities in the curriculum to provide counter narratives, for example in English, RE, Citizenship, History and PSHE” Geraint Evans, Ofsted, 2015

NB targets all forms of extremism including right wing...
Ofsted
Challenge stereotypes

Good practice
approaches to working with pupils on these issues

Information about
what to do if you have concerns
about safeguarding children around issues of radicalisation or extremism
An
understanding of Ofsted’s expectations
when inspecting on these duties
An understanding of the
new statutory duty
to prevent extremism and requirement to Promote British Values and what these mean practically for schools
"But what's this got to do with Primary school?"
Teacher opposition
In order to create an inclusive school where everyone can flourish, whatever their background, we promote an ethos of respect and empathy, where diversity is valued and celebrated – both within school and the wider world. Pupils are taught the virtues of kindness, appreciation and what it means to be courageous. Special care is taken to educate everyone in the Brookfield community about the needs of others and how best to meet them. We foster open and honest communication with parents, carers and specialists and actively seek to engage with all members of the Brookfield community in a positive and supportive manner.
http://www.educateagainsthate.com/
Interpol stats
https://tanenbaum.org/wp-content/uploads/2016/01/Explaining-Extremism-and-Addressing-Islamophobia.pdf
Some useful links
http://www.kundnani.org/draft-paper-on-islamophobia-as-lay-ideology-of-us-led-empire/
file:///C:/Users/myule/Downloads/Britishness%20and%20Muslim-ness.pdf
http://www.teachingcitizenship.org.uk/sites/teachingcitizenship.org.uk/files/downloads/FULL%20Prevent%20and%20controversial%20issues%20guidance.pdf
David Anderson QC, the independent reviewer of terrorism laws.
5% v 57%
http://www.npcc.police.uk/FreedomofInformation/NationalChannelReferralFigures.aspx
"We're doing ISIL's work"
In 2013 there were
154
terrorist attacks in Europe Union countries
2
were carried out by Islamist extremists
In 2014 there were
201
terrorist attacks in Europe Union countries
2
were carried out by Islamist extremists
When we are afraid at least 3 things happen
We become more accepting of
authoritarianism
conformity
prejudice
Democracy
RRS
school council
parent/student/staff questionnaire
class charter
group work
participation in school projects
engagement with local councillors
Rule of law
behaviour management
consistent behaviour policy
golden rules
clear boundaries
adults model behaviour expected of children
ensure children take responsibility for their behaviour
Connect law and rights
Individual liberty
E-safety and PSHE
rights and rights respecting behaviour
trust in adults
establish areas for children to take responsibility
provide opportunities to explore language of feelings and responsibility
develop debating skills
ability to disagree courteously
balance with recognition of the need for collaboration
adapted from Equaliteach
Sarah Soyei
Kate Hollinshead

with thanks
Mutual respect and tolerance
similarities first - but acknowedge and celebrate difference
cultivate empathy
Recognise and challenge stereotypes
You are not neutral
audit resources carefully
Organise trips to different places of worship
Challenge parents who refuse
Full transcript