Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Transcript of PREVENT
What links these?
clash of civilisations?
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")
overarching counter terrorism strategy
“vocal or active opposition to
fundamental British values.
' specifically targets
terrorism as well... hence its concern with 'extremism'
HO Guidance acknowledges
targets all forms of extremism including right wing...
Islamic extremists seek to create divisions within UK society, attacking the principles of
rule of law
mutual respect and tolerance of those with different faiths and beliefs
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
What are they?
Since 2014 schools have a duty
actively to promote FBV
for embedding FBV
show how work has been effective in doing so
Fundamental British values
multiple layers to our identity
many ways to be British
rejection of stereotyping, prejudice and hate
AND existing duties under the
+ community cohesion
• 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"
Muslims perceive themselves to be targeted
inhibit free speech
inhibit legitimate dissent
create unneccessary suspicion
Examples of mistakes
("We also include in our definition of extremism calls for the death of members of our armed forces”).
Similarities (common humanity) first,
also in Maths!?
Create a safe space
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 -
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
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.
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...
approaches to working with pupils on these issues
what to do if you have concerns
about safeguarding children around issues of radicalisation or extremism
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?"
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.
Some useful links
David Anderson QC, the independent reviewer of terrorism laws.
5% v 57%
"We're doing ISIL's work"
In 2013 there were
terrorist attacks in Europe Union countries
were carried out by Islamist extremists
In 2014 there were
terrorist attacks in Europe Union countries
were carried out by Islamist extremists
When we are afraid at least 3 things happen
We become more accepting of
participation in school projects
engagement with local councillors
Rule of law
Consistent behaviour policy
Rights respecting school ethos
Adults model behaviour expected of children
Ensure children take responsibility for their behaviour
Connect law and rights
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
Mutual respect and tolerance
Similarities first - but acknowledge and celebrate difference
Recognise and challenge stereotypes
You are not neutral
Audit resources carefully
Organise trips to different places of worship
Challenge parents who refuse
Britishness and Muslim-ness
Islam judged more harshly than other religions in terrorist attacks