Prevent Policy

Quay Academy Preventing Radicalisation Policy November 2015

1. Background This Preventing Radicalisation Policy is part of our commitment to keeping pupils safe. Since the Education and Inspections Act 2006 schools have duty to promote community cohesion. Over the last few years global events have led to the growth of extremist viewpoints and since 2010, when the Government published the Prevent Strategy, there has been an awareness of the specific need to safeguard children, young people and families from violent extremism. Schools have an important role to play in both educating pupils about extremism and recognising when pupils start to become radicalised. In March 2015 new statutory duties were placed on schools by the Counter Terrorism and Security Act 2015 which means they must work to prevent pupils being drawn into extremism. 2. Ethos and Practice At Quay Academy we ensure that we promote tolerance and respect through our vision, values, relationships and teaching. The Governors ensure that this ethos is reflected and implemented effectively through policy and practice. All staff are expected to uphold and promote the fundamental principles of British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. When operating this Policy, Quay Academy uses the following accepted Governmental definition of extremism which 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; and/or calls for the death of members of our armed forces, whether in this country or overseas’. There is no place for extremist views of any kind at Quay Academy, whether from internal sources (pupils, staff or governors) or external sources (school community, external agencies or individuals). Our pupils see Quay Academy as a safe place where they can explore controversial issues safely and where our teachers encourage and facilitate this – we have a duty to ensure this happens. Any prejudice, discrimination or extremist views, including derogatory language, displayed by pupils or staff will always be challenged and where appropriate dealt with in line with our Behaviour Policy for pupils and the Code of Conduct for staff.

At Quay Academy we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for children and so should be addressed as a safeguarding concern as set out in this Policy. We also recognise that if we fail to challenge extremist views we are failing to protect our pupils. Extremists of all persuasions aim to develop destructive relationships between different communities by promoting division, fear and mistrust of others based on ignorance or prejudice and thereby limiting the life chances of young people. Education is a powerful thinking, to challenge and debate in an informed way.

3. Statutory duties The duty to prevent children and young people being radicalised is set out in the following documents:  Counter Terrorism and Security Act 2015  Keeping Children Safe in Education 2015  Prevent Duty 2015  Working Together to Safeguard Children 2015 4. Non-statutory duties Promoting Fundamental British Values as Part of SMSC in Schools (DfE advice for maintained schools) Related policies  E-safety policy  Behaviour policy  Safeguarding policy  Equal Opportunities policy  Whistleblowing policy 5. Recognising the indicators of vulnerability to radicalisation There is no such thing as a “typical extremist”: those who become involved in extremist actions come from a range of backgrounds and experiences, and most individuals, even those who hold radical views, do not become involved in violent extremist activity. Pupils may become susceptible to radicalisation through a range of social, personal and environmental factors - it is known that violent extremists exploit vulnerabilities in individuals to drive a wedge between them and their families and communities. It is vital that Quay Academy staff are able to recognise those vulnerabilities.

6. Indicators of vulnerability include (but is not inclusive):  Identity Crisis – the pupil is distanced from their cultural / religious heritage and experiences discomfort about their place in society;  Personal Crisis – the pupil may be experiencing family tensions; a sense of isolation; and low self-esteem; they may become dissociated from their existing friendship group and become involved with a new and different group of friends; they may be searching for answers to questions about identity, faith and belonging;  Personal Circumstances – migration; local community tensions; and events affecting the pupil’s country or region of origin may contribute to a sense of grievance that is triggered by personal experience of racism or discrimination or aspects of Government policy;

      

Unmet aspirations or underachievement – the pupil may have perceptions of injustice; a feeling of failure; Experiences of Criminality; Victim or witness to hate crimes or incidents; Social isolation or exclusion; Global or national events; Traumatic events; Having a special educational need

More critical risk factors could include:      

Being in contact with extremist recruiters; Accessing violent extremist websites, especially those with a social networking element; Possessing or accessing violent extremist literature; Using extremist narratives and a global ideology to explain personal disadvantage; Justifying the use of violence to solve societal issues; Joining or seeking to join extremist organisations;

7. Recognising extremism Early indicators of radicalisation and extremism may include:             

Showing sympathy for extremist causes Glorifying violence; especially towards faiths or cultures Evidence of possessing illegal or extremist literature; taking part in extremist events/ rallies Secretive or withdrawn behaviour Significant changes of behaviour and peer relationships Online searches of, or sharing of, extremist messages Intolerance of faith, culture, gender, race or sexuality Lack of understanding of others’ religious or political views Graffiti, artwork or writing that displays extremist themes Attempts to impose extremist views/ practices on others Verbalising anti-Western or anti-British views Advocating violence towards others Use of extremist or ‘hate’ terms to exclude others or promote violence

8. Procedures for referrals It is important for us to be constantly vigilant and remain fully informed about the issues which affect the region in which we teach. Staff are reminded to suspend any professional disbelief that instances of radicalisation ‘could not happen here’ and to refer any concerns through the school safeguarding procedure (outlined in the Safeguarding policy) and recorded on a blue form. Where there are significant concerns the Head Teacher will refer to the appropriate body. This policy is strictly adhered to should issues arise.

9. The role of the curriculum Our curriculum promotes respect, tolerance and diversity through the Values Based approach. Children are encouraged to express themselves through discussions, debates and consultations. The RE, PSHE (Personal, Social and Health Education) and SMSC (Spiritual, Moral, Social and Cultural including Values) provision is embedded across the curriculum, and underpins the ethos of the school. Children learn about other faiths and visit places of worship and are taught about how to stay safe when using the Internet. Pupils are supported in making good choices from a very young age, so they understand the impact and consequences of their actions on others. We also adopt the methods outlined in the Government’s guidance ‘Teaching approaches that help build resilience to extremism among young people’ DfE 2011. These approaches include setting targets for young people to build a sense of ownership; creating a safe space for dialogue between staff and pupils; building resilience in pupils; improving pupil skills for collaborative work; improving pupils’ ability to interact with each other and a peer mentoring scheme. We ensure that all of our teaching approaches help our pupils build resilience to extremism and give pupils a positive sense of identity through the development of critical thinking skills. Quay Academy promotes the values of democracy, the rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs. We teach and encourage pupils to respect one another and to respect and tolerate difference, especially those of a different faith or no faith. It is indeed our most fundamental responsibility to keep our pupils safe and prepare them for life in modern multi-cultural Britain and globally. We work with local partners, families and communities in our efforts to challenge extremist views and to assist in the broadening of our pupil’s experiences and horizons. 10. Staff training Through INSET opportunities in school we ensure that our staff are fully aware of the threats, risks and vulnerabilities that are linked to radicalisation; are aware of the process of radicalisation and how this might be identified early on. All staff completed Prevent Training through the East Riding Safeguarding Children Board and Humberside Police in June 2015. 11. Safer recruitment We ensure all staff appointed are suitable to work with children and our recruitment procedures follow the statutory guidance published in part 3 of Keeping Children Safe in Education 2015. We follow best practice in education settings, including, but not limited to, ensuring that DBS checks are always made at the appropriate level, that references are always received and checked and that we complete and maintain a Single Central Record of such vetting checks. The Headteacher has current Safer Recruitment training. 12. Visitors, representatives of External Agencies and Speakers Visitors are made aware of our safeguarding policies on arrival and are given information about what to do if they have a cause for concern regarding a pupil’s welfare. Quay Academy encourages the use of external agencies or speakers to enrich the experiences of our pupils, however we will positively vet those external agencies, individuals or speakers who we engage to provide such learning opportunities or experiences for our pupils. This includes checking the DBS of all external providers. A member of staff must always be present when visiting speakers are invited into the school.

Any materials to be used with the children should be vetted first. This vetting is to ensure that we do not unwittingly use agencies that contradict each other with their messages or that are inconsistent with, or are in compete opposition to, the school’s values and ethos. 13. Whistleblowing Where there are concerns of extremism or radicalisation pupils and staff will be encouraged to make use of our internal systems to whistle blow or raise any issue in confidence. Please refer to the separate Whistleblowing Policy. 14. Role of Governing Body The Governing Body of Quay Academy will undertake training led by the DRET or the Headteacher to ensure that they are clear about their role and the parameters of their responsibilities as Governors, including their statutory safeguarding duties. The Governing Body will support the ethos and values of our school and will support the school in tackling extremism and radicalisation. In line with the provisions set out in the DfE guidance ‘Keeping Children Safe in Education, June 2015’ the governing body will challenge Quay Academy’s senior leadership team on the delivery of this policy and monitor its effectiveness. Governors will review this policy annually but may amend and adopt any amendments outside of this timeframe in accordance with any new legislation or guidance.

15. Policy Adoption, Monitoring and Review This Policy will be considered and adopted by the Governing Body in line with their overall duty to safeguard and promote the welfare of children as set out in the DfE guidance ‘Keeping Children Safe in Education’. Parents/carers will be issued with a hard copy of this Policy on request. This Policy will also be made available to parents/carers via the school’s website.