Academy Transformation Trust – British Values and Challenging, Radicalisation, Extremism and Terrorism Policy British Values and challenging Radicalisation, Extremism and Terrorism Policy Academy Transformation Trust Further Education (ATT FE) This policy links to: Located e.g. Intranet Policy reviewed by Academy Transformation Trust on Policy adopted by FE Board on 4 th November 2015 REVIEW DATE:
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Academy Transformation Trust – British Values and Challenging, Radicalisation, Extremism and Terrorism Policy
British Values and challenging Radicalisation, Extremism and Terrorism
Policy Academy Transformation Trust Further Education (ATT FE)
This policy links to: Located
e.g. Intranet
Policy reviewed by Academy Transformation Trust on
Policy adopted by FE Board on 4th November 2015
REVIEW DATE:
Academy Transformation Trust – British Values and Challenging, Radicalisation, Extremism and Terrorism Policy
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PURPOSE To support British Values and promote these with our learners and to challenge radicalisation, extremism and terrorism within our learning environment SCOPE All learners RESPONSIBILITY All Staff ETHOS AND PRACTICE When operating this policy ATT FE 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 in our learning environment, whether from internal sources - learners, staff or governors, or external sources – community external agencies or individuals. Our learners see us as a safe place where they can explore controversial issues safely and where our staff encourage and facilitate this – we have a duty to ensure this happens. As a learning provider we recognise that extremism and exposure to extremist materials and influences can lead to poor outcomes for learners 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 learners. 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 and adult learners. Education is a powerful weapon against this; equipping young people and adult learners with the knowledge, skills and critical thing, to challenge and debate in an informed way. Therefore, we will provide learning resources and CPD for tutors so that our learners are enriched, understand and become tolerant of difference and diversity and also to ensure that they thrive, feel valued and not marginalised.
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Furthermore we are aware that young people and adult learners can be exposed to extremist influences or prejudiced views from an early age which emanate from a variety of sources and media, including via the internet, and at times learners may themselves reflect or display views that may be discriminatory, prejudiced or extremist, including derogatory language. Any prejudice, discrimination or extremist views, including derogatory language displayed by learners or staff will always be challenged and where appropriate dealt with in line with our Disciplinary Policy for learners and the Code of Behaviour for staff. As part of wider safeguarding responsibilities our staff will alert to:
Disclosures by learners of their exposure to the extremist actions, views or materials of others outside of college, such as in their homes or community groups especially where learners have not actively sought these out
Graffiti symbols, writing or art work promoting extremist messages or images
Learners accessing extremist material online, including through social networking sites
Parental reports of changes in behaviour, friendship or actions and requests for assistance
Partner colleges, local authority services, and police reports of issues affecting learners in other colleges or settings
Learners voicing opinions drawn from extremist ideologies and narratives
Use of extremist or ‘hate’ terms to exclude others or incite violence
Intolerance of difference, whether secular or religious or, in line with our equalities policy, views based on, but not exclusive to, gender, disability, homophobia, race, colour or culture
Attempts to impose extremist views or practises on others
Anti-Western or Anti-British views. Protecting our learners and radicalisation. Protecting our pupils from radicalisation and extremism should be seen as part of our wider safeguarding duties and is similar to protecting learners from other harms. The Trust believes that by promoting fundamental British values and enabling learners to challenge extremist views helps to build their resilience to radicalisation. There is no place in our FE learning environment for extremist views.
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Our campuses provide a safe place, this should include being a place where learners can learn and understand about the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments. The Trust’s procedures draws on Dfe guidance ‘Keeping Children Safe in Education 2015’, HM government document ‘Prevent Strategy’ and the ‘Counter Terrorism and Security Act 2015’. The Counter Terrorism and Security Act 2015 contains a duty to have due regard to the need to prevent people from being drawn into terrorism. The PREVENT strategy part of the overall counter-terrorism strategy and has three specific strategic objectives:
respond to the ideological challenge of terrorism and the threat we face from those who promote it;
prevent people from being drawn into terrorism and ensure that they are given appropriate advice and support; and
work with sectors and institutions where there are risks of radicalisation that we need to address.
The Trust agrees with the government that the PREVENT strategy should not become burdensome. Ofsted’s revised common inspection framework 2015 makes specific reference to the need to have safeguarding arrangements to promote learners’ welfare and prevent radicalisation and extremism. The statutory guidance (taken from the Counter Terrorism and Security Act 2015) makes it clear that leaders (including Governors) must:
establish or use mechanisms for understanding the risk of extremism
ensure staff understand the risk and build capabilities to deal with it
communicate and promote the importance of the duty
ensure staff implement the duty effectively. Other duties include:
a general understanding of the risks affecting learners in the area and a more specific understanding on how to identify individual students who may be at risk of radicalisation and what to do to support them. Staff should look for changes in learner’s behaviour and attitudes. They may display different signs or seek to hide their views
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being aware of the increased risk of online radicalisation and be up to date with the latest information (local police and LA will be able to provide contextualised information)
seek advice if necessary from the local police (101) or from CHANNEL.
ensuring there are clear procedures in place for protecting learners at risk of radicalisation. These should be set out in existing safeguarding policies.
all staff should complete the online general awareness training module on Channel. It includes support on how to identify factors that can make people vulnerable to radicalisation
not all authorities are PREVENT areas but Local Safeguarding boards should publish threshold guidance to indicate when a learner might be referred for support.
Channel (https://www.gov.uk.government/uploads/system/uploads/attachment_data/file/425189/Channel Duty Guidance April 2015.pdf) As part of the PREVENT strategy, Channel, which is a national project, has been put in place to safeguard individuals who may be vulnerable to recruitment by violent extremists. The programme uses a multi-agency approach to project vulnerable people by: a) identifying individuals at risk; b) assessing the nature and extent of that risk; and c) developing the most appropriate support plan for the individuals concerned. Assessing risk requires:
co-operation with key partners to identify and achieve a shared understanding of local risks
co-ordination through multi-agency forums
information sharing
continued engagement with local communities and community based organisations. Indicators of vulnerability to radicalisation
Identity Crisis – the learner is distanced from their cultural/religious heritage and experiences discomfort about their place in society
Personal Crisis – the learner may be experiencing family tensions; a sense of isolation; and low self-esteem; they may have dissociated from their existing friendship group and
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become involved with a new and different group of friends; they may be searching for answers to questions about identity and faith and belonging
Personal Circumstances - migration; local community tensions; and events affecting the learner’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 – the learner may have perceptions of injustice; a feeling of failure; rejection of civic life;
Experiences of Criminality – which may include involvement with criminal groups, imprisonment, and poor reintegration;
Special Educational Need – learners may experience difficulties with social interaction, empathy with others, understanding the consequences of their actions and awareness of the motivations of others.
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; and
significant changes to appearance and/or behaviour;
experiencing a high level of social isolation resulting in issues of identity crisis and/or personal crisis.
To make a referral to Channel or get advice the local authority’s safeguarding lead will be able to advise and guide you about making a referral. Channel assesses the nature and extent of the potential risk to an individual and, where necessary, provides an appropriate support package tailored to their needs. A helpline for teachers has been set up to answer questions and concerns about extremism. Teachers can call 0207 340 7264 or email [email protected].
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Next steps
Actions Complete Actions
Complete the self-assessment tool and identify actions.
Safeguarding lead to contact local authority and/or police to set the context of the local area.
Designated Safeguarding Lead to undertake PREVENT training. This person should be sufficiently well trained to be able to support other members of staff.
Access resources toolkit (www.preventforschools.org) the toolkit includes resources for primary, secondary and FE. https://www.pacey.org.uk/news-and-views/news/prevent-duty-law-from-1-july/ for early years advice.
Seek appropriate training (WRAP).
All staff to complete the online general awareness training module on Channel http//course.ncalt.com/Channel_General_Awareness/01/index.html
Plan opportunities in the curriculum to build resilience, critical thinking. Encourage pupils to challenge and debate; provide them with accurate and current information. Develop a safe culture to discuss and question.
Audit opportunities made available through social, moral, spiritual and cultural education.
Assess how well the academy keeps children and young people safe online.
Consider the academy environment – e.g. safeguarding board with clear information about the possible warning signs, do the academy promote fundamental British Values.
Check the vetting of external agencies and speakers is robust. Checking the suitability of the person and that the input does not oppose the Trust’s values and ethos.
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Flow chart when concerns are identified
Teacher/volunteer identifies potential concern
Concern is reported, considered and fully recorded.
Advice sought from local Authority responsible person
Concern remains
Immediate action required
Potential to travel
Several indicators
Not immediate Discuss with-
Education Prevent Lead
Police 101
Informal support from Channel team
ATT Call 999
Call Counter terrorism Hot line 0800789321
Inform ATT
Act on Advice Concern identified -
Multi-agency support required
No further action
Complete Channel referral form and
forward to Channel
Action needed- Agree plan with Designated safeguarding lead Responsible person from LA other
All concerns should be documented fully including conversations with learner, parents, family, friends and members of the community.
ATT must be kept fully informed.
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EBs 04/11/15 v1 Review Date:
Self-assessment tool and planning document
Rag rate
Comment
Actions
Review Date
Clear leadership and accountable structures are in place and visible throughout the organisation
There is an identified strategic PREVENT lead, (this is usually the safeguarding lead).
The strategic lead understands the expectations and key priorities to deliver PREVENT and that this is embedded within safeguarding procedures.
The PREVENT agenda and its objectives has been embedded within the appropriate safeguarding processes.
Visiting speakers have been vetted to ensure there is no opportunity to promote extremist views.
Places where there is a risk of radicalisation/ promotion of extremist propaganda have been identified (use local intelligence, local authority resources/Contracts – Counter Terrorism Local Profiles are one tool for understanding risks in an area).
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Appropriate levels of filtering and policies are in place for safe internet access and use
Staff have been appropriately trained accordingly to their roles
A plan is in place to raise awareness of PREVENT (WRAP) training so that key staff and FE Board understand the risk of radicalisation and extremism and know how to recognise and refer children who may be vulnerable.
There is appropriate staff guidance and literature available to staff on a PREVENT agenda. Staff training is comprehensive to ensure staff are up to date with risks of social media.
An appropriate reporting and referral process is in place and referrals are being managed effectively
Safeguarding policies and procedures include comprehensive detail on preventing young people and adult learners from being exposed to radicalisation or extremism.
A single point of contact for any PREVENT concerns raised by staff has been identified. An appropriate internal PREVENT referral process has been developed.
Leads in partner agencies are known (PREVENT,
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Local Authority, Police)
A broad and balanced curriculum helps protect learners against radicalisation and extremism and promotes resilience, debating skills and critical thinking
ATTFE has a range of initiatives and activities that promote the spiritual, moral, social and emotional needs of learners aimed at protecting them from radicalisation and extremism influences.
ATTFE delivers education that helps develop critical thinking skills around the power of influence, particularly on-line and through social media.
Staff are able to provide appropriate challenge to students, parents and governors if opinions are expressed that are contrary to fundamental British values and promotion of community cohesion.
Remember any actions should be transferred to the Safeguarding Action Plan
EBs 04/11/15 v1 Review Date:
Other Information:
A FREE specialist workshop called WRAP is available that is designed to give colleagues:
(www.preventforschools.org)
An understanding of the PREVENT strategy and their role within it.
The ability to use existing expertise and professional judgement to recognise the vulnerable
individuals who may need support.
Local safeguarding and referral mechanisms and people to contact for further help and advice.
The workshop takes 2 – 2.5 hours to deliver via DVD and a facilitator. It can be delivered in a team
setting or training to groups of 15-30 multi-agency partners, allowing delegates to network and
share expertise.
It is an introduction to PREVENT and covers issues such as crime, normal social processes that are
used to influence and manipulate, extreme right-wing and Al-Qaeda case studies, terrorist ideologies
and factors which may contribute to an individual's susceptibility to terrorist ideology.