1. Child Protection in Education
Ken Palmer
Children’s Safeguarding Unit

2. Workshop to Raise Awareness of Prevent (WRAP)
Section 26 of the Counter Terrorism & Security Act 2015
From July 2015 schools in the exercise of their functions, to have due regard of the need to prevent people from being drawn into terrorism.
This duty is known as the Prevent duty
Keeping Children Safe in Education July 2015

3. Introduction to PREVENT

4. Extremism
‘Vocal or active opposition to fundamental British values, including democracy, respect and tolerance of different faith and beliefs…including calls for the death of members of our armed forces whether in this country or overseas’
Prevent Strategy

5. Radicalisation
“A process by whereby someone has their vulnerabilities or susceptibilities exploited towards terrorism or crime- most often by a third party with their own agenda.”

6. Who are the terrorist’s

7. Donald Currie A member of the Animal Liberation Front (ALF)
The ALF officially do not support attacks on people.
In 2005, he placed several homemade bombs under cars and on the doorsteps of people who were connected to an animal experimentation laboratory (Huntingdon Life Science). No one was killed.
He was found guilty and sentenced to a minimum of six years in prison.

8. Salem al-Hazmi Terrorist
He was born in Saudi Arabia and become a member of the Al-Qaeda network.
On 11 September 2001, he was one of the five hijackers on American Airline Flight 77, which crashed into the Pentagon building in America.

9. Anders Behring Breivik
Anders Behring Breivik is the alleged perpetrator of two attacks in Norway on July 22, the first the bombing of government buildings in central Oslo that left eight dead, the second a shooting spree on the island of Utøya that killed at least 85.
Anders Breivik. The Norweigan political extremist was behind the terrorist attacks which devastated Norway in July 2011.

10. David Copeland
David Copeland is an English Neo-Nazi militant who became known as the "London Nail Bomber" after a 13-day bombing campaign in April 1999 aimed at London's black, South Asian and gay communities that resulted in three people killed and more than a hundred injured

11. Mairéad Farrell Member of the IRA
In 1976, she was found guilty of attempting to plant a bomb in Northern Ireland. She spent ten years in prison.
In 1988, she was controversially shot dead by the SAS on the Island of Gibraltar when suspected of a potential bombing.
Explosives were later found in a car that she had the keys to – but they were not set to go off.

12. Extremism of all kinds Islamic State Far Right Animal Rights
Environmental
Nationalist
Northern Ireland

13. Counter terrorism strategy called Contest
Pursue – Identify suspects
Protect – Borders and Buildings
Prepare – Emergency Planning
Prevent - Radicalisation

14. Discuss Are we getting into dangerous ideological grounds here?
Is this the role of schools?
Is it safeguarding?

15. Case Study

16. Promoting ‘British Values’
The Context
Promoting ‘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
Reality Check: Education and the PREVENT Duty

17. Promoting ‘British Values’
The Context
Promoting ‘British Values’
Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental ‘British Values’.
Vision > Ethos > Curriculum > SMSC
Reality Check: Education and the PREVENT Duty

18. Statutory Duties on Schools
Assess local risk for students
Partnership working with Local Authority
Identify ‘At Risk’ Students
E-Safety keep students safe on line
Link to Safeguarding Policies
Build resilience and critical thinking skills
Question?

19. Statutory Duties on Schools
Schools can also build pupils’ resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views.
It is important to emphasise that 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 understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments.
We are not talking about reinventing the wheel of safeguarding, it is what schools do already.

20. Building children’s resilience to radicalisation Personal, Social and Health Education (PSHE) can be an effective way of providing pupils with time to explore sensitive or controversial issues, and equipping them with the knowledge and skills to understand and manage difficult situations. Citizenship helps to provide pupils with the knowledge, skills and understanding to prepare them to play a full and active part in society. It should equip pupils to explore political and social issues critically, to weigh evidence, to debate, and to make reasoned arguments.

21. Iceberg Act Targets, Planning Weapons, Prepare, Crime
Raising funds, travel to conflict area
Recruit someone to carry out an attack

22. Girls & Woman Forced Marriage Sexual exploitation
Romantic view of fighters
Child rearing
Domestic servitude
No freedom of movement
Samantha Louise Lewthwaite
(White Widow)

23. Channel Panel
Modelled on other successful multi-agency risk management processes.
Identify individuals at risk of being drawn into violent extremism.
Assess the nature and extent of that risk
Develop the most appropriate support for the individuals concerned.

24. Channel Panel

25. Notice, Change in behaviour, friendship group, online activity…etc.
Check, with colleagues, parents and others
Share, Designated Person, refer!

26. Thank you any questions