1. Safeguarding against radicalisation: Best practice for your school.
SINCE 9/11 Webinar
Safeguarding against radicalisation:
Best practice for your school.
Tom Llewellyn-Jones Prevent Education Officer for Tower Hamlets

2. Introduction – Session Aims
What are your duties as a school and what is Ofsted looking for?
What is the threat? Why is it relevant to put preventative measures in place to protect from radicalisation?
What approach do the best schools take across their whole school and what practice works well in classrooms?
How do we engage with parents to support this area of education?
Where can I get help?

3. 1. What are your duties as a school and what is Ofsted looking for?
The Act places a statutory duty on local authorities to have ‘due regard to the need to prevent people from being drawn into terrorism’.

4. 1. What are your duties… CONTEST STRATEGY What is Prevent? Pursue:
Stop terrorist attacks
Reduce
Risk
Protect:
Strengthen our protection
against terrorist attacks
Prepare:
Mitigate the impact of a terrorist attack
Reduce Threat
Reduce Vulnerability
Prevent:
Stop people from becoming
terrorists or supporting terrorism
CONTEST STRATEGY

5. 1. What are your duties…
‘Safeguarding vulnerable people from radicalisation is no different from safeguarding them from other forms of harm’
Really important to keep reiterating this point
The Prevent Strategy

6. 1. What are Ofsted looking for?
Leadership and governance – clarity ref safeguarding (policy and practice) esp. familiarity with ‘Keeping Children Safe…’
Training – Ofsted want to see impact of this…Q ‘if you thought someone was being radicalised, what would you do?’
Engagement with external partners – principally LA and Police
Policies and practices - no separate Prevent policy required but reference it in others e.g. visitors, lettings/bookings, ICT, safeguarding, plus Cit Ed, PSHE, SMSC Policies/Schemes of work
Curriculum (formal and informal) especially Citizenship, debating club, current affairs discussion group (local as well as national/global)
Referral pathways - ‘professional conversations, clarity about thresholds’ (most Channel referrals are not progressed)
6 main things Ofsted are looking for

7. 1. Who is this for – Universal Provision
Vulnerable cases are not easy to identify so we need to assume all pupils at risk and teach all children
Discontinuity between what they know and their parents know about the internet and social media, so can’t leave it to the home (Do teachers know enough?)
Children today have open and unrestricted access to extensive information so we need to teach skills of critical thinking, discrimination and questioning the validity of sources (a healthy scepticism)

8. Prevent Triangle of Intervention
Support in schools, youth clubs, etc. to promote positive values & community cohesion, protect children from extremist dialogues, encourage safe and open debate and critical thinking, engage them in positive activities and educate them about world affairs and personal safety (including cyber safety.)
The panel oversees individual multi-agency support and diversionary programmes for all those at risk from violent extremism or radicalisation.
BEYOND PREVENT Justice System / Counter Terrorism
UNIVERSAL PREVENT
PREVENT casework
Channel
WRAP

9. 1. Universal Provision – benefits or added value
Not about closing down debate but enabling discussion of controversial issues in a safe environment.
All staff should feel confident in talking to students about difficult issues and know who they can turn to if it gets difficult.
All this work improves children’s analytic and reasoning and debating skills
E-safety work has relevance  to other risks as well e.g. sexual grooming and online scams

10. 1. Where do SINCE 9/11 fit in?

11. 2. What is the threat?
Why is it relevant to put preventative measures in place to protect from radicalisation?

12. 2. Who is at risk?
Importance of critical thinking and students knowing where they can turn to find out if information they find online is reliable

13. 2. Which of these do you know and use?
Can you identify each of these social media apps?
Idea is to highlight the point that students will use social media that parents/teachers have no idea about.
All these sites, and many more, can contain harmful material. Unless it’s reported though it won’t be taken down.

14. 2. Learn from students and get them to teach others

15. 2. Why are these posts concerning?
Might not include. But the idea is that there is nothing armful about these posts except they have been created by Britain First. They are click bait designed to get likes and shares. Once you like something from a certain group then the social media site will know that and post further things from them to your wall. This becomes significant on the next slide.

16. 2. What message do they really give?
Image shared by a lot of right wing groups after the Westminster attack. Britain First are just one eg of these groups. They are up to 1.7 million like and shares on Facebook, therefore when they post something like this it’s seen by a huge number of people.

17. Video was shared after the Paris attack of November 2015
Video was shared after the Paris attack of November Was shared again in 2017

18. 2. How do groups use social media to radicalise?
The amount of propaganda released by groups like Daesh/ISIS huge. They use social media profusely to recruit people into travelling abroad, or to carry out attacks at home.
Point of this slide is that most parents/teachers probably assume the majority of Daesh propaganda is ultra-violent, or designed to appeal to the stereotypical (and not true) vulnerable person i.e. teenage boys obsessed with violent video games.
In fact they release propaganda designed to appeal to many different types of people, as can be seen on the next slide. It’s therfire essential we assume all people can be vulnerable to these sorts of groups.

19. 2. How do groups use social media to radicalise?

20. 2. How do groups use social media to radicalise?
e.g.’s of Daesh propaganda

21. 2. How do groups use social media to radicalise?
“…i want to come to syria but my mum doesn’t let me come and i live in europe not near syria, if i leave without her permission is my jihad accepted? and how do i get there from turkey? is it easy to cross the border…”
e.g. of question from ask.fm
What’s really concerning is there were responses giving details of what to do

22. 2. How can we respond to this?
Many young people ignore the age limits on social media. We need to be aware of this. They need to know that if they see something that upsets, concerns, or interests them, they can talk to a trusted adult without getting into trouble.
We need to encourage people to report harmful material online, but not respond to them personally.
We need to teach young people how to check the credibility of what they read. E.g. Who, what, when, where
We need to educate teachers, parents and students about the methods used by groups to promote their narratives
We need to ensure people know where they can turn to get support

23. 3. What approach do the best schools take across their whole school and what practice works well in classrooms?

24. 3. Prevent checklist / risk assessment

25. 3. Prevent mapping document
Mapping doc of British Values in the curriulum

26. 3. Prevent mapping document

27. 3. School Best Practice
Respond to the individual needs of the school, building on existing good practice / resources
Recognise all schools have different needs so don’t be prescriptive, instead offer support
Consult with teachers, students and parents so they have input re: issues they want raised
Use and develop existing partnerships, e.g. community groups, local police, the parental engagement team, faith organisations and other focus groups e.g. SINCE 9/11, Violence Against Women and Girls, No Place for Hate Campaign, SACRE, Anti-Bullying Alliance / Global Education / Philosophy 4 Children / Debate mate / Young Leaders / Pupil Parliament

28. Examples of resources Parent session run jointly with the police
Primary assemblies
Assembly requested by and jointly planned with 6th form
Lesson taught by 6th form
Secondary assemblies
Lessons requested by staff

29. Conspiracy theories and extremism
What does this picture show?
Does anyone believe that this group exists?
They can write notes about this on the worksheet (slide 21)

30. Talk with the people near you, what theories have you heard about the illuminati?
You have 3 minutes
What things about this conspiracy have you heard?
3 minutes
Jay Z and Beyoncé are members
It’s the New World Order
They worship the anti-Christ
Barack Obama is the anti-Christ
They are financed by wealthy Jews
It’s secret organisation that has been running things for years
End

31. Whatever letter you put in comes up with a huge amount of results
Whatever letter you put in comes up with a huge amount of results. Some of which are truly bizarre.
The idea of this slide is to show that this conspiracy is all encompassing. You can type almost anything in Google and put the illuminati afterwards and it’s likely it’ll have some results.
The point here isn’t to say the illuminati isn’t real- this is almost too difficult to tackle as the beliefs people have about them are so varied. Instead it’s about saying that some people will find evidence for their world view in pretty much anything.

32. How does this link to extremism?
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How does this link to extremism?
A conspiracy theory is defined by four characteristics:
a group -
acting in secret
to alter institutions, usurp power, hide truth, or gain utility,
at the expense of the common good.
Many people believe
1 the US government
2. Had secret meetings to work out how to destabilise the middle east and get more oil
3. They were behind the 9/11 attacks
4. They invaded Afghanistan and Iraq to get oil

33. How does this link to extremism?
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How does this link to extremism?
a group -
acting in secret
to alter institutions, usurp power, hide truth, or gain utility,
at the expense of the common good.
Far- right groups like Britain First have the following sort of narrative:
Muslims
are conspiring
to take over the UK
and stop ‘British’ people from being able to live their lives as they choose.
Read below and follow link for more information about this group. They are discussed in more detail in the next lesson
Britain First
Britain First is a far-right, fascist and British nationalist[3] political party and movement formed in 2011 by former members of the British National Party.[15] The party is led by a former BNP councillor Paul Golding, and was founded by Jim Dowson, an anti-abortion campaigner linked to Ulster loyalist militants.[11]
Britain First campaigns primarily against immigration, multiculturalism and what it sees as the Islamisation of the United Kingdom, and advocates the preservation of traditional British culture. The group is inspired by Ulster loyalism and has a vigilante wing called the "Britain First Defence Force". It attracted attention by taking direct action such as protests outside homes of alleged Islamists, and what it describes as "Christian patrols" and "invasions" of British mosques,[15][16] and has been noted for its online activism.[17] It has contested elections to the House of Commons, the European Parliament and the mayoralty of London, but has not held any elected posts.
Christian Patrol
In February 2014, Britain First conducted what it called the "Christian Patrol"[52] in an area of Tower Hamlets, East London, with a high Muslim population, to counter continuing Muslim Patrols which had first come to media attention in 2013.[53] Around a dozen or so Britain First activists recorded themselves holding a banner proclaiming "We Are The British Resistance" and emptying cans of beer outside a mosque to "bait" Islamic extremists operating in the area. A video uploaded onto social media showing the event gained national media attention in the UK,[54] and the patrol was condemned by Muslim and Christian leaders in the area

34. How does this link to extremism?
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How does this link to extremism?
a group -
acting in secret
to alter institutions, usurp power, hide truth, or gain utility,
at the expense of the common good.
Islamist extremist groups like Daesh/ISIS have the following type of narrative
The West
are planning
to take over Muslim countries (like during the Crusades)
and destroy the Islamic way of life.

35. Make your own conspiracy!
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Make your own conspiracy!
As a class you will be given four pieces of information. The group that can make the most convincing conspiracy theory with what you’re given wins
As a class choose a group by clicking on a box below
Over the next four slides get the class in groups and then they choose a box from each side. As a group they will have to try to create a convincing conspiracy theory using the things they choose. They can add any additional information they know, have seen in the news too.
You can get all groups to make a conspiracy using the same information, or you can have each group choose different boxes.
Feel free to change the celebrities, organisations and victims.

36. 2. Now choose a celebrity they are having secret meetings with.
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2. Now choose a celebrity they are having secret meetings with.

37. 3. What are they trying to do?
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3. What are they trying to do?
Hide the truth from
Take power from…
Get rich by exploiting…
Change

38. 4. At the expense of (these people are the victims)
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4. At the expense of (these people are the victims)
Business owners
Atheists
Christians
Labour supporters
School children
Europeans
Vegetarians
At the end of the lesson we will see if any group has been able to make a convincing conspiracy theory using the choices you made. If you can, add some evidence to try to back up your conspiracy (maybe something you’ve heard about in the news recently).

39. Conspiracy theories offer people ‘knowledge’ that most people are ignorant of. It’s exciting to think that you know the truth whereas the majority are ignorant of it.
What they don’t do though is consider all the evidence. They only put forward evidence, however convoluted, to back up their position.
Extremist narratives do exactly the same. They pick and choose ‘evidence’ which supports their idea and dismiss anything which goes against their single-minded world view.
Just like this headline, these narratives and theories really don’t stand up to serious scrutiny.

40. But then the truth came out.
It can be easy to completely misread a situation when you don’t have all the facts.
When the massacre of 38 people in Tunisia happened people were quick to react to images like this:
“I count nine men standing or walking behind him why didn’t they all attack him?”
But then the truth came out.
But John Yeoman, who was on holiday with his wife at a neighbouring resort when the shooting began, tweeted: “Those in the background formed a human shield to protect another hotel they are not watching they saved many lives.”
This is supposed to demonstrate how we can easily form wrong opinions if we are not in possession of all the facts. This story relates to the Tunisian gunman who killed 36 people on a beach, including 30 British tourists.

41. 4. How do we engage with parents to support this area of education?
Use coffee mornings in primary schools to talk through what Prevent is and to show the resources that are being used in the classroom.
Ask them what they think needs to be taught to help promote diversity.
Have a table about safeguarding/Prevent during parents evenings in secondary schools.

42. 4. How do we engage with parents to support this area of education?
Encourage parents to discuss controversial issues at home and give them a framework.
Example of a leaflet designed by Tower Hamlets, Hackney and Waltham Forest

43. 5. Where can I get help?
Educateagainsthate.com

44. 5. Where can I get help? SINCE 9/11 can offer support in three ways:
SINCE 9/11 Education Programme
Workshops in schools, sponsored by the Home Office.
Webinars and TSA twilight training sessions 1 2 3

45. SINCE 9/11 Education Programme
5. Where can I get help?
SINCE 9/11 Education Programme
Lesson plans and classroom materials in History, RE, Citizenship, English and Art.
All free to download online at since911.com
Ideas for assemblies, tutor time, cross-curricular projects and guidance on teaching controversial topics.

46. 5. Where can I get help? Workshops in schools
1. The events, causes and consequences of 9/11. With a focus on how the attack has shaped the world since - global politics, national security laws and tensions between groups of society are some topics that will be explored. How is 9/11 relevant to us in the UK now?   2. The impact of 9/11 and terrorism in a UK context in the "now". This will involve attitudes related to religious tolerance, the impact on civil liberties, exploring extremism and radicalisation and identifying what the UK is doing to combat prejudice towards others.   3. What really happened on 9/11 and how does this relates to ‘alternative facts’ and ‘fake news’. What motivates people to believe in one thing over another? What methods should we use to judge a source of information and what biases might be evident? 
Sponsored by the Home Office, we’re offering free workshops in schools, to help teach this contraversial topic.

47. Webinars and TSA training sessions
5. Where can I get help?
Webinars and TSA training sessions
For your TSA:
With the support of leading headteacher Kamal Hanif OBE, we are offering training sessions teachers to support them in creating confident classroom debate and creating whole school approaches to embedding Prevent and fBvs. We will make these sessions available through teaching school alliances.
To request your session contact us:
Our next webinar…
Jeremy Hayward from the UCL Institute of Education on:
“Creating Free Speech in Your Classroom”

48. 5. Other useful resources
Other eg’s of good work

49. Engage with staff, parents and students
Lessons Learnt
Engage with staff, parents and students
Use existing networks and partnerships
Do not assume parents are aware of the dangers and methods used to radicalise young people
Share resources and expertise
Other eg’s of good work

50. Find out more
Web:
Phone:
Our fantastic speaker today: Tom Llewellyn-Jones
Mob:  Tel: Web: