1. And Promoting British Values
The Prevent Duty
And Promoting British Values

2. Aim
The Aim of the Prevent Duty is to stop people becoming terrorists or supporting terrorism.

3. Current Threats ISIS Al Qaida Irish Republican Terrorism
Domestic Extremism/ Extreme Right Wing
Animal rights & eco terrorism.

4. Why does this concern us?
The 2015 Counter Terrorism and Security Act
“ Due regard to the need to prevent people from being drawn into terrorism”.
‘The Prevent Duty’ Departmental Advice for schools and childcare providers”
June 2015.

5. Promoting Children’s SMSC Development

6. 1988 Education Act
UN Convention on the Rights of the Child – ratified by the UK in 1991

7. UNCRC
Article 14
Every child has the right to think and believe what they want and also to practice their religion, as long as they are not stopping other people from enjoying their right. Governments must respect the rights of parents to give their children guidance about this right.
Article 29
Education should develop each child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as their parents, their own and other cultures and the environment.
Article 30
Every child has the right to learn and use language, customs and religion of their family whether or not these are shared by the majority of people in the country where they live.

8. Trojan Horse Affair
5 Schools put in special measures for ‘failing to take adequate steps to safeguard pupils against extremism’.
Re-emphasis from OFSTED on religious education
Publication of Department of Education advice.
‘ Promoting Fundamental British Values as part of SMSC in Schools’ – November 2014.
Non-Statutory.

9. Promoting Fundamental British Values as part of SMSC in Schools
It is expected that pupils should understand that while different people may hold different views about what is right and wrong; all people living in England are subject to its laws.
If the schools teach about religious law, particular care should be taken to explore the relationship between state and religious law. Pupils should be made aware of the difference between the law of the land and religious law.

10. Fundamental British Values
Democracy
Rule of Law
Individual Liberty
Mutual Tolerance and Respect of those with different faiths and beliefs.

11. Promoting Fundamental British Values as part of SMSC in Schools - 2
Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values
Attempts to promote systems that undermine fundamental British values would be completely at odds with schools duty to provide SMSC development.

12. The Prevent Duty Departmental Advice for schools and childcare providers
Schools should be safe places in which children and young people can understand and discuss sensitive topics including terrorism and the extremist ideas that are part of terrorist ideology, and learn how to challenge them. The Prevent Duty is not intended to limit discussion of these issues. Schools should however be mindful of their existing duties to forbid political indoctrination and secure a balanced presentation of political issues.

13. Safeguarding

14. Keeping Children Safe in Education – Safeguarding Issues
child missing from education
child missing from home or care
child sexual exploitation (CSE)
bullying including cyberbullying
domestic violence
drugs
fabricated or induced illness
faith abuse
female genital mutilation (FGM) – and see page 14
forced marriage
gangs and youth violence
gender-based violence/violence against women and girls (VAWG)
mental health
private fostering
radicalisation
sexting
teenage relationship abuse
trafficking

15. Radicalisation Internet and Social media Family & Community
Own research
Targeted by a third party

16. Vulnerabilities Links to crime Alcohol and drug abuse Paranoia
Mental health issues
Fitting in
Lack of a father/mother figure
Peer Pressure
Global events/fear
Desire/poverty
Social exclusion
Low self esteem
Divorce
Autism/Learning disabilities
G & T/ frustration
Adolescence

17. Behaviours Unusual change in routine New Circle of Friends
Reduced Attendance
Change in dress
Unusually angry or short tempered
Withdrawn
New found arrogance

18. Verbal markers Change in language/use of words
Asking inappropriate questions/making inappropriate comments
‘Scripted speech’
Closed to new ideas/conversations

19. Notice Check Share

20. What do we need to do?

21. What do we need to do? Risk Assessments
Safeguarding Policies/Procedures
Referral Mechanisms

22. Who do we contact? Channel
‘National programme to safeguard children and adults from being drawn into terrorism.’
MASH
'Multi-agency safeguarding hub’

23. Local MASH police co-ordinator David.Knowles@ Hampshire.pnn.police.uk
In the first instance
Local MASH police co-ordinator Hampshire.pnn.police.uk

24. What do we need to do? Risk Assessments
Safeguarding Policies/Procedures
Referral Mechanisms
Responsible Booking Policy
IT Policy
Fundamental British Values

25. OFSTED Effectiveness of leadership and management
Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and governors:
Actively promote British Values
Make sure that safeguarding arrangements to protect children, young people and learners meet all statutory and other government requirements to promote their welfare and prevent radicalisation and extremism.

26. OFSTED Personal development behaviour and welfare
Inspectors will make a judgement on the personal development behaviour and welfare of children and learners by evaluating the extent to which the provision is successfully promoting and supporting children and other learners to:
Understand how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media.